Syllabus

GORDON ALBRIGHT SCHOOL OF EDUCATION

EEA 534: Technologies for Learning
3 Credits
Effective: Winter, 2020

Access to the Internet is required.

All written assignments must be in Microsoft-Word-compatible formats.
See the library’s APA Style Guide tutorial for a list of resources that can help you use APA style.
FACULTY:
Name: David Quick

Contact Information: Email: [email protected] or [email protected]

Phone: 587-785-3437 (cell)

COURSE DESCRIPTION:
This course introduces candidates to technology literacy and applications in order to find, evaluate, and
apply information to inform and improve student learning and teacher pedagogy. Candidates use digital
tools to gather, evaluate, and use information in order to plan and conduct quality research, manage
projects, solve problems, and make informed decisions. Applications include the electronic portfolio,
instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of
technology on school and societal change. The contexts of this course will be viewed through the vision
of Alberta Education as outlined in Inspiring Education and supporting documents (e.g. Ministerial Order
of Student Learning, Curriculum Redesign/Cross Curricular Competencies, Teaching Quality Standard
for Quali, Principal Quality Standard, etc.).

CITYU LEARNING GOALS

This course supports the following City University learning goals:
● Critical thinking and information literacy

COURSE OUTCOMES
In this course, learners:
● Apply ethical practice in technology use
● Evaluate and manage data for school improvement
● Apply technology skills

CORE CONCEPTS, KNOWLEDGE, AND SKILLS

● Educational technology standards
● Educational trends in technology
● Legal, economic and social issues surrounding technology
● Staff development planning
● Technology enhanced communication
● Technology integration

COURSE RESOURCES:
Alberta Education. Learning and Technology Policy Framework. Retrieved from
https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-
web.pdf

Alberta Education: Information and Communication Technology. Retrieved from

https://education.alberta.ca/media/3114953/ictpos.pdf

International Society of Technology in Education: ISTE Standards. Retrieved from

http://www.iste.org/standards/standards

EEA 534 Page 2 Effective: Winter, 2020

ADDITIONAL RESOURCES**
Anthony, A. (2012). Activity theory as a framework for investigating district-classroom system
interactions and their influences on technology integration . Journal of Research on Technology
in Education, 44(4), 335.

Cassidy, W., & Brown, K. (2012). "Making Kind Cool": Parents' Suggestions for Preventing
Cyber Bullying and Fostering Cyber Kindness. The entity from which ERIC acquires the content,
including journal, organization, and conference names, or by means of online submission from
the author. Journal of Educational Computing Research, 46(4), 415.

Davies, P. (2010). On School Educational Technology Leadership. Management in Education,

24(2), 55.

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, communications, and
technology (ICT) skills curriculum based on the Big6 skills approach to information problem-
solving. Library Media Connection, 28(6), 24.

Luthra, S. (2011). The road to lasting tech leadership. Learning & Leading with Technology,
38(7), 16.

Moore, D. (2011). Technology literacy: The extension of cognition. International Journal Of

Technology & Design Education, 21(2), 185.

Smarkola, C. (2008). Developmentally responsive technology-literacy use in education: Are

teachers helping students meet grade-level national technology standards?. Journal of
Educational Computing Research, 38(4), 387.

Vanderlinde, R., Hermans, R., & van Braak, J. (2010). ICT research and school performance
feedback: A perfect marriage?. Educational Studies, 36(3), 341.

Wright, M., Watkins, L., & Scott, D. (2008). Have we made progress?: Stakeholder perceptions
of technology education in public secondary education in the United States. Journal of
Technology Education, 20(1), 78.

RECOMMENDED PERIODICALS:
Journal of Technology Education
Canadian Journal of Learning and Technology
International Journal of Technology and Design Education
Learning and Leading with Technology

**Additional articles/books on technologies for learning will be provided/referred to throughout the

course. Required and recommended resources to complete coursework and assignments are available
from the Course Document Lookup.

EEA 534 Page 3 Effective: Winter, 2020

OVERVIEW OF COURSE GRADING:
The grades earned for the course will be derived using City University of Seattle’s decimal grading
system, based on the following:

Overview of Required Assignments % of Final Grade

Current and Emerging Issues in 20% due Friday, Feb. 5
Technology Presentation

Technology and Learning: Stage One - A 30% due Sunday, March 1

Technology Plan to Support School
Improvement Initiatives

Technology and Learning: Stage Two - 30% due Friday, March 12

A Collaborative Technology Website To
Support Teacher Development

Professional EPortfolio 10% due Tuesday, March 16

Course Participation/Online Learning ongoing

Management Systems/Tech Tasks
10%
100%
TOTAL

SPECIFICS OF COURSE ASSIGNMENTS:

Current and Emerging Issues in Technology
The candidate summarizes a current technology-based educational issue or problem; describes relevant
emerging political, social, economic, legal, and/or cultural implications of the identified problem/issue,
and analyzes the issue in relation to the educational needs of children and the role of schools in a
democratic society, taking into account the positions of the various stakeholders. For this assignment, the
candidate will choose three technology integration tools that could assist or enhance the issue under
review to better the students/staff in the school system. The goal of this assignment is to provide the class
with a variety of useful educational technology tools that could enhance the learning of children.
Candidates will present their summary in a presentation and will then demonstrate three online tools to
the cohort. Presentations should be 15 to 20 minutes in length.
This component has a weighting of 20% and will be assessed based on the assignment
guidelines/rubric on our course website.

Technology and Learning: Stage One - The Technology Plan to Support School Improvement
Initiatives
Using a candidate-selected presentation medium, candidates prepare and share their plan for technology
to support student learning, teacher learning and school improvement initiatives. In order to do this they
will need to examine their current school or district’s technology plan, and analyze how this technology
plan currently supports student learning and indirectly teacher learning. To gather data you will need to
create a professional development online survey (check our resource page for survey tools) that you will
administer to your staff. Candidates will analyze the data from the survey and will then design and
develop a technology plan that meets their school’s needs. In your report, state your recommendations
and rationale for “next steps” in the education plan and highlight a brief description of the resources
(human, financial, facilities, technological) required to address your recommendations. When developing
and sharing this report, candidates will take into consideration the ADDIE Model, the SAMR Model,
provincial standards (Learning and Technology Policy Framework), and international perspectives
(ex.International Society for Technology Education: ISTE Standards). In the presentation, candidates are
EEA 534 Page 4 Effective: Winter, 2020
also expected to demonstrate how they utilized a variety of different technology tools to help gather
information, and to create and share the report. Presentations should be 15 to 20 minutes in length. This
component has a weighting of 30% and will be assessed based on the assignment guidelines/rubric
on our course website.

Technology and Learning: Stage Two - The Collaborative Technology Website

Students will collaborate in teams of 3 or 4 to design a website that highlights current and emerging
hardware, software, and digital learning tools that can be used to build instructional capacity as teachers,
school leaders, and to enhance and support student learning. The website is the second part of the
“Technology and Learning Project” and it is designed to support the technology plan created earlier, and
to help support school initiatives and teacher development in the area of technology integration. The
website will provide structure including a website overview, an identification of website objectives, a
rationale for the website (including reference to provincial and international standards, and local/district
technology plans), and modules as to how to utilize various technology resources. These modules should
include background information about the resource, instructions (step by step format), visual examples of
the resource, and the benefits of using identified resources for leadership and learning, including
classroom applications. Lastly, additional weblinks should be provided for further information and
support. A minimum of 6 to 8 resources should be highlighted. Note: Your data collected earlier will be
helpful for planning purposes as would interviewing your administrators, teachers and support staff as to
what resources they wish to learn more about for personal and professional use.
This component has a weighting of 30% and will be assessed based on the assignment
guidelines/rubric on our course website.

Blackboard and Professional E-Portfolio

Candidates will learn to navigate Blackboard to find and complete various course components and
evaluations.
Candidates will create an online portfolio using Weebly, WIX, Google Sites or a website tool of their
choice. Candidates will design a website that demonstrates their strengths and talents, and which will be
used at the final presentation of your program (EEA: Research Project and Portfolio Presentation).
Categories such as vision/mission, philosophy/teacher metaphor, professional development and
professional growth, reflective summaries, opportunities, chapter Capstone outline, and technology
integration tools should be included in the website.
This component has a weighting of 10% and will be assessed based on the assignment
guidelines/rubric on our course website.

Course Participation, Attendance and Use of the Online Learning Management Systems (LMS)
Participants are expected to attend all classes, and/or online sessions and other program activities, to be
punctual, and to participate in a manner that is respectful of the needs of others and helps develop
knowledge in a learning community in a collaborative fashion. Students will use a variety of digital tools
to share classroom assignments, discussions, and to gather classroom information such as course syllabus,
assignment rubrics and learning resources. Students will use a variety of tools to complete a series of
weekly “Tech Tasks” for completion/learning purposes (no criteria/rubric used)
This component has a weighting of 10% and will be assessed based on the
assignment guidelines/rubric on our course website.

COURSE EXPECTATIONS
● Access to the Internet is required for this course and it is expected that participants are familiar
in utilizing Google Tools (e.g. Docs, Sites, Forms, Presentation, etc.)
● All written assignments must be in Microsoft-Word-compatible formats.

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 ● All written work is to be completed utilizing APA format along with standard English conventions
and logical flow of organization to address topics clearly, completely and concisely.
● All work is to be submitted on time unless prior permission has been granted by the instructor.
Assignments are due by 11:59 p.m. on the designated due-date.

PROFESSIONAL WRITING
Assignments require error-free writing that uses standard English conventions and logical flow of
organization to address topics clearly, completely, and concisely. CityU requires the use of APA style
(APA 7th edition).

UNIVERSITY POLICIES
You are responsible for understanding and adhering to all of City University of Seattle’s academic
policies. The most current versions of these policies can be found in City University Catalog.

Academic Integrity
Scholastic honesty in students requires the pursuit of scholarly activity that is free from fraud, deception
and unauthorized collaboration with other individuals. You are responsible for understanding CityU’s
policy on scholastic honesty and adhering to its standards in meeting all course requirements. A complete
copy of this policy can be found in the City University Catalog .

Attendance
Students taking courses in any format at the University are expected to be diligent in their studies and to
attend class regularly.
Regular class attendance is important in achieving learning outcomes in the course and is a valid
consideration in determining the final grade. For classes where a physical presence or an online
synchronous presence is required, a student has attended if s/he is present during the class
session. Additional policies related to grading and attendance are located in the City University Catalog

SUPPORT SERVICES
Disability Resources
If you are a student with a disability and you require an accommodation, please contact the Disability
Resource Office as soon as possible. For additional information, please see the section in the City
University Catalog titled The Reasonable Accommodation of Students with Disabilities

Library Services
CityU librarians are available to help you find the resources and information you need to succeed in this
course. Contact a CityU librarian through the Ask a Librarian service, or access Library Services 24 hours
a day, seven days a week.

Smarthinking
As a CityU student, you have access to online tutoring offered through Smarthinking, including writing
support, from certified tutors 24 hours a day, seven days a week. Contact CityU’s Student Support Center
at [email protected] to request your user name and password. There is no limit on the number of hours
requested Smarthinking/.

EEA 534 Page 6 Effective: Winter, 2020