Information Technology Reference
In-Depth Information
Field Trips and Labs
A number of field trips allowed students to experience a variety of innovative uses of
technology at existing technology-based learning centers and resources located in the
Syracuse area. Sites included libraries, teaching centers, academic units, and government-
funded national projects. For example, students visited the Information Institute of Syracuse,
the collective home of several U.S. Department of Education-funded projects such as the
ERIC Clearinghouse on Information & Technology, AskERIC, the Virtual Reference Desk,
and the Gateway to Educational Materials (GEM) Project.
A 30-workstation lab, next to the digital classroom, was reserved for demonstrations and
hands-on activities, such as developing WebQuests and evaluating school Web sites.
Assignments
The primary assignment was the Educational Technology Project (ETP), which allowed
students an opportunity to apply newly learned knowledge and skills to a real situation with
a real client. Students worked together collaboratively, in teams, with site-based educational
practitioners, to develop and implement solutions to specific technology problems within
their organizations. Some examples of projects were as follows:
•
Development of a module-based instructional program for a college library's data-
bases.
•
Examination of a high school online learning program and determination of the causes
of and potential solutions to its high dropout rate.
•
Development and implementation of training for elementary teachers using newly
purchased technologies (e.g., FlexCam, SmartBoard).
•
Planning of a professional conference for a university-based organization for school
administrators to advance technology use and practice for academic success.
Additional assignments required students to create Web-based learning tools
(WebQuests), evaluate educational Web sites using an established tool (Small & Arnone's
WebMAC Professionalã), and develop electronic portfolios. Students were expected to
upload each of the assignments to their student space on the WebCT site. The electronic
portfolio was intended as a means for students to organize and present all of their electronic
assignments and to provide reflective comments on their experience and growth throughout
the course.
EVALUATION
Methods
An ongoing evaluation was integral to course development and delivery. Students were
made aware of the fact that the course was new and that their feedback was not only
encouraged but also vital to the ongoing evaluation process. The course development team
directed the design of formative and summative course evaluation. Data were collected from
course developers, instructors, teaching assistants, students, and guest speakers. Field-
testing using formative evaluation methods occurred at various points, as the course was
being developed and implemented; feedback guided revisions as the course was in progress
