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EdLtcy 552 - Learning Log

Literacy and Technology Learning Log

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Edtech 505 - Syllabus

Edtech 504 - Syllabus

Edltcy 552 - Research Project

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Edtech 503 - Syllabus

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

		Assignments meeting standard in whole or part
Standard 1: DESIGN
1.1 Instructional Systems Design (ISD)	X	ID Project
1.1.1 Analyzing	X	ID Project
1.1.2 Designing	X	ID Project
1.1.3 Developing	X	ID Project
1.1.4 Implementing	X	ID Project
1.1.5 Evaluating	X	Selected Discussion Forums; ID Project
1.2 Message Design
1.3 Instructional Strategies	X	ID Project
1.4 Learner Characteristics	X	ID Project
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8)	X	ID Project
2.1 Print Technologies	X	Reading Quiz; ID Projects
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies	X	(all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization	X	(all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and Institutionalization	X	ID Project
3.4 Policies and Regulations
Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis	X
5.2 Criterion-Referenced Measurement	X	ID Project
5.3 Formative and Summative Evaluation	X	ID Project
5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of models in the design process

10.  Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11.  Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

a.    Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

                                     i.        Create and conduct various aspects of a front-end analysis

                                    ii.        Identify methods and materials for communicating subject matter that are contextually relevant

b.    Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.)

                                     i.        Construct clear instructional goals and objectives

                                    ii.        Develop a motivational design for a specific instructional task

                                   iii.        Develop assessments that accurately measure performance objectives

c.    Select and implement instructional strategies for selected learning tasks

                                   i.          Select appropriate media tools that support instructional design decisions

d.   Describe the rationale and processes associated with the formative evaluation of instructional products

                                   i.            Create a plan for formative evaluation

12.  Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13.  Apply state and national content standards to the development of instructional products

14.  Meet selected professional standards developed by the Association for Educational Communications and Technology

15.  Use various technological tools for instructional and professional communication

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a  Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c  Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1  Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

                (none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

Edtech 501 - Bumper Sticker

Edtech 501 - Bumper Sticker

Bumper Sticker

Got Technology? Get a technology use plan. See your Educational Technologist Today.

This is inspired by the “Got Milk?” commercials.

Edtech 502 - Syllabus

Syllabus

The Internet for Educators

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EdTech 502 Summer 2012: June 4 - July 29

3 Credit Online Course Boise State University, Department of Educational Technology EDTECH Website: http://edtech.boisestate.edu

Instructor Information

Dr. Andy Hung Phone: (208) 426-5542 E-Mail: andyhung@boisestate.edu Location: Room 327 of the College of Education Building Website: http://edtech2.boisestate.edu/hungj/web/index.html Virtual meetings by appointment through GMail Voice and Video Chat. http://mail.google.com/videochat (Works with BroncoMail)

Instructor E-Mail Response Time

I typically respond to e-mail daily Monday through Friday during the semester. Exceptions to this rule occur when there is a a holiday, BSU break, or during other unavoidable situations that sometimes come up (e.g. MLK day, spring break, power failure, out of town presenting a paper, etc.). If you send an e-mail during the week you should typically have a reply within 24 hours unless it is late Friday or the weekend. I catch up on weekend e-mail on Mondays. If you do not received a reply to your e-mail within a reasonable period of time please send it again. Sometimes e-mail is captured by SPAM filters, is addressed incorrectly, or just simply does not make it through. Also, check your own e-mail filters that screen out junk mail. In the past, my replies to students have sometimes been filtered out and they did not receive them until they checked the junk e-mail box.

Course Description

Locate, retrieve, and evaluate information found on the Internet. Design and produce instructional Web pages using a combination of software and HTML/XHTML/CSS code.  Apply appropriate instructional strategies and models to the design of digital curriculum.

Course Objectives

After completing this course the student will be able to

• create Web pages using HTML authoring system;
• develop Web pages using CSS templates;
• create a default page for a website;
• apply file management skills to maintain local and remote Web site files and folders;
• write HTML, XHTML, and CSS code correctly so that it validates under W3C standards;
• copy and paste code into a Web page;
• write CSS to position Web page content;
• write and apply an external CSS style sheet to multiple Web pages;
• write and apply alternative style sheets;
• create a navigation menu for multiple Web pages;
• create graphics in the appropriate format for Web pages;
• modify images using image editing software;
• insert images correctly into Web pages;
• create client-side image maps;
• apply appropriate design principles to create professional looking websites;
• create accessible Web pages for individuals with disabilities;
• adhere to rules of netiquette when corresponding with others on the Internet;
• identify and apply copyright and fair use guidelines for website development;
• use Internet search tools to locate high-quality instructional content;
• develop appropriate rules of netiquette for a specified group of learners;
• develop a page of hot links to essential information about Web accessibility;
• develop an Internet scavenger hunt learning activity that integrates Internet resources;
• develop a Jigsaw cooperative learning activity that integrates Internet resources;
• develop an online learning activity for mobile devices;
• develop a WebQuest learning activity that integrates Internet resources;
• develop a virtual field trip learning activity that integrates multimedia an Internet resources.

Course Location and Login Information

This is an online course delivered via the Moodle course management system. The login page is located at: http://edtech.mrooms.org Use your Boise State email address (include the "@u.boisestate.edu") and your 9-digit student ID to login to Moodle. Problems with user name or password not working should mail EdTech Moodle Support at moodlesupport@boisestate.edu for assistance. If you have forgotten your password, click the link below the login box, "lost password?" and you will be able to reset it. When you login to Moodle look for a link to EDTECH 502-4172 The Internet for Educators (Summer 2012). The first day of the semester is June 4, 2012.

Course Materials

Required Textbooks

There are three required textbooks for this course. Dreamweaver CS5.5:The Missing Manual Author: David Sawyer McFarland Date: 2011 Publisher: Pogue Press, O'Reilly ISBN-10: 1-4493-9797-2 Companion Web Site: http://www.sawmac.com/dwcs5-5

HTML, XHTML & CSS (Sixth Edition) Visual QuickStart Guide

Author: Elizabeth Castro Date: 2007 Publisher: Peachpit Press ISBN-10: 0321430840 Companion Web Site:http://www.cookwood.com/html6ed/

The Non-Designer's Web Book: An Easy Guide to Creating, Designing, and Posting Your Own Web Site (Third Edition)

Authors: Robin Williams & John Tollett Date: 2006 Publisher: Peachpit Press ISBN-10: 0321303377 Please order your books immediately if you have not already done so. Here are two suggested vendors who can take your order online and send your books through the mail. If it turns out that one vendor cannot get books to you in a timely manner please cancel your order and look for another vendor.

• Boise State University Bookstore: http://www.boisestatebooks.com/
• Amazon: http://www.amazon.com

Required Software

Adobe CS6 Design and Web Premium Suite

We use Adobe CS6 Design and Web Premium in the EDTECH program. This suite includes includes Illustrator CS6, Photoshop CS6 Extended, Acrobat X Pro, Flash CS6, Dreamweaver CS6, Fireworks CS6, and InDesign CS6. In EDTECH 502 we will use Dreamweaver CS6 and Fireworks CS6. Please install all of these when you install the CS6 suite. Because Dreamweaver is only a tool to save time and efforts on HTML and CSS programming, same tasks can be completed using previous verions of Dreamweaver or text editing tools. Therefore, you can also use verions CS4, CS5, and CS5.5 for this course. All instructional videos will be updated to CS6 in Fall 2012 and I will email everyone updated videos when they are done. Except for the Mobile Learning module, most updated videos just repeat same procedural steps in the version CS6. Students are eligible for an academic discount on Adobe software. Software may be obtained at either of the following places:

• BSU Bookstore: http://www.boisestatebooks.com/ (Click the Software link under Technology)
• Academic Superstore: http://www.academicsuperstore.com/

System Requirements for Adobe CS6

Please check your computer to make sure that it will run the Adobe CS6 software: http://www.adobe.com/products/creativesuite/design-web-premium/tech-specs.html

Additional Software

• Antivirus Software: It is critical to have up to date antivirus software installed and running on your computer.
• Free Software:
  • Popup Blocker: This is highly recommended. Google has one built into their free toolbar if you want to try it: http://toolbar.google.com/T4/index_pack.html
  • Adobe Reader: http://get.adobe.com/reader/
  • Flash Player: http://www.adobe.com/products/flashplayer/
  • QuickTime Player: http://www.apple.com/quicktime/download/
  • Firefox Web Browser: http://www.mozilla.com/en-US/firefox/
  • FireFTP (Firefox add on): http://fireftp.mozdev.org/
  • Fangs Screen Reader Emulator (Firefox add on):http://www.standards-schmandards.com/projects/fangs/

Additional Technical Requirements

Internet Connection and FTP Capability

Of course, an up to date computer with an Internet connection is required to participate in this online course. If you have a high speed connection it is preferable to dial-up access. If you only have dial-up access you can still get by, but patience is a virtue when waiting for files to download. We will be creating a series of Web pages over the semester and it will be necessary to FTP files to a Web server here at Boise State University. Dreamweaver uploads and downloads files through FTP (File Transfer Protocol). If you plan to work from a school or business location it may be necessary to request help from your network administrator. Sometimes FTP is blocked. Please be prepared for this possibility so that you can either get help or find a different place to do your assignments.

Alternative Website Space

Typically, we provide website space for students on the EDTECH2 server. However, sometimes things go wrong with the server or students are unable to FTP to it. This has sometimes been an issue for students who are outside of the United States. Please be prepared to obtain alternative website space if necessary. You may already have this as part of the Internet Service Provider subscription you are using. Free, or inexpensive website hosting is also quite easy to find.

Assignment Policy and Grading Scale

Assignment Information

Detailed information about assignments and how to complete them will be posted in Moodle as we progress through the semester. The course schedule has been set up so that new assignments will be posted on Mondays. Due dates are always set for Tuesdays. Please check at least twice per week to read announcements since these can be posted at any time. Also, check your BSU BroncoMail (http://broncomail.u.boisestate.edu/) at least once per week for course related correspondence. The default email address in Moodle is your BSU email address. For help using your BroncoMail account please see: http://oit.boisestate.edu/email/

List of Assignments and Point Values

	Assignments	Points
1	Self-introduction	25
2	XHTML 502.html page	75
3	External CSS page for 502.html	75
4	Netiquette page	75
5	Web accessibility hot links page	75
6	Copyright scavenger hunt	75
7	Interactive concept map	75
8	Jigsaw activity	75
9	Edtech home page: default.html	100
10	Virtual field trip	150
11	WebQuest	150
12	Participation in online discussions	50
	Total Points	1,000

Standards

The assignments in this course have been aligned to the AECT standards: http://www.aect.org/standards/initstand.html

Assignments Mapped to Standards

Assignment(s)	AECT Standards
4, 5, 6, 7, 8, 9, 11,12	1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
8	1.1.2.c Integrate information literacy skills into classroom and media center instruction.
4, 5, 6, 7, 8, 9, 11,12	1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12	1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.
4, 5, 6, 7, 8, 9, 11,12	1.3.b  Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.
4, 5, 6, 7, 8, 9, 11,12	1.4.b  Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10,11,12	2.3.2 Design, produce, and use digital information with computer-based technologies.
4, 5, 6, 7, 8, 9, 11,12	2.4.1 Use authoring tools to create effective hypermedia/multimedia instructional materials or products.
4, 5, 6, 7, 8, 9, 11,12	2.4.2 Develop and prepare instructional materials and products for various distance education delivery technologies.
4, 5, 6, 7, 8, 9, 11,12	2.4.4 Use telecommunications tools such as electronic mail and browsing tools for the World Wide Web to develop instructional and professional products.
2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12	2.4.5 Develop effective Web pages with appropriate links using various technological tools.
6	3.4.3 Identify and apply copyright and fair use guidelines within practice.
6	3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.

Final grades are based on the following scale.

Final Grade Scale

Grade	Points Required
A	940 - 1000
A-	900 - 939
B+	870 - 899
B	840 - 869
B-	800 - 839
C+	770 - 799
C	740 - 769
C-	700 - 739
D+	670 - 699
D	640 - 669
D-	600 - 639
F	0 - 599

Advanced Copies of Assignments

Please understand that I am continually updating and revising my course materials. Therefore, it is not feasible for me to provide advanced copies of assignments. Full assignment details will only become available at the beginning of each new assignment week. Assignments are posted at least one week prior to the due date. An outline of topics and readings is available in the course schedule if you would like to read ahead.

Submitting Assignments

Web page projects:Most of the assignments for EDTECH 502 are Web pages that are submitted by posting them on the discussion forums. Discussions: Participation in class discussions is accomplished by posting in the Discussions forums in Moodle.

Grading Cycle

All assignments are graded together as a group to maintain a higher level of consistency. Grading begins on the first day after a due date and is completed before the next due date. You may track your progress through Grades in Moodle. All of the assignments are listed in Grades and points will be added as we progress through the semester. Announcements will be posted when assignments have been graded.

Late Work

Due Dates: Please note that all assignment due dates fall on Tuesdays. Assignments must be submitted by midnight Mountain time on scheduled due dates. For time zone information please visit the World Clock Web site: http://www.timeanddate.com/worldclock/ Point Deduction for Late Work: Ten points can be deducted for each day an assignment is late. For example, an assignment that is two days late will lose 20 points as a late penalty. Emergency Pass: If you have a major event such as a death in the family, illness, hospitalization, or you are out of town without Internet, you may turn in one assignment under the emergency pass. This assignment may be up to one week late and still qualify for full credit. After the one week extension has passed ten points per day can be deducted until the assignment is no longer worth any credit. Your Responsibility with Late Work: If you will be late for any reason please e-mail the instructor at andyhung@boisestate.edu on or before the scheduled due date. When the assignment is completed you must send a follow-up email to let the instructor know it is ready to grade. This is how we calculate the number of days for the late work penalty. Failure to notify the instructor could lead to a grade of zero. Please Avoid End of Course Late Work: Please note that we work under University deadlines for submitting grades at the end of the semester. If you have an assignment that is late at the end of the semester there is a chance that it might not be in on time to make the deadline. In this situation, I have no choice but to grade whatever I have at that time and submit grades regardless of the late policy above. Please try to avoid this situation. Plan Your Time: It is a good idea to schedule specific times to work on your assignments each week and keep the appointment with yourself. A three credit graduate course requires about 9 to 12 hours per week of work (This doubles during compressed summer sessions.) It is in your best interest to start early on each assignment to give yourself time to fix technical problems or get help before the due date passes.

Technical Difficulties

On occasion, you may experience problems accessing Moodle or class files located within Moodle, Internet service connection problems, and/or other computer related problems. Do make the instructor aware if a technical problem prevents you from completing coursework. If a problem occurs on our end, such as Moodle or EDTECH2 server failure, then an automatic due date extension is granted.

Reasonable Accommodations

Any student who feels s/he may need accommodations based on the impact of a disability should contact me privately to discuss your specific needs. You will also need to contact the Disability Resource Centerat 208-426-1583 located in the Administration Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any documented disability.

Academic Honesty

It is expected that students in this class will create original works for each assignment. We will follow the BSU Student Code of Conduct and also observe U.S. copyright laws in this course. Several great links to copyright information are available on the BSU Academic Technologies site at: http://itc.boisestate.edu/resource.htm Please adhere to the following guidelines:

• Please do your own original work for each project. Projects that were created for other classes may not be submitted for credit in this course. Each project may only be submitted for credit one time by the person who created it. The BSU Student Code of Conduct states: "Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s)."
• All projects and other assignments should be composed in original text that is written by the student who is submitting it. The exception to this is the use of small amounts of quoted material that is properly cited. Copying and pasting from other Web sites or projects (including the instructor's examples) is not permitted.
• The practice of copying code from the instructor examples is strongly discouraged. It is best to write your own HTML/XHTML/CSS. The work you submit should be clearly unique and different from the instructor example code.
• Images or other media used in projects should be original, used with permission of the owner, or come from the public domain. Please check terms of use on sites containing these items. If in doubt, don't use it.
• Please cite the source for materials that are obtained for your projects unless they are created by you. If permission is granted for use of copyrighted materials please post a statement explaining that near those materials.

In the event of academic dishonesty a complaint is filed with the BSU Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, grade reduction, expulsion, etc.).

Course Schedule

Detailed assignment information is posted in Moodle on Mondays and due dates are on Tuesdays.

The instructor reserves the right to make minor changes to the schedule as needed.

The reading assignments for the semester are listed in the course schedule below using abbreviations for each book title. Please note that a dash denotes a series of pages (e.g. 21-37 means to read pages 21 through 37.) In some cases single pages are listed (e.g. 130 means to read page 130.) Pages that serve as additional reference that you should at least skim through are listed using the word "skim."

• DWCS5.5 = Dreamweaver CS5.5 Missing Manual
• HTML = HTML, XHTML, CSS, Visual QuickStart Guide
• NDWeb = Non-Designer's Web Book

Course Schedule

Week	Start Date	Topics and Major Assignments	Reading List	Due Date
1	June 4	Introduction to the Course Self-introduction	Syllabus NDWeb: 15-30, 113-132, 155-161	June 12
2	June 11	Getting Started with Dreamweaver, HTML, and XHTML Create plain 502.html page Discussions	DWCS5.5: 21-43, 713-725, skim 433-472 HTML: 55-68, skim 399-408, skim 419-429	June 19
3	June 18	Getting Started with CSS in Dreamweaver Create external CSS style sheet for 502.html page Discussions Typography on the Web Create netiquette page Discussions	DWCS5.5: 113-133 HTML: 119-129, 137-140, skim 409-416 DWCS5.5: 134-152 HTML: 151-168, 174-177, 181-182, 184-185 NDWeb: 245-255	June 26
4	June 25	Accessibility on the Web Create accessibility hot links page Copyright and Fair Use Create copyright scavenger hunt Discussions	DWCS5.5: 167-192 HTML: 103-108, 146 DWCS5.5:102-110 HTML: 215-225	July 3
5	July 2	Images for Web Pages Create interactive concept map Discussions Creating Tables for Web Pages Develop Jigsaw activity Discussions	DWCS5.5: 211-225, 233-251, 255-258 HTML: 81-102 NDWeb: 167-183, 185-198 DWCS5.5: 273-298 HTML: 227-252	July 10
6	July 9	Working with CSS Templates Create default.html page Discussions	DWCS5.5: 347-386 HTML: 169-185, 141, 148	July 17
7	July 16	Virtual Field Trip Create virtual field trip Discussions	Online research for your project HTML: 281-310 NDWeb: 142-143, 145-152	July 24
8	July 23	WebQuest Create WebQuest Discussions	Online research for your project	July 29

Please refer to the BSU Academic Calendar for University dates and deadlines:http://registrar.boisestate.edu/academic-calendar.shtml

Conceptual Framework

College of Education - The Professional Educator

Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Department of Educational Technology Mission

The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector.

© 2012 Andy Hung, Ed.D. adapted from original materials created by Dr. Chareen Snelson

Last modified: Tuesday, May 29, 2012, 05:53 AM