1. (Syllabus Template)
Touro University-California
Course Title: Survey of Educational Technology
Course Number: EDU 741
Term: Fall 2011
Instructor: Steve Gibbs
Contact information
Email: gibbz@pacbell.net
W Phone: 707 319-6191
H Phone: if appropriate 707 745-4212
Office Hours: before and after class
Location of Class: American Canyon
Meeting Time: 4:30 - 9:30 p.m.
Course Description
This class is designed to help teachers understand both the pedagogy and the
methodology involved in technology integration into the classroom. They will learn
theory and practical application of educational technology. We will survey a wide variety
of Internet resources and various software applications. Students will explore the world
of Web 2.0 and the uses of multimedia, social networking, podcasting, and embedding.
Students will create one full-featured technology-infused lesson plan connected to
content standards, formative and summative assessments. Students will create wikis,
blogs, presentations, and create a wide variety of online content.
Course Objectives/CCTC Standards
• To teach effectively for the 21st Century Student
• To know and draw from international, federal and state standards when developing educational
content
• To apply what we learn to our own teaching and the teaching of willing peers
• To become scholars - practitioners - leaders
• To become fluent with the technology communication resources of 21st Century
• To share all that we learn with each other and with the educational community at large
Core Assignments
• Blog four case studies
1

2. • Develop a technology unit
• Create a teacher web presence (Build a Wiki)
• Learn to use Web 2.0 sites and services -- various
• Teach the class to use a Web 2.0 site / service of your choice
• Participate in online discussions and group activities
Required Texts and Readings
All reading will be online, mostly research articles
Prepare by pre-joining various web sites
Join Google and Yahoo, as they own many sites that we use
Web 2.0 Sites - an ever-growing, changing list
www.yahoo.com for access to Delicious and other
www.google.com for access to Blogger and other
www.pbworks.com free education account
www.delicious.com login with Yahoo
www.blogger.com login with Google
www.youtube.com login with Google
www.teachertube.com (optional)
www.schooltube.com (optional)
www.twitter.com
www.facebook.com
www.shelfari.com owned by Amazon
www.flicker.com or www.picasaweb.com or www.photobucket.com
www.slideshare.com
www.voicethread.com
www.myebook.com
www.scribd.com
www.goanimate.com
www.animoto.com
Technology Resources
Touro University MIS Help Touro University Library, Bldg 1322
Desk Phone: 707-638-5317
Phone: 707-638-5911 Library web site: www.tu.edu, click California,
email: click TU-CA Library
tuca.helpdesk@touro.edu
Blackboard Access: bb-tuc.touro.edu
Blackboard Course Name:
TCWeb: To check your grades and transcripts http://tcweb.touro.edu/
you will need to know your student ID
Password is the last four of your social security
number
Taskstream www.taskstream.com
Mentoring services: 800-311-5656
Course Requirements
2

3. This course is designed to provide candidates access to current and effective research in
the area of personal and school leadership with a balanced approach. This is facilitated
via practical reflections about approaches to personal and school leadership. Pre-
assessment of candidates’ knowledge, skills, and dispositions of educational leadership
will be conducted and used as bench line data. Readings associated with the topics will
be assigned. In order to achieve minimum learner competencies candidates will be
expected to:
1. Attend all class sessions
2. Participate in class discussions
3. Participate in class activities
4. Utilize the BlackBoard, Elluminate, and TaskStream Learning Systems
for appropriate class assignments
5. Prepare and present research papers to the class
6. Critique classroom presentations and projects
7. Understand and apply the principles of leadership to all areas of the class
8. Organize and clarify decisions that affect an entire school community
9. Demonstrate assessment knowledge in the equitable distribution of
resources for all students
10. Report on individual visitations and observations
11. Study research and theories of educational leadership
12. Observe administrators at faculty meetings, school board meetings etc.
13. Role-play and participate in communication simulations
14. Evaluate current research on student achievement levels
15. Critique class presentations
Note
The course syllabus and calendar are tentative and subject to revision. Such
revisions will be presented to students.
Assessment of Candidate’s Learning/Grading Policy
Grades in this course will be determined by adequate completion of all assignments on
time, and attendance.
College Grading Policy
Touro University’s College of Education reports course grades in percentage scores and
uses the following grading system:
3

4. Percentage Grade GPA Equivalent
96-100% 4.00
90-95% 3.70
86-89% 3.30
80-85% 3.00
76-79% 2.30
70-75% 2.00
0 - 69 Unsatisfactory
I Incomplete
W Withdrawal
WU Withdrawal Unsatisfactory
Satisfactory
A grade of 70% or above in an instructional course is considered a satisfactory grade (S).
Candidates must earn a 3.0 overall GPA in the program in order to remain a candidate in
good academic standing and be recommended for a credential.
Unsatisfactory (U)
An unsatisfactory (U) grade is below 70%.
Incomplete (I)
An incomplete grade (“I”) indicates that a student has not been able to finish all required
work for issuance of a letter grade. The incomplete may only be assigned by an instructor
if a student, through circumstances beyond his or her control, has not completed a small
portion of a course by conclusion of the term. An incomplete may not be assigned in
order to give a student a chance to do more work to improve a grade or because a student
did not complete assignments by the last course session. It is the student’s responsibility
to complete an “Incomplete Grade Form” request before the last class session of the
course. It is the student’s responsibility to meet all timelines for completing course
requirements as stated on the “Incomplete Grade Form.” An incomplete does not change
any point deductions for late assignments, for being late to class, or for missing classes.
An incomplete grade (“I”) is not counted in the grade point calculations until a letter
grade replaces it. An incomplete (“I”) must be replaced before the student registers for
the next academic year, if in a multi-year program. Replacement of an incomplete will be
under the direction of the instructor. If the required work is not completed within the
specified time, the (I) will be automatically converted to an unsatisfactory grade (“U”
which is a grade equivalent of an “F”). It is to the student's advantage to arrange to make
up any incomplete work as soon as possible. No extension will be granted for more than
a full calendar year from the date of the incomplete.
4

5. Week 1: 21st Century Learner
(Note – it is advised students go by the frequently updated online version of class activities)
Discussion: What is a 21st century learner? How has education changed since technology?
Explore where you want to go with your masters thesis and shape a lesson plan to fit it.
Obstacles we face; reasons for being here; where are you now? Where can you go?
Set up calendar for student presentations
Class setup activities: site joining (Yahoo, Google, Delicious, Blogger) file-naming, assignment submissions,
online responsibilities
First Assignment: Blog Four Case Studies
Tech Unit, Step 1 of 5: Fill in the lesson plan outline
HW:
Join Google, Yahoo, Delicious, Blogger.
Create a Four-Case-Study Blog. View at least four online video case studies of teachers using technology
and write four 100-word reviews. Post each film review as a separate blog entry. Also embed the video of
case study into your blog posting. Consider: edutopia.org, youtube, teachertube, schooltube, and others
Week 2: Plugging in to the Web 2.0 Internet: RSS, Tweets, Widgets, and Wikis
Student presentations
Review Assignment: Blog Four Case Studies; discuss
Build a Wiki - Begin Portfolio
Following RSS (Real Simple Syndication) news feeds using Google Reader
Following Education Leaders on Twitter
Join Shelfari
Brainstorm discussion of tech unit and masters project and possible tie-in
Explore Web 2.0
Tech Unit, Step 2 of 5: Creating the Project from Both Sides of the Desk: Teacher PPT and Student Project
Prototype
Update Outline as needed
HW:
Fill Shelfari with your favorite old books. Link to classmates
Join at least two photo sharing sites and upload some family photos. Learn how to use the sites. Learn
how to add captions, edit, do slideshows
Login to www.picnik.com and see how you can edit photos from your photo sites
Begin filling out the Tech Unit Outline
Week 3: Standards Are Our Friends; Formative & Summative Assessments; Cyberbullying; Multimedia
Methods for Project-Based Learning
Student presentations
Cyberbullying
Close look at
ISTE Standards
Content Standards
Assessment: RubiStar for Summative; narrative for formative
Movie Making in the classroom
HW:
Finish Teacher PPT and Student Prototype
Week 4: Show our Stuff
5

6. Student presentations
Share teacher PPTs and Student Prototypes
Word & PPT tips and tricks
Embedding on Wiki
MyEbook training
HW:
Complete Tech Unit
Week 5: End of the Line
Student presentations
Share student prototypes
Update Wiki Portfolio for future classes
Writing Requirements
1. Writing is expected to be at the graduate level
2. Papers must have cover page (title, course name, author name, & date)
3. Papers must be in APA format, including proper headings
4. Papers must use APA citations and references
5. Papers must use pseudonyms for schools, districts, and people
6. Papers must not use personal pronouns (except for journal assignment)
7. Do not use racist, sexist, or homophobic language
Use of cell phones/laptops:
Students should NOT be using cell phones, I-pods, Blackberries (or similar devices), or
laptop computers during class unless directed by the instructor. These electronic devices
tend to be disruptive to the learning environment, and distracting to the student, as well as
those around him/her. Students and instructors should never have cell phones going off in
class. Students will be reminded at the beginning of each class to turn off their cell
phones. Instructors may permit the use of laptops for note-taking. However, instructors
will use classroom management skills to limit laptop use to what is currently taking place
in their classrooms. Students should not be answering e-mails, text-messaging, or surfing
the internet during class time.
Americans with Disabilities Act Statement
Touro University complies with the regulations of the Americans with Disabilities Act of
1990 and offers accommodations to students with disabilities. If you are in need of a
classroom accommodation, please make an appointment with me to discuss this as soon
as possible. All information will be held in the strictest confidence.
6

7. It is the policy of Touro University to make reasonable accommodations for qualified
students with disabilities. All students with special requests or need for accommodations
should make this request in person as soon as possible.
This is the student's responsibility. Information about services, academic modifications
and documentation requirements can be obtained from the Dean of Students. (707)
638-5883
Academic Integrity
Plagiarism
The sixth edition of the Publication Manual of the American Psychological Association
defines plagiarism as claiming “the words and ideas of another as [one’s] own. Quotation
marks should be used to indicate the exact words of another. Each time you paraphrase
another author (i.e., summarize a passage or rearrange the order of a sentence and change
some of the source), you will need to credit the source in the text.” (p. 349)
Related to the dispositions of honesty, integrity, and ethical and professional behavior, a
student who has plagiarized must expect consequences for such action. The instructor
will take one or more of the following disciplinary actions:
1. Report the action in writing to the student, the student’s Program Chair, and
the Dean.
2. Assign a “0” on the assignment with no possibility of making up the grade by
means of additional work.
3. Assign a “0” for the course, and notify the Dean of the College of Education.
4. Suspend the student for a period ranging from the term in which the infraction
occurs to dismissal from the university.
Student Dispositions
The Touro University-California College of Education credential and degree programs
are guided by Program Standards (10 f,g,&h) for the California Commission on Teacher
Credentialing that state:
1. Each candidate exhibits intellectual integrity, serves student honestly,
protects their privacy, respects their work, and sustains open discussion of
ideas;
2. Each candidate assesses his or her own progress, accepts professional
advice, considers constructive criticism, and engages in a continuous
program of professional development; and
3. (3)Each candidate models respect for the cultures, religion, gender and
lifestyle orientation of students and their families.
7

8. In conjunction with the elements of the above standards, Touro University California’s
College of Education has high expectations regarding student candidate dispositions.
These dispositions include:
• collaboration
• honesty/integrity
• respect
• reverence for learning
• emotional maturity
• reflection
• flexibility
• responsibility
• appropriate interpersonal conduct
• ethical and professional behavior
Students who display poor judgment or performance in one or more of these areas may
not be recommended for a credential/degree, and/or may receive a grade that reflects the
consequences of their actions, including a failing grade. Occasionally a student will meet
the academic requirements of the course, but manifest personal limitations that might
impede future teaching performance. In such cases, it is the responsibility of the faculty
to guide the student to take remedial action (either to repeat the class for credit, to
become involved in personal therapy, to take a year's leave of absence from the program,
to take remedial courses), to be re-evaluated, and/or to consider withdrawing from the
program.
Note
The course syllabus and calendar are tentative and subject to revision. Such
revisions will be presented to students.
8