EDUI 6300 Spring 1997
Culture & the Evolution of Educational Technology
at California State University Hayward
<Arts & Education Bldg. 142 -- Wednesdays 4:30-8pm>



Prof. Anthony Villegas, BA, MBA, MSBA, EdD'97

villegasa@usfca.edu

Class Web Page: http://haywire.csuhayward.edu/~avilleg1/edui6300.html
Mirror URL: http://web.usfca.edu/~villegas/classes/edui6300.html
CSUH EdTech Dept. Phone: [510] 885-7418

1. CATALOG COURSE DESCRIPTION:

Cultural contexts in which educational technologies are situated and the consequent impact on growth of such technologies. Application of postmodern, feminist, and multicultural perspectives to examine technology within educational cultures. Prerequisite: Graduate standing or consent of instructor.

2. COURSE OBJECTIVE:

To enable you to "develop your educator's core competencies" through knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom's taxonomy of cognitive skills; 1-3 = lower-order thinking, 4-6 = higher-order thinking) which eventually shape your attitudes, beliefs, philosophy, and cultural experiences. To discover your predominant intelligence and enhance your multiple intelligences (Gardner's seven types: logical/mathematical, visual/spatial, verbal/linguistic, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal). To become involved in philosophical debates and to evolve from our cultural discourses.

Learning Outcomes: You will develop your knowledge and skills in the following three areas: educational technology, leadership, and culture.

To demonstrate your educational technology skills, you will engage in Internet research, electronic communications, newsgroup discussions, and web page publication. To demonstrate your leadership skills, you will assume the role of (article summary) reporter, (issues discussion) moderator, (theory application) critic, and (project) presenter. To demonstrate your knowledge of culture and the evolution of educational technology, you will submit homework reading commentaries and participate in the (live and electronic) discussions of the role of culture and educational technology. EVOLVING TOPICS for homework and projects are listed below!


3. COURSE MATERIALS:

Required Account: Haywire account or equivalent for access to email, ftp, gopher, listserv, WWW browsing and HTML publishing. You should have your own email address and home page (URL) address to share with the class.

Since Culture and Technology are constantly evolving, we will be accessing electronic publications for historical, (r)evolutionary, and the latest developments. Your assigned reading materials will be finalized through the construction of links on computer lab and homework assignments on this electronic syllabus at least one week prior to the date they are due for in-class discussion. If you find any interesting articles along the way, please bring it to my attention and I'll consider adding it to our list.

Required Textbook: Charles Fisher et al. Editors. Education & Technology: Reflections on Computing in Classrooms. San Francisco, CA: Apple Press, 1996. Distributed by Jossey-Bass Inc., Publishers at 1-800-956-7739 Other Materials: Box of 3.5 inch 1.44MB disk for PC or Mac. Needed for reports and projects.

4. COURSE GRADING:

Your course letter grade will depend upon your total accumulated points as below:


GRADE

Total Points
Percentage
Comments & Ranking
A
951-1000
 95-100%
 Excellent -- reserved for Top 1%-5%
A-
 901-950
 90-95%
 Outstanding -- for Top 5%-10%
B+
 871-900
 87-90%
 Superior -- for Top 10%-25%
B
831-870
 83-87%
 High Average -- for Top 25%-40+%
B-
 801-830
 80-83%
 Above Average -- for Top 40+-50+%
C+
 771-800
 77-80%
 Satisfactory -- for bottom half
C
731-770
 73-77%
 Average -- for bottom half
C-
 701-730
 70-73%
 Below Average -- for bottom half
D
600-700
 60-70%
 Lowest Passing -- for bottom half
F
below 600
 below 60%
 Failing -- deficient

Breakdown of 1000 Points -- total maximum possible points

700 points -- Class Participation: Be prepared and on time, participate in electronic and live discussions, prepare THREE (3) HTML pages or Powerpoint 4.0 slides (9 to 36 point font sizes) and promptly submit email copies of homework assignments in text only formats -- [1] Summaries, [2] Issues, and [3] Resolutions on the assigned readings. S-ummaries (1st page or slide) should present the Author's cultural background and INTENT. I-ssues (2nd page or slide) should inquire into the CONTENT of the text through meaning (denotation/connotation) presented through the language used. R-esolutions (3rd page or slide) should portray your personal reactions (do you understanding the text? do you agree with the author?) and the EXTENT you transform meaning of the text through your culture (language, heritage, beliefs, social values) and personality (intelligence, cognitive impressions, behavioral expressions).

All hard (print) and soft (disk) copy of assignments (and web address, if any) are due by class time. If you are not present in class, you should email to villegasa@usfca.edu or FAX your work to me at (510) 814-8281. MAKE SURE TO BRING YOUR DISK AND A HARD COPY (PRINT) OF YOUR PRESENTATION BY CLASS TIME. Be prepared to assume the role of reporter (with your summaries), discussion moderator (with your issues), and/or critic (with your resolutions on the application of theories to your cultural experiences with educational technology). Bring your disk and be ready to present your HTML pages or Powerpoint slides by class time if asked to do so. As part of your grade, you will be given the opportunity to evaluate and be evaluated by your peers. You may also email one another to provide constructive feedback.

200 points -- Team Web Portfolio: You will publish and present your team web page on a subject related to culture and the evolution of educational technology. As a matter of suggestion, your presentation could include five parts: I-S-O-A-R -- I-ntroduction of speakers, S-ummary of actual case or of literary research, O-bjectives expressed by participants in a case or (intents) by authors in the literary research, A-nalysis of T-O-P (Technology used, Organizational culture, People skills and training requirements), and R-esolution (application of theories to case or reactions to various theories in research). You will be working in teams of two (dyad) or three (triad) members to complete this project. Presentations and discussions for each team should not exceed 30 minutes. Plan on devoting 15 minutes for presentation and 15 minutes for discussion. Your web page and presentation are due on the last day of class.

100 points -- Final Reflections: You will also create and submit on the last day of class your final reflections on WHAT you learned from this class, HOW you see them applied to your work, and WHY you believe it important to take the lead in changing the "culture on educational technology" where you work. You will present your S-ummaries of the various authors' INTENT presented from the theories we discussed in class, your I-ssues with the CONTENT of the language used in the expressing the cultural meaning from the various text we covered in class, and your R-esolutions (or reactions) that express the EXTENT of the meaning you draw from the authors and the text.

For those with predominant verbal/linguistic intelligence, your final reflections can be in the form of a poem, essay, satire, or report. For those with predominant logical/mathematical intelligence, they can be in the form of a table, glossary, flowchart, or computer program. For those with a predominant visual/spatial intelligence, they can be in the form of a map, painting, drawing, photograph, or sculpture. For those with predominant body/kinesthetic intelligence, they can be in the form of a dance, body gestures, sport, game, or video production. For those with predominant musical/rhythmic intelligence, they can be in the form of a vocal song, instrumental music, rhythmic beat, or audiocassette production. For those with predominant interpersonal intelligence, it can be in the form of a live or video-recording of an open forum, panel discussion, debate, game show. For those with predominant intrapersonal intelligence, it can be in the form of a handwritten diary, computerized memo, email, private (audio or video) tape recording. Presentations are optional and may be given if time allows for them.

Tardiness -- All work that are turned in after they are due receive a deduction of 20% from the maximum points allowed for each (fraction of a) day late.

Makeup exam and INComplete grades -- are not given except for extreme cases due to medical or legal reasons. See instructor instead about extra credit!

Extra Credit: Points lossed for absences or poor performance in presentations may be offset by points earned for extra credit work approved by instructor. No makeup is allowed for email copies of homework assignments. However, the maximum points that can be earned on extra credit cannot exceed 80% of the work being replaced. Typical extra credit work involves attendance/presentation and publication of web page report on "first-hand experience" on computer expos, user group conferences, EdTech seminars, or volunteer services e.g. NetDay.

TEAM PAPER and PRESENTATIONS: On the DAY of your assigned PRESENTATION, your TEAM is expected to provide a HANDOUT to the CLASS which includes an outline of the topics to be covered, a brief introduction of the credentials of each speaker, sample graphs or illustrations to be used for visual display. All teams are also expected to provide a RESEARCH REPORT TO THE INSTRUCTOR on the day of the presentation. This report should include a Cover Page, a Table of Contents, and Executive Summary (Abstract), Tabular and Graphic Illustrations, Endnotes, Bibliography, and Glossary of Terms. This report shall be in the form of 20-80 PowerPoint 4.0 slides (for presentation) and 5-20 Web HTML pages (for Internet publication).

TEAM PAPER (Web Page) EVALUATION: One common grade shall be given to all members of your team for the TEAM PAPER (with HTML disk) based on three factors -- P-ERSUASIVENESS (ETHOS: credibility, proofs, relevant and up-to-date bibliographical references, rationale, logic), I-NFORMATIVENESS (LOGOS: clarity, legibility, grammar, spelling, choice of words, coherence), ENTERTAINMENT APPEAL (PATHOS: creativity, innovativeness, margins, fonts, styles, formats, graphic illustrations, animation).

TEAM PRESENTATION (w/PowerPoint) EVALUATION: Individual grades shall be given to members of your team for the TEAM PRESENTATION (with Powerpoint, disk) based on three factors -- MESSAGE (preparation, organization, semantics, objectives, AIDA or Attention-Interest-Desire Action statements, proofs-evidence, references), MEDIA (handouts, audiovisual equipments, computer displays, overhead transparencies, easel pads, black board, lighting, classroom arrangement, props), MAGIC (delivery, dramatic entrance, proper exit, stage presence, professional appearance, facial expressions, eye contact, body movement, pace, pause, pitch, projection, posture, proxemics, kinesics, aesthetics, persuasive-informative-entertaining factors).


5. COURSE OUTLINE:

***** Week ONE [4/2/97]: Intro & Pre-1900 EdTech Culture *****


***** Week TWO [4/9/97]: 1900-1950 EdTech Culture *****


***** Week THREE [4/16/97]: 1950-1980 EdTech Culture *****



***** Week FOUR [4/23/97]: 1980-Present EdTech Culture *****



***** Week FIVE [4/30/97]: 1980-Present EdTech Culture *****


***** Week SIX [5/7/97]: 1980-Present EdTech Culture *****

***** Week SEVEN [5/14/97]: 1980-Present EdTech Culture *****




***** Week EIGHT [5/21/97]: 1980-Present EdTech Culture *****


***** Week NINE [5/28/97]: 1980-Present EdTech Culture *****

<HR <HR Last updated on 3 June 1997.
Copyright 1997, Anthony Villegas, All Rights Reserved.

Send comments or questions to Anthony Villegas at <villegasa@usfca.edu>

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