|
Microcomputers in Education |
|
GIS 120, Fall 2001 |
|
Tuesday/Thursday, 10:00 – 10:50 |
| Two Credit Hours |
| Lavetta Noel, Instructor (244-8106) |
| Office: Computer Center |
Course Description
In the fall of 1981, about 18 percent of public schools in America were using
computers. Today that number approaches 100 percent. Because most public schools
and Christian schools in America use computers in the classroom, Cincinnati
Bible College requires all education students to take a computer course. Since
there is so much to learn about computers in education, this will only be a
survey course. The primary goals for this course are:
To instill a desire to learn about and use technology in the classroom
To understand how computers can and are being utilized in schools today
To understand how computers and networking can change education in the future
To gain an understanding of the potentials and pitfalls of computers in the
classroom
Objectives:
To develop skills in the following areas:
Classroom management using word processing, spreadsheets, desktop publishing and database
software
Integrating computers in teaching situations using presentation software
To understand the Internet and use its basic tools: e-mail and The Web
Text and Supplies - None
Course Procedures
The student will be required to complete a research paper on a topic (of their
choice), and approved by the instructor. Each class will include a discussion of
issues and topics related to projects the class will be working on in the lab.
Their will be hands-on instruction, and lab time allotted to work on projects. Because of the nature of this class, the student is expected to be present and prepared for each session. The
student is expected to spend extra time in the computer lab completing all the projects and assignments.
Portfolio Projects
The portfolio will be a personal web page with links to all of the projects, assignments, and research completed by the student. The Web Page must contain, but is not limited to the following information: Personal information about the student; contact information; pictures and images; and links to useful websites.
If possible, the student should relate the following projects to one theme or
subject. For example: if the student is interested in teaching 8th grade math,
they would complete the research paper on spreadsheets; create a PowerPoint
presentation for use in the classroom; create a database with the student's
names and information; create a spreadsheet to compute grades for the class, and
do Internet searches about other math courses and math projects, etc.
Project Grading Scale
Research paper over one topic of your choosing (3-5 pages) 15 points Skills: Internet and Word Processing
Slide Show presentation - 5 to 10 minutes (7-10 slides) 20 points Skills: Presentation software and graphic software
Grade Book using spreadsheet 15 points Skills: Excel and Access
Web Search 5 points Skills: Internet Research
Web Page 25 points Skills: Design, graphics, html
News Letter 10 points
Database 10 points Skills: using Access
Preparation, Participation and Attendance
1 absences - minus 2 points 3 absences - minus 4 points
2 absences - minus 3 points 4 absences - dropped from class
PLEASE NOTE: The above points MAY be deducted from the final grade, therefore resulting in a lower grade.
Grading Policy and Scale
Grades will be subject to the preparation and attendance requirements noted
above. Further, no late portfolio will be accepted. Grading scale is as outlined
in the College Catalog.
*NOTE: The instructor reserves the right to make any necessary changes needed to
the syllabus, during the course of the semester.