Syllabus

Course Description

This course is an introductory/intermediate graduate level computer course for educators. It is designed for those new to computers, as well as those who want to learn more about how Microsoft Office software applications can be integrated effectively into the classroom. Teachers Discovering and Integrating Microsoft Office is designed to provide teachers with the necessary skills to successfully use Microsoft Office 2000/XP as a powerful integration tool. Participants will learn to effectively integrate this software suite into their specific classroom curriculum to enhance student learning. Educators will increase their ability to use and effectively integrate the word processing, spreadsheet, database, and presentation tools of Microsoft Office 2000/XP. Educators will finish the course with a strong understanding of the difference between using Microsoft Office as a productivity tool and as an integration tool.

Participants will finish the course with a strong understanding of how to use and effectively integrate the Microsoft Office suite. Participants will learn how to access the vast array of educational resources available on the World Wide Web and how to integrate Microsoft Office and educational technology into their classroom-specific curriculum, increasing their integration literacy skills. Participants will gather ideas for integrating Microsoft Office and technology across the curriculum. In addition, participants will learn about assessment in the technology-enriched classroom. Students will review and analyze relevant and current research dealing with the use and impact of educational technology in the school setting. Students will develop critical thinking, analysis, and synthesis skills concerning the integration of technology into their specific curricular area. Finally, they will learn how to integrate technology in any curriculum area effectively so it has a positive impact on student learning.

Objectives

Educators will develop the ability to integrate Microsoft Office and technology across the curriculum. Furthermore, educators will:

• Increase their understanding of computers, networking, the Internet and the World Wide Web as they relate to K-12 education.
• Understand the important components of authentic assessment.
• Gain an understanding of the fundamentals of Microsoft Office 2000/XP software suite.
• Examine practical examples of using and integrating Microsoft Office in the classroom curriculum.
• Create projects that can be utilized in their classroom curriculum.
• Begin to integrate Office 2000/XP software suite into a specific classroom curriculum.
• Become proficient in techniques involved in developing instructional materials in various formats.
• Be able to plan appropriate applications of Microsoft Office to specific instructional situations and to select or design and develop materials using Microsoft Office.
• Acquire a basic knowledge of the existing body of research dealing with educational technology and the application of technology in the teaching and learning process.

Curriculum Design

TDO Productivity Software is a forty five-hour 3 graduate credit course taught online.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required text is Action Research: An Educational Leader's Guide to School Improvement, by Jeffrey Glanz. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Course Outline

Module One: Establishing a Conceptual Framework for Action Research

Contents:

• Course orientation
• History of scientific research
• Action research defined
• Different research approaches
• Research terminology
• The research process
• Four stages of action research

Module Two: Differentiation Between Formal and Action Research

Contents:

• "Here and now" research for immediate application
• A systematic method of inquiry versus the pragmatic use of research tools
• Topic selections
• What if...?
• The problem and its setting
• The focus of action research

Module Three: Basic Principles of Experimental Design and Data Analysis

Contents:

• Developing basic concepts
• Applying basic concepts
• Generating experimental ideas
• Describing experimental procedures
• Constructing tables and graphs
• Writing reports
• Improve problem selection for the action research process.
• To name problems specifically related to teaching and learning in the classroom.

Module Four: Major Concepts

Contents:

• The concept of control (central idea in research)
• Time series experiments
• The sample and selecting the sample
• The hypothesis
• Claims and proof - truth and validity
• Baseline data
• Replication
• Define the concept of research design
• Identify the experimental approach to action research

Module Five: The Design

Contents:

• The proposal
• Research symbols to facilitate design
• Overview of:
• Historical design
• Descriptive
• Analytical
• Emphasis - the experimental design

Module Six: The Data

Contents:

• Related literature
• Collecting data - What data do we collect?
• Sources of data for action research
• Analysis and interpretation of data

Module Seven: The Data Continued

Contents:

• The role of statistics
• Constructing data gathering instruments
• Taking action
• Reporting results - Why and to whom?

Module Eight: Integrating Action Research and Teaching

Contents:

• Rationale for student research
• Strategies for classroom and independent research
• Parental support
• Scheduling student research
• Assessing student research
• Maximizing student research

Module Nine: Related Topics

Contents:

• Critical thinking
• Logic
• Constructivism and action research
• Utilization of technology
• Unleashing imagination - preparation, incubation, persistence
• Creativity - finding new ways, making associations, discovering unexpected solutions

Module Ten: The Research Process

Contents:

• Research as an integrated process
• The problem related to method and analysis
• Student action research safely
• Student action research and the prescribed curriculum
• Relevant case studies of:
• Teacher action research
• Student action research
• Review, the cycle of research
• The action research lesson
• Synthesis

Course Requirements:

Requirements	Points
Forum Participation	17
Demonstrated competency in using Action Research attributes	25
Reading, Reviews, and Projects	33
Action Research project based on the Rubric	25
Total	100

Grades
100-93 - A
85-92 - B
75-84 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Bailey, K.D. (1978). Methods of Social Research. New York: The Free Press.

Bogdan, R.C., and S.K. Biklen. (1982). Qualitative Research in Education. Boston: Allyn and Bacon.

Borg, Walter R., and Meredith D. Gall. (1971). Educational Research: An Introduction. Second Edition. New York: David MacKay Co.

Brooks, J.G., and M.G. Brooks. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Virginia: ASCD.

Calhoun, E.F. (1992). "A Status Report on Action Research in the League of Professional Schools." In Lessons from the League: Improving Schools through Shared Governance and Action Research, Vol. 2, edited by C.D. Glickman and L. Allen.

Athens: Program for School Improvement, College of Education, University of Georgia.
Calhoun, E.F. (1993). "Action Research: Three Approaches." Educational Leadership 51, 2: 62-65.

Carr, W., and S. Kemmis. (1983). Becoming Critical: Knowing Through Action Research. Geelong, Victoria: Deakin Press.

Casley, D.J., and K. Kumar. (1988). The Collection, Analysis, and Use of Monitoring and Evaluation Data. Published for the World Bank. Baltimore: Johns Hopkins Press.

Cochran, W.G. (1959). Sampling Techniques. Second Edition. New York: John Wiley and Sons, Inc.

Dewey, J. (1910). How We Think. Boston: Heath.

Dicker, M. (1990). "Using Action Research to Navigate and Unfamiliar Teaching Assignment." Theory Into Practice 29, 3: 203-208.

Donald, Janet. (2002). Learning to Think: Disciplinary Perspective. San Francisco: Jossey-Bass.

Ehrenfeld, S., and S.B. Litthaver. (1964). Introduction to Statistical Method. New York: McGraw-Hill Book Company.

Finney, D.J. (1960). An Introduction to the Theory of Experimental Design. Chicago: University of Chicago Press.

Gardner, J.W. (1963). Self Renewal: The Individual and the Innovative Society. New York: Harper and Row.

Hopkins, D. (1985). A Teacher's Guide to Classroom Research. Philadelphia: Open University Press.

Jaeger, R. (1990). Statistics: A Spectator Sport. Beverly Hills: Sage Publications.

Krippendorf, K. (1980). Content Analysis: An Introduction to Its Methodology. Beverly Hills, Calif.: Sage Publications.

Miles, M.B., and A.M. Huberman. (1984). Qualitative Data Analysis:A Sourcebook of New Methods. Beverly Hills, Calif.: Sage Press.

Oja, S.N., and L. Smulyan. (1989). Collaborative Action Research: A Developmental Approach. London: Falmer Press.

Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, Va.: ASCD.

Slavin, R.E., and N.A. Madden. (1989). "What Works for Students at Risk: A Research Synthesis." Educational Leadership 46, 5: 4-13.

Whitford, B.L., P.C. Schlecty, and L.G. Shelor. (1987). "Sustaining Action Research Through Collaboration: Inquiries for Invention." Peabody Journal of Education 64, 3: 151-169.

Yin, R. (1989). Case Study Research. Newbury Park, CA: Sage.

Related Web Sites

Session I:
Research About Teaching and Learning
This site provides resources for action research.

Recent Books on Action Research and Related Topics
This site provides information on recent books on action research and related topics.

Action Research Bibliography
This site includes an action research bibliography. Action research is discussed in the context of K-12 education with a focus on the classroom teacher.

Complete Golf
At this site is an example of an action research project in action.

Links to Action Research Sites
This site provides a list of web links to participatory action research sites. The site is also an action research resource for both students and teachers.

Session II:
Teacher Research
Provides a comparison of traditional (formal) research and action research.

Session III:
Experimental Science Projects
Discussion of repeated trails, random errors, and systematic errors.

Session IV:
National Student Research Center

A description of applying basic concepts.

Session VI & VII:
School Match
This site provides a searchable database devoted to elementary and secondary schools.

Center for Education Statistics

Session IX:
History / Social Studies for K-12 Teachers
Research and critical thinking is the focus of this web site.

The Philosophy of Logic
Covers the interdisciplinary use of logic - also addresses the use of logic in research.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.