San Jose State University

EDIT 241: Emerging Technology

Course Syllabus

Foothill College  Special Session, August, 2004


 Course Description

EDIT 241 is a systematic review of results of research studies in techniques of designing; selecting, producing, using, and evaluating the use of curriculum materials and instructional media in teaching; research studies in mass communication media; procedures applicable to setting up small-scale evaluative studies of curriculum materials and media programs within schools (3 units.)


Linda Ullah, M.A.; M.Ed.; 650-949-768`

Course Purposes or Goals

EDIT 241 is a course for educational leaders and planners to prepare them for future changes in educational technology. It is based in research, theory, educational philosophy, history, and current trends in technology, education, and training. It relates cycles of change to paradigm shifts in order to interpret current trends and project future developments.

Course Objectives

Upon completion of this course, students will be able to:

Web-based Support

Course hand outs, copies of previous examinations, homework assignments, PowerPoint lectures, class readings, notetaking shells for class and so forth may be obtained from the EDIT 241 Interactive Syllabus. The address of the syllabus is:

Optional References and Texts in Emerging Technologies:

Professional Standards

It is assumed that all students are practitioners in the field of educational technology. As such, the highest of standards are expected in professional conduct and in workmanship. Assignments are to be turned in on their due dates, late assignments will be accepted only with a valid medical excuse. Late work will be penalized one letter grade per class meeting. All work is to be word processed - handwritten work is unacceptable. It is anticipated that students will maintain the highest of professional standards in their class attendance and participation.

Assignments and Grading


A - 90 to 100% of the total possible points

B - 80 to 89% of the total possible points

C - 70 to 79 % of the total possible points

D - 60 to 69% of the total possible points

F - 0 to 59% of the total possible points

Reflective Journal  (  (100 points) - Students are to collect reflective teaching assignments and place them in ePortfolio. The purpose of this journal is to showcase each studentsÕ ability to integrate technology into classroom and/or learning activities. Reflective teaching activities are typically handed out in classroom discussion. A word processed version of each activity is also found at the class web site; saved as a .doc file (which may be downloaded and completed on the students computer). Final jourmal due June 20


Multimedia Poster Session (100 points) - Students are to prepare a multimedia poster presentation on an emerging technology. The poster presentation is to focus on an emerging technology as is has and is affecting teaching and learning. The multimedia poster session (PowerPoint, HyperStudio, etc) should cover the following: description of the technology, developers of the technology, current or projected uses of the technology, costs, specialized equipment or standards for usage, availability, physical access, adaptability, level of interactivity, type of control, vendor or producer information, educational applications of the technology, effectiveness of the technology in the school setting, and a bibliography covering salient sources. Presentations: Jan 31


Final Assessment (100 points) - A cognitive assessment instrument measuring students' knowledge of the content covered in lecture and resources will be administered on the last class meeting date. This assessment will be based on the students understanding of the course material and the studentsÕ integration of technology into his/her classroom curriculum and teaching practice. This assessment will be based on the creation of a technology related project to be done in the classroom during the 2002-2003 school year. Due Feb. 28


Fudge Factor (25 to 100 points) - From time to time during the course, smaller in-class and out-of-class assignments will be made by the instructor. These assignments will be announced at the time they are made and due as assigned.


Criteria for Evaluation of Projects


Projects will be evaluated on the following criteria:


1. Educational application

2. Technical quality

3. Use of technologies

4. Product delivery

Mission Statement

The College of Education continues a long history of preparing educators for a diverse, technologically complex society. Programs prepare students in a variety of educational fields, including teaching and other areas of specialization. Although a large majority of students are graduate candidates seeking California educational credentials or Master's degrees, undergraduate programs in Child Development and Speech Pathology and Audiology are also available.

Within the college, the Instructional Technology Program offers a curse of studies that has an emphasis on instructional materials and technology of instruction. Course offered include basic production and utilization courses intended for students seeking basic training credentials as well as advanced courses for those students specializing in materials preparation, media services, computer utilization and instructional design.

Instructional Technology Department Mission

The mission of the Instructional Technology Department in the College of Education at San JosŽ State University is to prepare instructional designers who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for all learners in a culturally diverse, technologically complex, global community. The policies and practices of the Instructional Technology Department in the College of Education at San JosŽ State University are based on the belief that teaching in a democracy requires and must ensure that:



Day 1,  Monday, August 2, 2004



Day 2, Tuesday, August 3, 2004: 


o        Share Emerging Technology PowerPoints

o        Online Educational Resources (Gathering resources for your project)

o        Trackstar (online annotated bookmarks)

o (online bookmarks)

o        Virtual Worlds

o        o      Tapped In (

o        Online‹ Online 1‹  2 (Readings).

§         Join Tapped In and practice using the interface.  Plan to attend on of the After School Online Sessions.

§         Write measurable objectives for your project. (What students will learn, and how you will know they have learned it.)

o        Online 2--  Topic 2 (Readings)

§         Write your Task for your WebQuest

o        Blogger Journal:


Day 3, Wednesday, August 4, 2004: 


o        Changing Views of Teaching and Multiculturalism

o        Multimedia and Relational Databases  (Software: Filemaker Pro)

o        Project Planning

o        Online‹ Online 1‹ Topic  3 (Readings).

§         Teaching Style Discussion

§         Plan ways to integrate technology into your project

o        Online 2--  Topic 3 (Readings)

§         Share a WebQuest you¹ve found with the class

o        Blogger Journal:


Day 4, Thursday August 5, 2004

o   Multimedia, Visual Literacy and CD Rom

o       Visual Imaging

o       Online 1‹  Topic 4 (Readings).

o       Online 2--  Topic 4 (Readings)

§        Evaluate a WebQuest using Bernie Dodge¹s Rubric

o       Blogger Journal:



Day 5, Monday, August 9, 2004:  1

o   Web Page Creation and Design (Software: DreamWeaver or Netscape Composer)

o   Telecommunications Tools, Distance Learning.

-  ( 

o  Wireless and PDA technologies in the classroom

o       Online 1‹  Topic 5 (Readings)

·  Discussion: Which element of Project Based Learning do you think will be the hardest for you to implement. Explain why you think this will be difficult?

·  Project Plan--How does your lesson, unit or project connect student learning to the real world?

·  Project Plan--How will you promote student collaboration?

·  Project Plan--What decisions will students make about what they learn and how they learn it? What decisions will you make?

·  Project Plan--How will you and your students assess student learning? How will you know that your students have met the objectives?

· Project Plan-- How long will it take to implement your lesson, unit or project?

·  Project Plan--How will technology be used to support and foster learning?  

o       Online 2--  Topics 5 and 6 (Readings)

§        Review your Task with a partner, and edit it.

§        Write your Instroduction


Day 6, Tuesday, August 10, 2004


o       Assessing Learning

o       Rubistar(online rubric maker)

o       Online 1‹  Topic 6 (Readings)

o       Continue to plan your project.

o       Online 2--  Topics 7 and 8 (Readings)

o       Continue your  rough draft of the following components: 

o       The Evaluation Section of your WebQuest

o       The Conclusion of your WebQuest

o       The Teacher Page of Your Evaluation

o  Blogger Journal:


Day 7, Wednesday, August 11, 2005


o    Information and Adaptive Technologies

o       Online 1‹  Topics 7 annd  8(Readings)

o       Continue to plan your project.

o       Online 2--  Topic  9 (Readings)

o       Continue to plan your WebQuest

o  Blogger Journal:


Day 8, Thursday, August 12, 2004


o         Systemic Change and Paradigm Shifts

o        Acceptable Use Policies

o        Copyright and Fair Use

Class Presentation of project

Blogger Journal:



Final Projects due on August 20.