Eastern Illinois University

Department of Early Childhood, Elementary, and Middle Level Education

EDU2022 Teaching and Learning with Technology in Classrooms, syllabus,

Spring,
2009

College of Education and Professional Studies THEME:

Educator as creator of effective educational environments

able to integrate diverse students, strategies, societies, subjects, and technologies.

Course Description: EDU2022 (2-1-2). This course based on the national and state educational
technology standrds is designed to prepare teachers to integrate technoloyg into the curriculum.
This course will focus on the effective use of technology in teaching and learning. Prerequisite:
Passing score on the CEPS technology proficiency .

Course Purpose: EDU2022 is structured to offer teacher candidates opportunities to:

1. Practice and expand personal use of various kinds of hardware and software.
2. Use technology in the design of curriculum for constructivist teaching and learning.
3. Apply learning theory to evaluate quality technology experiences.
4. Make informed decisions about social and ethical issues involving technology.
5. Develop strategies and commitment to explore new and emerging educational
technologies.

Textbooks
Shelly, G., Cashman, T., Gunter R., & Gunter G.. (2008). Teachers discovering
computers: Integrating technology and digital media in the classroom. (5th ed.)
Boston, MA: Thomson Learning. http://oc.course.com/sc/tdc5/index.cfm

Fewell, P. & Gibbs, W. (2006). Microsoft Office for teachers. (2nd ed.). Upper Saddle
River, NJ: Merrill Prentice Hall

Resources

Web site for the Shelly/ Cashman textbook at http://oc.course.com/sc/tdc5/index.cfm

Course syllabus. calendar, and technology resource list as found on instructor's site:
http://www.ux1.eiu.edu/~jbarford

Materials: personal Flash drive, folder or binder for handouts (packet) and notes

Instructor: Judy Barford

email: jbarford@eiu.edu
Office: BB2205, mailbox BB 2214
Office hours, MW 10 - 11, TR 2 - 3 p.m. , by appointment -- to avoid waiting, please let Mrs.
Barford know when you plan to come in
phone: 217-581-7885 home phone: 217-345-9653

Teaching Models Information Processing Family of Models. These models include organizing
data, sensing problems, generating concepts and solutions as well as inquiry training. The model is
concerned with social relationships and development of a confident integrated learner. See Part
Two, Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson.
EDU2022 course purposes and topics (see course calendar) as well as the laboratory setting assume
that students will make discoveries, teach each other, and share knowledge and skills to
increase the quality and quantity of class learning, and to better meet the challenge of rapidly
developing technology. The constructivist model as suggested in the Shelly-Cashman textbook will be
utilized.

Dispositions: Teacher candidates in the Department of EC/ELE/MLE will exhibit professional

ethical practices, effective communication, sensitivity to diversity, the ability to provide varied
teaching practices evidenced in a supportive and encouraging environment.

Live Text Assessment Requirement: For those classes with Live Text or Practicum -- If the portfolio
or LiveText requirements are rated, by the instructor, to have been completed in less than a
satisfactory manner then no more than a "D" may be earned in the class regardless of the number of
points earned.

Standards
Course requirements and demonstrated competencies are aligned with the following
Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf
Language Arts Standards for all Illinois Teachers ( LASIT)
http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf
Technology Standards for all Illinois Teachers (ICTS)
http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf
National Technology Standards
NETS for teachers
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teache
rs_2008.htm
NETS for students
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Student
s_2007.htm

SPA Standards Alignment (Special Professional Association Standards)

ACEI (Association for Childhood Education International) program standards for elementary
teacher preparation http://www.acei.org/Synopsis.htm
and http://www.acei.org/ncateindex.htm
NAEYC (National Association for the Education of Young Children) NAEYC
http://www.naeyc.org/accreditation/next_era.asp
Course Outcomes
Students will be able to
1. Review research studies of the effects and impact of technology on learning.
2. Describe the development of computer technology over time and implications of this history for instruction.
3. Evaluate ethical, legal and social equity issues pertaining to the impact of technology
4. Apply terminology of the field, including Web 2.0
5. Use, explore, and apply telecommunications opportunities: html editors as appropriate for teaching professionals,
course management systems, videoconferencing, webcasts
6. Use and apply word processing, database, presentation and spreadsheet programs relating to teacher administration
and the curriculum of elementary and middle schools.
7. Describe multimedia-learning options.
8. Review and apply criteria to evaluate and select blogs, wikis, Web sites, educational software.
9. Practice strategies for continuous updating of computer literacy for teachers and students.
10. Design and produce appropriate technology supported instruction.
11. Practice ergonomics and proper care of computers and peripherals.
12. Design and maintain your own professionally appropriate website.
NETS
Standards
for
COURSE DEMONSTRATED ALIGNED
Students
REQUIREMENTS COMPETENCIES STANDARDS
(for
Teachers)
Performance includes: Creation,
editing, evaluation of appropriate
professional documents in text and
IPTS 1, 5, 6, 8p
multimedia. Application of
TSIT 1, 2, 5, 8
spreadsheet, database, presentation,
PRODUCTIVITY NETS 6 LASIT 1
and communications programs to
Dispositions:
classroom tasks. Focus is on
PEP, PTSL
demonstration of computer literacy,
integration literacy and fluency,
information literacy and fluency..
Performance includes: Review and
evaluation of active, teacher
maintained, classroom Web pages. ACEI 3e, 5d,
Creation and use of a personal NAEYC 2
professional Web site, posted to IPTS 5, 6, 7, 9
individual student's account on the EIU TSIT 6
WEB PRESENCE
NETS 2,3, pen server. Creation and use of LASIT 2
AND
WEB 2.0 4,5 selected personal accounts with such
programs and participatory services as Dispositions
a blog, wiki, WebCT discussion board, PEP, EC
del.icio.us, flickr, digg, twitter, google
docs., etc. Focus is on participation in
and creation of cyber environments for
education.
NETS 1, Performance includes: Creation of a
2, themed curriculum sequence based on
CURRICULUM
INTEGRATION 3a.b.c.d. a student selected essential question <>ACEI 2, 3,
4a.b.c.d., appropriate for the classroom. The 4, NAEYC 1, 4
5 themed curriculum project may IPTS 1, 2e,
include: Introduction and rationale 4e,f,g,h, 6
based on Internet research, site TSIT 3
evaluations, podcast, Inspiration LASIT 2
concept map, Excel graph, webquest
evaluated or created, video evaluated Dispositions:
 or created, Turning Point (student PTSL, SDE
response system) , handheld activities,
SmartBoard activities. (Instructors may
select stand-alone curriculum
applications outside of a themed
sequence). Focus is on integrating and
implementing several classroom
technologies to investigate and present
a single area of inquiry for diverse
learners. All elements may be posted to
the student's EIU Web site.

Performance includes: Analysis of

turning points and trajectories in
computer history, present trends,
terminology, review of research, ACEI 1,
DIGITAL CULTURE, understanding and commiting to IPTS 4q, 6
NETS 1d,
CONTEXT AND strategies for keeping abreast of
IMPACT 4c, 5, 6
developments in educational Dispositions
technology. Focus is on critical PTSL, SDE
understanding of the role of technology
in today's global society and attention
to outside influences on classrooms.
Performance includes research and
commitment to the welfare of society
and of all children and youth.. Student
may investigate the following
technology-based issues: Assistive
technology, copyright (RIAA & ACEI 3,
MPAA) and creative commons, net NAEYC 2
safety, privacy and security, IPTS 2b, 3, 5f,
AUP/CIPA and appropriate use, digital 5k, 6, 9
DIGITAL NETS 4, divides (economics, gender, race), job TSIT 4, 7
CITIZENSHIP 5a.b.c.d. loss, Internet addiction, cyber bullying, LASIT 3
social networking, gaming, real
vs.virtual libraries, virtual classrooms Dispositions
and online coursework, artificial PEP, SDE
intelligence, corporate controls,
technology and health, technology and
environment.
Focus is on teachers as leaders by
modeling best practice in educational
technology.
PARTICIPATION NETS 2, 5 Performance includes display of ACEI 5,
professional dispositions, NAEYC 5
 thoughtfulness, communication, and IPTS 9, 10, 11
attention to course projects, TSIT 2
assignments, and inquiries, prompt Dispositions
submissions, perfect attendance. Focus PEP, ED
is on evident desire for excellence in
teaching and learning with technology
in classrooms.

EVALUATON NETS 5,6 Performance includes successful IPTS 1.3.4.6.8

demonstration of content knowledge of ICTS
effective integration of technology 1,2,3,4,5,7,9
in classrooms by completion of ICLAS 1A, 1B,
assessment tools. 1G, 3F
NAEYC 4b
ACEI 3.1, 3.2,
3.3, 3.4, 3.5
Disposition: EC

CORE
DESCRIPTION
ASSIGNMENTS WEIGHTS
Instructor will select classroom related projects created
with word processing, publishing, spreadsheet,
PRODUCTIVITY 10%
database, presentation, graphics, and communications
programs.
Instructor will select classroom related projects:
Review of active, teacher maintained, classroom Web
pages. Creation and use of a personal professional Web
WEB PRESENCE
site, posted to individual student's account on the EIU
AND
WEB 2.0 pen server. Creation and use of selected personal 15%
accounts with such programs and participatory services
as a blog, wiki, WebCT discussion board, del.icio.us,
flickr, digg, twitter, google docs., etc.
Students will develop a themed curriculum sequence
based on a student selected essential question
appropriate for the classroom. Instructors will select
elements of the themed curriculum project. Included
may be: Introduction and rationale based on Internet
CURRICULUM research, site evaluations, podcast, Inspiration concept
INTEGRATION map, Excel graph, webquest evaluated or created, video 15%
evaluated or created, PPT with Turning Point (student
response system) , handheld activities, SmartBoard
activities, computer generated books.
Instructors may select stand-alone curriculum
applications outside of a themed sequence.
DIGITAL CULTURE, Reviews of research and related literature in
CONTEXT AND technology education. 5%
IMPACT

Research and discussion projects in ethical issues in

technology education.. Topics include: assistive
technology, copyright (RIAA & MPAA) and creative
commons, net safety, privacy and security, AUP/CIPA
and appropriate use, digital divides (economics, gender,
race), job loss, Internet addiction, cyber bullying, social
DIGITAL networking, gaming, real vs.virtual libraries, virtual 5%
CITIZENSHIP classrooms and online coursework, artificial
intelligence, corporate controls, technology and health,
technology and environment, technology and global
community. Elements of course projects must adhere to
copyright law and use with permission. Research and
discussion may take place on WebCT, a class blog, a
class wiki, etc.
PARTICIPATION Performance includes display of professional
dispositions, thoughtfulness, communication, and 10%
attention to course projects, assignments, and inquiries,
prompt submissions, perfect attendance. Focus is on
evident desire for excellence in teaching and learning
with technology in classrooms.
EVALUATIONS Instructor will select appropriate midterm and final 10%
exam formats.
Optional Students will complete optional assignments as 30%
Assignments determined by the instructor
Mrs. Barford will provide detailed instructions and rubrics for each course project

Optional assignments may be selected from this list:

SmartBoard, handhelds, WebCT discussion board, podcasting, PowerPoint Producer,
digital storytelling, video editing, student response systems, digital photography, Paint,
resumes, newsletters.

GRADING SCALE: 92-100% = A 84-91% = B 72-83% = C 62-71% = D

F = below 62%

Web site for assistance with APA questions: http://owl.english.purdue.edu/owl/resource/560/01/

Bi-weekly Topics by Textbook Chapter (will be inclusive, but may be rearranged by the instructor -- see course
calendar).

Weeks One and Two:
Weeks Three and Four:
Weeks Five and Six:
Weeks Seven and Eight:
Weeks Nine and Ten:
Chapter 1, Integrating Technology into the Curriculum
Chapter 2, Communications Networks, the Internet, and the World Wide Web
Chapter 3, Application Software, Productivity Tools for Educators
Chapter 4, Hardware for Educators
Chapter 5, Integrating Digital Media and Educational Software Applications
Weeks Eleven and Twelve: Chapter 6, Technology, Digital Media, and Curriculum Integration
Weeks Thirteen and Fourteen: Chapter 7, Evaluating Educational Technology and Integration Strategies
Week Fifteen: Chapter 8, Security Issues, Ethics, and Emerging Technologies in Education

EDU2022/ 004, Spring, 2009, Barford

Consult the course calendar for the daily schedule of course topics
and assignments due.

**Extra credit option: Review, use, and reflect on four entries from Dr. Grissom's
blog: http://techtalk4teachers.blogspot.com,
5 points each, up to 20 points

**This syllabus and calendar and assignments may change due to unforseen
constraints or opportunities.

** Expertise OPTION -- if you are a person with considerable technology

experience and advanced computer skills please inform the instructor
immediately so that challenging projects can be substituted for class
requirements.

** All assignments must be submitted in order to obtain the course grade.

That is, students are not free to opt for a B by selecting out certain assignments.
All EDU2022 competencies in educational technology as stated in this syllabus
must be demonstrated.

**Students with disabilities are encouraged to contact the Eastern Illinois University
Office of Disability Services for assistance. 217-581-6583

Course Assignments** Points**

See Course Calendar for due dates and details for each assignment.

Participation, timely contributions in class, timely submissions, 30

attendance (Six points deducted per non-contribution event)
Points will be deducted for use of cell phone/ texting during class.
Compilation of daily notes and handouts ***
Lucas video notes 10
Reading reports or online S/C quizzes
40
(4 of 8 S/C chapters required):
may substitute a review of Grissom's blog for 1 reading assignment.

Midterm 35
Projects posted to personal Web page +
Project 1
15
Index (mainpage) created
Project 2
15
Resume in the "Joy Maril" Career Services format & PDF
Project 3
Delicious resources page (min.25 entries w. captions and 15
tags, min. 5 categories)
Project 4
Technology in Schools, 15
paragraph w. links to selected classroom
Project 5
Create an "About Me" page using digital images 15
w. Photostory or MovieMaker
Project 6
Essential Question and 20
Rationale for curriculum theme + key site evaluation
Project 7
15
Inspiration concept map for theme, link to Project 6
Project 8
15
Excel graph, data pertaining to theme, link to Project 6
Project 9 (omitted as project, summer 08)
SmartBoard activity supporting theme, linked to Project 6 8
Project 10 --
15
WebQuest search & evaluation, link to Project 6
Project 11
15
Podcast introducing curiculum theme, linked to Project 6
Projects page redesign/ 15
Project 12
15
Power Point presented on Computer Ethics topic
Final Exam 10
Course Total Points 323

GRADING SCALE: 92- 100% = A 84 - 91% = B 72- 83% = C 62- 71% =

D F = below 62%
 EDU 2022 References

Bissell, J., Manring, A., & Rowland, V. (2001). CyberEducator: The internet and world wide web for k-12 and teacher
education (2nd ed.). New York, NY: McGraw-Hill.

Brewer, T. (2003). Technology integration in the 21st century classroom. Eugene, OR: Visions

Dice, M. L., & Goldenhersh, B. L. (2002). How to create a professional electronic portfolio. Dubuque, IA: Kendall

Hunt.

Howell, J. H., & Dunnivant, S. W. (2000). Technology for teachers: Mastering new media and portfolio development.

New York, NY: McGraw-Hill.

McKenzie, J. (1999). How teachers learn technology best. Bellingham, WA: FNO Press.

McKenzie, W. (2002). Multiple intelligences and instructional technology: A manual for every mind. Eugene, OR:

International Society for Technology in Education.

Provenzo, E. (1999). The internet and the world wide web for preservice teachers. Needham Heights, MA: Allyn &

Bacon.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA:

Corwin Press

Roblyer, M. D. (2006). Integrating educational technology into teaching (4th ed.). Upper Saddle River, NJ: Prentice-

Hall, Inc. (Original work published 1997)

Sharp, V. (2002). Computer education for teachers: Integrating technology into classroom teaching (4th ed.). New

York, NY: McGraw-Hill.

Standley, M. & Ormiston, M. (2003). Digital storytelling with PowerPoint. Eugene, OR: Visions Technology in

Education.

Tapscott, D. (1999). Growing up digital: The Rise of the Net Generation, New York NY: McGraw-Hill.

Tiene, D., & Ingram, A. (2001). Exploring current issues in educational technology. New York, NY: McGraw-Hill.
Worchester, T. (2003). 50 quick & easy computer activities. Eugene, OR: Visions Technology in Education.

Willard, N. & Novotny, M. (2002). Computer ethics, etiquette, and safety for the 21st century student. Eugene, OR:
International Society for Technology in Education

Helpful Websites:

The Horizon Report (2007 edition) http://www.nmc.org/pdf/2007_Horizon_Report.pdf

EDUCAUSE http://www.educause.edu

ISTE http://www.iste.org

Thinkfinity http://www.thinkfinity.com

Kathy Schrock’s Guide for Educators http://school.discovereducation.com/schrockguide/

WebQuests http://webquest.org

Edutopia http://www.edutopia.org

EDU2022 Teaching and Learning with Technology in Classrooms

Course Calendar, spring, 2009

JUDY BARFORD, BB2205, 581-7885
jbarford@eiu.edu
guidelines
roster, section 4
*Student Web work will be in progress throughout the
semester..
EDU2022 project page template -- use for
linking of projects, descriptions, and explanations.

Section 004, TR, 1:00 - 2:15, Buzzard Hall, Rm. 1430

Great Resources for use throughout EDU2022

***Dr. Tom Grissom's blog -- something new for technology in education each week.
http://techtalk4teachers.blogspot.com
***Terrific On-line Tutorials for many programs you will use plus many other carefully
assembled links for teachers and parents
from T.Hongrell, technology director, & teachers at Pocantico Hills School. Scroll to
the lower right for the tutorials link
***SmartBoard and podcasting sites from Pocantico Hills School..
***On-Line Tools for Classroom Use from Kathy Schrock.-- calendars, puzzlemakers,
certificates, rubrics, maps, etc.
See also Kathy Shrock's complete guide for educators. Regular updates.
***Endless On-Line Tutorials from Internet4Classrooms. Step by step help for every
program used in this course,
however, not each is updated for the latest versions of the software.

Course Calendar Note: This calendar may be changed by the

instructor in consultation with the class.

Due
Date
Thursday
by Topics and Activities -- also see
Resources of the
Wee projects template
calendar
k
week
The state of our education world:
Did You Know/Education, YouTube
Course overview, lab policies, tech Shelly Cashman
survey, working
Chapter 1 password
Introductions, interviews and
presentations of current class video -- Jim Diekman's class, Chula
Jan. flash drive
computing favorites Vista California,
12 course packet
Course syllabus and calendar eiu from the George Lucas Educational
logins and passwords Foundation
Lucas notes
Lucas video and notes. Definitions. due
Your EIU pen server account.
purchase: flash drive for coursework,
course packet
Jan Introduction to Netscape Composer/ Shelly Cashman Rdng #1
19 review of model EDU2022 projects. Chapter 1 due
Finding and saving free graphics.
flickr Building your index page.
Polishing your EIU index page, upload
posting to your pen account, using resume model for educators your EIU
Jan WinSCP from EIU Career Services index page
26 . Rdng #2
Work on resume. Using pdf format, due
and its advantages
Daily definitions
 How schools are using the Web
Links to schools
Giving credit to your graphics sources. Shelly Cashman
Resources for creating your page from
Pocantico Hills School.
Chapter 2, 2.46-.48,
resume.pdf
The Extreme importance of folders 2.50-2.58*-2.66
due, posted
Feb and file names
3 Internal and external links in your
personal
webpage. Absolute links. Composer Tutorials on-line
delicious
Introduction to delicious Making Changes tutorial
site begun,
Hotlist options: PortaPortal, linked
Filamentality, delicious, just plain ol'
resources page
Pervasive ethics in technology
education: Intellectual property,
copyright laws, the meaning of
"free," Creative Commons. projects
Uploading the course projects page. Shelly Cashman page
Customizing the projects page. Chapter 3 posted,
Feb tutorials as above, plus redesign
10 Making changes. Using refresh in Netscape Composer begun
FTP, reload in your browser Hints&Advice
Rdng #3
Daily definitions -- to continue due
throughout the term.
Appropriate curriculum topics --
looking ahead
Explore school sites. Find children's
Shelly Cashman
work posted on the Web in the
Chapter 4
subject area and at the grade level of
your choice. Reflect on the uses you
Illinois Computing Educators
see for technology using examples
Join today! Research,
from your findings.. Recall S/C
look for the state winter design, and
chapter 1. Write a short essay on how
conference, Feb. 09 post the
technology is supporting learning, as
Technolog
you see in the children's work online.
Feb See Education World's y in
See further guidelines in the projects
17 Featured Teachers Schools
page.
page,
McKenzie, J. (1998) Grazing
For fall 08, search and include the
the net: Raising a generation of Rdng #4
following links: a classroom podcast
free range chickens. Phi Delta due
or vodcast, a classroom blog. These
Kappan. [online]
links do not need to be related to the
http://www.fno.org/text/grazin
teacher page which you review.
g.html
Look ahead to the Curriculum
 Theme assignment . essential questions handout
Select a theme and begin searching.
Smart Research from NoodleTools.
In addition to your professional
resume online, enjoy designing an
Shelly Cashman
About Me page.. Include photos, and
Chapter 5
a theme sequence assembled with Post About
sound using Photostory or Me page
History of technology and
Feb Moviemaker.. Compare to Power
computing handouts S/C
24 Point
Chapter 1
Use picnick to edit your photos. Study for
Technology throughout History
Click here for copyright law for midterm,
Broadband explanation
music in the public domain
packet pages
Midterm exam discussion topics and
review.
Lab time to update all projects up to
and including Project 5.
Exam
Choosing the Curriculum Theme, Shelly/Cashman
overview of all phases of the project: Chapter 6 Midterm
Mar
essential question, rationale, site Roblyer, pp.21-24 & 33-38 in Exam
3
evaluation, concept map, Excel graph, packet
podcast, Webquest link and
evaluation, SmartBoard activity.
Review of model curriculum theme
projects
Why essential questions -- relevance
in curriculum, critical judgement and
evaluation, rubrics and checklists.
S/C Chapters 6 and 7 Post the
Work on Curriculum Theme page and
EQ handout rationale
site evaluation to support your
Essential Question research. Follow for the
guidelines on the EDU2022 projects selected
Kathy Schrock's Guide for theme
page. See Project 6 models in the
Mar Educators
student pages linked below this followed
10 Under "Teacher Helpers" click by the site
calendar.
Critical
Research and carefully build a eval. for
Evaluation Tools. Scroll to
rationale to justify the study of your Project 6
ABC's of Web site evaluation. (curriculu
theme. Select a site for review which
See also S/C pp. 409-414.
will be strong in the five evaluation m theme)
criteria for Web site evaluation.
Know the Kathy Schrock categories
and the ALA categories
Fun with Microsoft Word. Page Tammy Worster's Technology
design with Word Art, images, tables, Tips -- endless easy technology Post the
Mar and columns. Newsletters, labels, ideas the classroom concept
24 book plates, business cards. map
S/C Chapters 7 and link to
Integrating MSWord with PowerPoint Fewell/Gibbs, Ch. 3 it from the
and Publisher Curriculu
more easy projects from Tammy m Theme
Wooster. page and
from the
Create a concept map for your Projects
curriculum theme with page (7)
Inspiration software
File-export your conceptmap to your
disk as a .gif file.
Import the map as an image to your
Project 7 Composer page.
a sample concept map
Assistive Technology,
Shelly/Cashman Post the
South Carolina S/C Chaper 8 link to a
Developmentally appropriate multimedia SmartBoar
curriculum and assistive technology. d activity
Mar The impact of Smart relevant to
31 SmartBoard activities and strategies Technologies in today's your
classrooms Curriculu
Find and demonstrate a SmartBoard m Theme
activity to complement your as Project
curriculum theme. Link the activity to 9 and on
Project 6 and to the Projects page. the
Curr.Them
Use the Smart Notebook and Smart e page.
tools to design a SmartBoard activity
of your own. Demonstra
te to the
class your
own Smart
activity
See Henking School Kid Pix
Search for compelling data to presentation
illustrate your curriculum inquiry. (Technology link) Post the
Use Excel and the Graphing Wizard http://www.glenview34.org/he/ Excel
for a mathematical analysis. Example must view in Explorer, not Netscape graph .
Apr
. Fewell/Gibbs, Chapter 5 Link it to
7
2007 data from the State of the Project 8
World's Children -- use most recent www.eiu.edu/vce S/C Ch. 8 and to the
data Curr.Them
from UNICEF ******** e
 from Mrs. Renz's class page.
http://www2.redmond.k12.or.us/mccall/re
nz/2007-2008/excelgraphs.htm

Link the WQ
WebQuest, Web Inquiry Project to Project 10
evaluation. Use the rubric in your
WebQuest links and samples and to the
Apr packet and linked here. Apply each handout -- curriculum
14 category of the rubric to your theme page
articleMolebash & Dodge
selection of an exemplary WebQuest 2003 Submit paper
or WIP. WQ
evaluation.

Podcasting with Audacity software Audacity tutorial handout/ post your

Apr Writing, recording, exporting and and packet podcast
21 posting your podcast. and link to
Project 11
and Project
6
The wide field of Ethics in
Technology Education as applied Presentatio
throughout the course. Teams design Final exam study guide, S/C ns in
Apr
a PPT presentation on an approved class due
28 Ch. 8
ethics topic, present in class and post 4/30 and
as Project 12. 5/4.

Final exam: Monday, May 4, 12:30 - 2:30 p.m. ITC Lab, Rm. 1430.

Model student EDU2022 Web pages from previous semesters:

Melissa Cunningham http://www.pen.eiu.edu/~mjcunningham3, Emily A..Boyd
http://www.pen.eiu.edu/~eaboyd
Lisa Lippe http://www.pen.eiu.edu/~lmlippe Lacey Hinkle
http://www.pen.eiu.edu/~lrhinkle
Meg Annerino http://www.pen.eiu.edu/~mmannerino Courtney Shepard
http://pen.eiu.edu/~cnshepard,
Kristin Meyer http://www.pen.eiu.edu/~kmmeyer2/, Julie Zientek
http://www.pen.eiu.edu/~jkzientek
Kalee Reinoehl http://www.pen.eiu.edu/~kareinoehl, Dennis Zeke Johnson
http://www.pen.eiu.edu/~dzjohnsen,
Ginger Bowling http://www.pen.eiu.edu/~gebowling Sarah Deters
http://pen.eiu.edu/~sjdeters/
Old but good: http://www.pen.eiu.edu/~jcmikeworth/
See John's curriculum theme work on disappearing farmland