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toc Course Syllabus EDU 569 Information Tools for Teaching and Learning Summer 2010 University of Maine Farmington

Theresa Overall, Ph.D. Assistant Professor University of Maine Farmington theresa.overall@maine.edu (207) 778-7049 Office: Education Center Room 220

This course is one of four that make up the Technology Concentration that is part of the Master’s of Science in Education at University of Maine Farmington. The course material, however, stands alone and this course can be taken as part of the Technology Concentration or not. This course is a complement to EDU 568: Communication Tools for Teaching and Learning.

=General Description:= In 2001, the United Nations created a task force on policy and development of Information and Communication Tools (ICT). There is a global need to understand what information tools are and how they can be harnessed to have the greatest positive impact on education. Information tools are technologies that allow humans to collect, organize, analyze, and utilize information. These tools include but are not limited to: databases, semantic networks (concept maps), spreadsheets, expert systems, Microworlds, search tools, visualization tools, hypermedia, and geographic information systems.

The goal of this course is to develop student-centered learning through technology integration and project-based approaches. Themes include: --Identifying information tools as technologies that allow humans to collect, organize, analyze and utilize information and exploring their purpose, function, and utility --Using information technology effectively in the classroom to promote 21st century skills --Providing hands-on learning and opportunities to create information products that enhance teaching, learning, and higher-order critical thinking

=Pre-requisites:= Participants should be familiar with word processing, file management, data backup strategies, and sending and opening email with attachments

=Required materials:= Participants need access to a laptop computer with word processing software, presentation software, spreadsheet software, Web browser software, .pdf file reading software, and archive or file compression software; access to the Internet; access to a printer

=Required Text:= • Texts and readings will be made available on the Internet; participants may choose whether to print the materials or read them online.

Recommended Reading:
//Mindstorms: Children, Computers, and Powerful Ideas// (1980) by Seymour Papert. There are many versions/editions of this; it's in paperback and hardback. Any version is fine.

Several of the readings come from //Computers as Mindtools for Schools: Engaging Critical Thinking// (2nd Edition) (1996) by David Jonassen, Upper Saddle River, NJ: Merrill. You may want your own copy of this text which is available in used condition on Amazon and other places for under $15.

=Course Description:= The course consists of 10 modules (some will cover two or more class periods).

Module 1: Mindtools and Critical Thinking • Learning from computers (CAI), about computers (literacy), and with computers (a Constructivist perspective) • Evaluating Mindtools • Critical thinking in schools • Categorizing information tools: semantic organization, dynamic modeling, interpretation, and knowledge construction

Module 2: Semantic Organization Tools-- Databases • What are database management systems • How are databases used as Mindtools • Evaluating databases • Building a database • A special look at the Maine Memory Network database

Module 3: Semantic Organization Tools—Semantic Networks (Concept Maps) • What are semantic networks • How are semantic networks used as Mindtools • Evaluating semantic networks

Module 4: Dynamic Modeling Tools--Spreadsheets • What are spreadsheets • How are spreadsheets used as Mindtools • Evaluating spreadsheets • Building spreadsheets

Module 5: Dynamic Modeling Tools—Expert Systems and Systems Modeling • What are expert systems and systems modeling • How are expert systems and systems modeling used as Mindtools • Evaluating expert systems and systems modeling

Module 6: Dynamic Modeling Tools—Microworlds • What are Microworlds • How are Microworlds used as Mindtools • Evaluating Microworlds • Learning in a Microworld environment

Module 7: Interpretation Tools • What are intentional information search tools and visualization tools • How are interpretation tools used as Mindtools • Evaluating interpretation tools

Module 8: Knowledge Construction Tools: Hypermedia • What are multimedia and hypermedia • How are hypermedia used as Mindtools • Evaluating hypermedia construction

Module 9: Geographic Information Tools • What are GIS and GPS • Can GIS and GPS be used as Mindtools • Evaluating GIS and GPS

Module 10: Implementing Mindtools • The role of Mindtools in society • Constructive roles for learners • Challenges to teachers • Assessment and learning: problems posed by Mindtools • Assessing learning with Mindtools

=Grading:= --be in class --work hard and play nicely --follow the MLTI rule of thumb: if you want to know, ask; if you know, share --in each reflection entry “prove” that you read the assignment and understood it, then show application, analysis, and/or synthesis of the information as it pertains to teaching and learning and yourself; you will also be asked to carry on scholarly conversations with your colleagues --you and a partner (or two) will research one of the Mindtools and create some type of online resource (wiki, website, database, . . . ) that teaches others what that tool is, explains or gives examples of how it can (and cannot) be used as a Mindtool in a variety of settings (grade levels, content areas, etc.), and evaluates the effectiveness of your tool as a Mindtool
 * Class Participation 20%**
 * Reflections on Readings 15%**
 * Research Project 15%**
 * Sample Project 20%**
 * Sample Project with Lesson Plan 30%**

Participants will have hands-on experiences with six of the Information Tools presented in the course. They will pick two of these tools to explore further on their own and use to create sample projects of that tool that could be used in teaching and/or learning. One of the projects will be fully developed into a curricular lesson or unit.

The two sample projects will be graded using the criteria in the rubrics.

A = 93% and above A- = 90.0 – 92.9% B+ = 87.0 – 89.9% B = 83.0 – 86.9% B- = 80.0 – 82.9% C+ = 77.0 – 79.9% C = 73.0 – 76.9% C- = 70.0 – 72.9% F = 0 – 69.9%

Work that is satisfactory will receive a grade of B. This work meets all the requirements of the course and demonstrates solid comprehension and skill acquisition. Work that is exemplary will receive a grade in the A range. This work goes beyond the basic course requirements and demonstrates in-depth reflection, analysis, and synthesis. Rubrics or scoring guides will be provided for each assessment piece.

=Special Needs:= Equal educational opportunity is offered to participants with special needs due to disability. Please notify the instructor at the beginning of the course if reasonable accommodation is needed to meet course requirements.

=Academic Integrity:= It is a participant’s responsibility to familiarize him/herself with UMF’S Code of Academic Integrity and to abide by it in this course. The Code can be found in the University’s catalog ([]) under Academic Policies.