Course Syllabus

ITEDU 691 -- Strategies and Materials for Teaching
Technology Education
 
Department of Industry and Technology
Ball State University
Muncie, IN  47306
 

"The best teacher is also
a student (author unknown, n.d.)."

 

 

 

Instructor:

 Dr. Ray Shackelford

Office:

 AT 133A

Office Hours:

 2:00 - 4:30 PM

Phone:

 Office (765) 285-5653      Home: (765) 286-1608

E-Mail:

  rshackelford@bsu.edu

Syllabus Links:
Course Description Course Objectives
Course Content Outline Course Calendar
Evaluating Student Achievement Grading Scale
Course Evaluation Course Resources / URL's
References/Bibliography Assignment/Test Policy
Academic Dishonesty/Plagiarism Special Needs
Programs in which this Course is Required Text(s)
         

I.

 Course Title: ITEDU 691 -- Strategies and Materials for Teaching Technology Education
 

II.

 Prerequisites: (NONE)
 

III.

 Catalog Description
A study of individualized and group teaching and learning strategies and the selection, production, and use of instructional materials to support them.
 
 IV.  Text(s)
None -- see Course Resources for an annotated listing of potential resources to be used in this course.

However, everyone, must have a copy of the following style manual to insure that their work is properly documented:

American Psychological Association. (2001). Publication manual of the American     
   Psychological Association (5th ed.). Washington, DC: Author
         

IV.  

 Course Rationale:
Technological knowledge is multiplying at an exponential rate.  The same is true of pedagogical knowledge.  People are finding better ways to structure learning experiences so that higher level learning is fostered and individual needs are met.  The focus of this course is on selected teaching/learning strategies and materials that can be used to enhance learning. 
 

V.  

 Course Objectives:
At the end of this course you should be able to:
A. Present information in an effective manner.
B. Select, produce, and effectively use instructional media to support learning.
C. Plan and implement teaching/learning experiences using selected instructional strategies
D. Develop rubrics for assessing identified learnings.
E. Produce an effective design brief.
F. Communicate what it means to be a professional and those behaviors commonly associated with being a professional in your field.
 

VI.  

 Course Content
I. Presenting Information Effectively
A. Planning the topic/presentation
1.  Choose the topic in light of objectives and identified learner/audience needs
2.  Explore the topic and determine the point of view to be taken
3.  Research the topic
4.  Differentiate between fact and opinion
5.  Develop a perspective on the topic
6.  Select and organize content
7.  Organize content/presentation to match learner/audience needs and   
     learning styles
8.  Develop support materials (e.g., handouts, visuals, etc.)
B. Implementing the Plan/Lesson
1.  Introduction
a.  Anticipatory set
b.  Objective
c.  Purpose
2. Presentation
a.  Input
b.  Modeling
c.  Check for understanding
3. Retention
a.  Guided practice
b.  Closure
c.  Independent practice
II. Using Instructional Media Effectively
A. Acquiring instructional media
1. Kinds
a. visual 
b. audio
c. electronic
d. combination
e. community resources
2. Process
a. identifying
b. previewing
c. selecting
d. using
e. assessing
B. Producing Instructional Media
1. Kinds
a. visual 
b. audio
c. electronic
d. combination
2. Process
a. state purpose
b. describe audience
c. write objective(s)
d. outline content
e. select media format (kind)
f. produce media
g. assess results
III. Implementing Strategies to Enhance Learnings
A. Engaging in and using instructional strategies
1. Kinds
a. product
b. process
c. performance
d. group or individual
2. Goals
a. problem-solving abilities
b. critical-thinking abilities
c. creative-thinking abilities
d. experiential learning
e. accomplishing stated objectives
3. Strategy Rationale (reason for selection)
a. objective fulfillment (cognitive, psychomotor, affective, and/or social)
b. addressing real or perceived needs
c. learning (change of behavior) enhancement
B. Selected Strategies to Support Learning
1. case studies
2. contracting
3. discovery
4. demonstration
5. inquiry
6. interview
7. lecture
8. problem-solving
9. individualized learning
10. role-playing
11. simulation
12. cooperative learning
13. collaborative learning
14. value clarification
15. etc.
IV. Assessing Learning Through Rubrics
A. Assessment Standards
B. Rubric Construction
1. investigation
2. gather samples
3. acquire quality examples
4. discuss desired characteristics/criteria
5. acquire additional examples
6. develop rubric/criteria
7. test criteria/rubric
8. assess results
9. revise/test rubric's ability to measure quality
V. Developing and Assessing Design Briefs/Technology Activities
A. Potential Design Brief Elements
1. context
2. challenge
3. resources
4. materials and equipment lists
5. procedures
6. criterion based assessment
7. feedback
B. Learning Activities (purpose and potential elements)
VI. Instructional Strategies
Selected instructional strategies will be used to support completion of the course objectives.  Information related to course objectives, content and/or activities will be provided through selected readings, links, activities, and information developed by individual and/or groups of students.  The selection, development, and implementation of effective instructional practices and materials is the major goal of this course.  Course content will be dealt with through major instructional units.  Typically, each unit will include the following elements:
a. content (information helpful to the student's fulfillment of the identified assignment objective)
b. group interaction
c. activity (an assignment)
d. communicating student outcomes to the instructor
e. assessment (based upon an assessment sheet provided at the time the assignment is given)
f.  feedback
 
VII. Course Calendar
See Course Calendar
http://rshackelford.iweb.bsu.edu/ITEDU691/CourseCalendar.htm
 
VIII. Plan for Evaluating Student Achievement
Potential Activities, Tasks, and Approximate Point Values:
1. Professionalism: What is it? 60 points
2. Presenting Content Using PowerPoint and Data Projection Systems  150 points
3. Developing Design Briefs 100 points
4. Using Instructional Strategies to Enhance Learning 200 points
5. Rubric Construction (this link will not be fully functional until (11/02/07) 100 points
 

The Grading Scale will be as follows:
100 - 92.5% of total possible points  = A
92.4 - 90% of total possible points  = A-
89.9 - 87.5% of total possible points  = B+
87.4 - 82.5 of total possible points  = B
82.4 - 80% of total possible points  = B-
79.9 - 77.5 of total possible points  = C+
77.4 - 72.5 of total possible points  = C
72.4 - 70% of total possible points  = C-
69.9 - 67.5 of total possible points  = D+
67.4 - 62.5 of total possible points  = D
62.4 - 60% of total possible points  = D-
below 59.9% of total possible points  = F
 
Exceptions to the above policy will occur under the following conditions:
1. Failure to comply with assignment/test policies and
2. Failure to perform activities as assigned.
   
IX. Methods of Course Evaluation:
The Departmental Course/Instructor Evaluation System will be used to assess this course.  Feedback from the assessment will be used to improve the teaching effectiveness of the instructor and course content.
 
X. Course Resources / URLs:
Selected readings and resources will be identified for each topic.  As you are aware selected web sites may go inactive at any time.  I will, however, try to insure that each site listed in the Course Resources is up and active.  When looking for information related to this course be sure to investigate the sites in the Course Resources at:
http://rshackelford.iweb.bsu.edu/itedu/Resources.htm
 
XI. References/Bibliography
American Psychological Association. (2001). Publication manual of the American     
   Psychological Association (5th ed.). Washington, DC: Author
Brookfield, S. (1991). Developing critical thinkers: Challenging adults to explore 
   alternative ways of thinking and acting. San Francisco: Josey-Bass.
Dallmann-Jones, A.S. & Black River Group (1994). The handbook of effective 
    teaching and assessment Strategies. Rockport, MA: Twin Lights Publishers.
Erickson, S. (1985). The essence of good teaching, San Francisco: Josey-Bass.
Hunter, M. (1997). Improved instruction. El Segundo: TIP Publications.
Hunter, M. (1988). Mastery teaching. El Segundo: TIP Publications.
Hunter, M. (1995). Teaching for transfer. El Segundo: TIP Publications.
Jones, R. & Wright, J. (Eds.). (1986). Implementing technology education, 1986 
    Council on Technology Teacher Education Yearbook. Peoria: Glencoe Publishing.
Kemp, W.H. & Schwaller, A.E. (Eds.) (1988). Instructional strategies for technology 
    education. 1988 Council on Technology Teacher Education Yearbook. Peoria: 
    Glencoe Publishing.
McKeachie, W. (1998). Teaching tips: A guidebook for the beginning college 
    teacher. Lexington: D. C. Heath and Company.
Ritz, J.M. & Deal, W.F. (1990) Design briefs: Writing dynamic learning activities. 
    The Technology Teacher, February pp. 33-34.
Standards for technological literacy: Content for the study of technology. (2000). 
    Reston, VA. International Technology Education Association.
Technology for all Americans: A rationale and structure for the study of 
    technology. (1996). Reston, VA. International Technology Education Association.
Many of the resources identified in the Course Resources link were also used as reference materials during the development of this course:
http://rshackelford.iweb.bsu.edu/itedu/Resources.htm
 
XII. Assignment/Test Policy
A. Students are responsible for making up all work.
B. All assignments and tests are to be submitted or taken as scheduled.
C. A student's grade for a given activity or assignment will be lowered 10% for each day it is late.
D. No activity or assignment will be accepted for evaluation once that activity or assignment has been returned to the class.
E. All work submitted for this class must be original work.  Material that has been submitted for another purpose or class can not be used in this class.
F. Before assessing any activity or assignment its professional appearance will be assessed.  Any work not passing the professional appearance assessment will be returned to the student ungraded.
Professional materials have the following characteristics:
1. They are accurate.
2. When appropriate, they include computer generated materials with a backup disk.
3. In some cases, information may need to be illustrated graphically.
4. They are grammatically correct including sentence structure and spelling.
5. They effectively use color and/or graphics, headings, margins, spacing, and text to highlight information and enhance communication.
6. The materials represent quality work and demonstrates proper techniques/practices.
7. Materials are neat, organized and consistent in format and style (e.g., current APA format).
H. All course activities are subject to the University's Academic Dishonesty / Plagiarism Policies.
I. No more than 10% of any assignment can consist of quoted material/information. .
Academic Dishonesty/Plagiarism
Academic dishonesty and plagiarism are unacceptable behaviors in an institution of learning or life.  In the Faculty and Professional handbook, Ball State University describes the University's student academic ethics policy.  All course activities are subject to this policy.
In addition to these guidelines, students are subject to the following course guidelines:
1. Information and/or material used from a source other than the student must be properly cited.  Information and/or material not properly referenced and footnoted will be grounds for the instructor to issue a grade of "F" for the particular assignment or course.
2. Any student who commits an act of academic dishonesty will be grounds for the instructor to issue a grade of "F" for that particular assignment or the course.
3. Any student who plagiarizes or violates procedures prescribed to protect the integrity of an assignment (e.g., uses material from another person or resource and claims that material as their work) will be grounds for the instructor to issue a grade of "F" for the course.
4. Any student who violates procedures which are designed to protect the integrity of a quiz, examination, or similar evaluation will be grounds for the instructor to issue a grade of "F" for the course.
5. Students have a responsibility to insure that other students do not copy or use their work.
6. Students who have any questions as to what constitutes an act of plagiarism or academic dishonesty should discuss it with the instructor before completing the assignment/activity in question and review the university's policy on "Student Academic Ethics".
XIII. Special Student Needs:
If you need course adaptations or accommodations because of a disability, if you have medical information or problems to share with me, please share that information with me as soon as possible.
 
XIV. Programs in Which this Course is Required
ITEDU 691 is one of the required courses in the Professional Education Core in the Master of Arts Degree (MA) - Major in Teaching Technology Education.
  
  

Developed by: 
Dr. Ray Shackelford
Department of Industry and Technology
Ball State University, Muncie, IN

       No responsibility is assumed for linked web content.
Please report inactive links or suggested corrections and/or additions to rshackelford@bsu.edu
İRay Shackelford
5/02/07