TIE 300/500


National-Louis University

Winter 2007

Elgin Campus

Thursdays, 4 to 7 pm (90624) and 
7-10 pm (91480)

Lisa Toulon
LT Technologies
Cell: 847-361-2256
Email: LToulon@gmail.com   
Office hours by appointment.

about us
professional development
teacher resources
technology resources
contact us
Mission Statement Course Description Special 
Textbook and Materials
Goals and Outcomes Class Structure Schedule and Expectations  
Summary of Assignments Suggested Resources Atomic Learning Internet Resources


Program Mission Statement  (top)

The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technical support to other educators who wish to integrate technology in teaching and learning.

Course Description (top)

This survey course provides the preservice educator with a broad base of knowledge about the uses of computers in education.   Students will have hands-on experience with word processing, databases, spreadsheets, graphics software, instructional software, and teacher utilities.   Other topics include software evaluation, hardware selection, and telecommunications.  



Special Needs (top)

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Required Textbooks and Materials (top)

Roblyer, M. D. (2003).   Integrating Educational Technology into Teaching (3rd edition; 2004 update).   Columbus , OH :   Merrill Prentice Hall.   Available from http://direct.mbsbooks.com/nlu.htm    (Select Buy, then National-Louis University-Other Programs, then McHenryCC , then TIE 300-Toulon)

Roblyer Companion Web Site, at http://www.prenhall.com/roblyer/ .

Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/

NETS-S Standards (National Technology Standards for All Students).   Available from http://cnets.iste.org/students/  

NETS-T Standards (National Technology Standards for All Teachers).   Available from http://cnets.iste.org/teachers/          

If you have never used applications software (word procession, spreadsheets, databases, you should plan to find an opportunity to spend about 30 minutes each week to review commands learned/used during class.   (See note on Atomic Learning below.)

Required Materials (top)

Three 3 and 1/2  inch "floppy" disks (or other storage device such as a USB flashdrive or box.net website). These will be used to store your work. Assignments will be submitted to the instructor via email to LToulon@gmail.com. Put TIE 300 in the subject line.  Send a cc of the email to yourself.  Do not submit assignments on paper unless requested!

Class Structure (top)

Each class session (unless noted otherwise) will begin with discussions, sharing, and questions.   Most of our time in class will be hands-on in the computer lab.   To become familiar with a variety of software and applications, and to complete the required projects, you will need to spend time over and above class time.

Tentative Schedule and Expectations (top)

Attendance and Class Participation:   Read assigned chapters and/or selected articles and handouts distributed in class.   Participate and positively contribute to class discussion.   Complete computer projects assigned during in-class work sessions. It is recommended that students plan to attend each class and arrive on time. Missing or coming late to classes will likely place you at a disadvantage, as classroom participation and hands-on activities are required in this course. If you must be absent, please let me know in advance by phone or e-mail, and I will work with you to help provide an alternative assignment for you for that day.  (20 points)

"Hot Tech" Presentation: Each student will sign up for a 5 minute presentation on a "hot technology" that they think may be useful in K-12 education. Presentations must include visual aids (web sites, Powerpoint slides, handouts) and must include specific references to either the Illinois Learning Standards or the National Educational Technology Standards. Presentations will take place during the first 15 minutes of class each week starting January 26. (10 points)

Note: Please turn in assignments by their due date. Late assignments will be accepted for ½ point value the first week and ¼ point value after that.

Topics for each class meeting are listed on the day they will be covered. (Topics may vary from those listed.)

Chapter #'s refer to Roblyer text.

Course goals and expected student learning outcomes (top)

Students will be able to:

 •  become knowledgeable about hardware and software products;

•  examine the many ways of using computers in educational settings;

•  examine a broad variety of educational software and select an appropriate piece of software to use with students;


Specific Student Goals and Outcomes

Topics for Class

Homework – Due at Beginning of next class



·         locate standards for curriculum and technology

·         identify technology skills teachers and their students need to be prepared for future learning and work tasks

Introduce Bloom's Taxonomy

1.      Introduction to the Course

a.       People Search

b.       NETS   & Other Standards

2.      Pre-assessment (does not count toward grade).  How to use online self-tests.

3.      Introduction of Discussion Quads - Bloom's Taxonomy

1.      Ch. 1:  Read + Do Online Self-tests. If you don't get at least 80%, re-read.

2.      One-page essay. Use a word processor and the Roblyer reading to answer this question: What is technology integration and why is it a good thing? Email to instructor prior to start of class. Cc a copy to yourself.

3.  Prepare for discussion quad - email me your preparations


•  become knowledgeable about equity, ethics, legal and human issues concerning the use of computers and technology;

·         examine the many ways of using computers in educational settings;


1.      Discussion Quads – Chapter 1

2.      Introduction of “Hot Tech” Presentations - iKeepbookmarks

3.    Introduction of Integrated Project – discussion of lesson planning and creating grading rubric.

     -Bloom's Taxonomy for writing objectives


*Lab time - Set up personal iKeepbookmark account

1.      Ch. 2:   Read + Do Online Self-test. If you don't get at least 80%, re-read.

2.  Prepare for discussion quad - email me your preparations

3.  Think about Integrated Project idea

-Email instructor grade level, topic, Illinois Standard

*Email instructor ikeepbookmark url



•    examine a Technology Integration Planning Model

review learning theories

·         Match technology integration strategies to learning theories

·         become knowledgeable about software products

·         appropriately plan for effective technology integration.


1.      "Hot Tech" Presentation:

2.      Discussion Quads – Chapter 2

Planning and Implementing
Integration – introduction pg. 63

3.      Assessments - rubrics – pg. 57 – Rubistar


4.      Share Integrated Project idea – project due 2/23

5.      Introduce Inspiration to draw concept maps.


*Lab time - Inspiration

1.      Ch. 3:   Read + Do Online Self-test. If you don't get at least 80%, re-read.  Make a list of the software/websites mentioned that you are familiar with.

2.      "Inspiration" Chapter Web for
Chapter 3 (concept map)



• apply appropriate criteria to evaluate instructional software for their classroom


1.      "Hot Tech" Presentation:

2.      Chapter 3 - Share Inspiration Webs - During observations, look for the categories of Instructional Software type.  Add to handout.  Bring back on February 23rd.

*Lab time – Exploration of 
tutorial, drill and practice, logic games, simulations online 
Evaluation of Software

3.   Review Integrated Project

1.      Ch. 5:   Read + Do Online Self-test. If you don't get at least 80%, re-read. (due 2/16/07)



Meet with Software Tool presentation partner

1.  Explore Software Tools in Chapter 5
-Materials Generator
-Data Collection and Analysis
-Graphics Tools
-Planning and Organizing
-Research and Reference
-Tools to Support Specific Content Areas

1.  Prepare presentation of Software Tool with partner

2.      Work on Integrated Project - (due 3/16/07) Bring what you have for next class 2/23/07.

3.      Ch. 4:   Read + Do Online Self-test. If you don't get at least 80%, re-read. (due 2/23/07)



•    use a word processor as a personal writing tool for teachers and for activities in the classroom



1.      "Hot Tech" Presentation:

2.  Software Tool Presentations
-Materials Generator
-Data Collection and Analysis
-Graphics Tools

3.  Using Application Tools - Word (preview Ch. 4)
*Microsoft Word Demo  

3.      Explore templates on Microsoft’s website at http://office.microsoft.com/
en-us/templates/default.aspx  Find 4 which would be useful to you as a teacher.  

 *Lab time – Begin Newsletter

***Lisa bring camera.

1.      Print out 4 templates from Microsoft’s website and your newsletter.  Bring to share next class.

2.         Classroom newsletter using Word (due 3/2/07)

3.  Work on Integrated Project – due last day of class.



•  use database and spreadsheet software to find and analyze information



1.      "Hot Tech" Presentation:

2.   Share categories of Instructional Software types seen in schools (handout given 2/2/07)

3.  Software Tool Presentations
-Planning and Organizing
-Research and Reference
-Tools to Support Specific Content Areas  - Apple's GarageBand, AutoDesk AutoCAD

4.      Sharing of templates and newsletters.  

5.      Using Application Tools - Excel (review Ch. 4) Demo and Practice  

 *Lab time – Begin Spreadsheet 

1.      Ch. 6 and 8:   Read + On-line Self-test (due 3/2/07)

2.  Excel Grade Book (due 3/2/07)

3.  Work on Integrated Project – due last day of class. (due 3/16/07)


·         use hypermedia to become aware of another communication tool;


1.      "Hot Tech" Presentation:

2.  PowerPoint for curriculum  

*Lab time – Web searching and evaluation of web sites

3.  Introduce distance learning.  

1.      Ch. 7:   Read + On-line Self-test (due 3/9/07)

2.  Work on Integrated Project – due last day of class. (due 11/15/07)


• become familiar with how telecommunications can be used in the classroom; and know a variety of resources available to computer-using educators;

**Class meets online**

1.     Telecommunications:   The Internet/Distance Education


1.  Work on Integrated Project – due last day of class. (due 11/15/07)




1.      Hand in Integrated Project

2.      Course Evaluations


 *Both can be emailed in.


Summary of Assignments (top)




My Score

Attendance and Class Participation

Each Class

20 (2 points per week)


Online Chapter Quizzes

Before class each week

32 (4 points per chapter)


One Page Essay on Technology Integration

Sept. 20, 2007



Hot Tech Presentation




Inspiration Chapter Web

Oct. 4, 2007



Software Tool Presentation

??, 2007



Classroom Newsletter

Oct. 25, 2007



Excel Grade Book

Nov. 1, 2007



Online Class Participation
(week of March 2)

???, 2007 – last posting



Web Site Evaluations

???, 2007



Integrated Project Lesson Plan

Nov. 15, 2007







**Late Assignments will be accepted for ½ the points the first week and ¼ the points after that.











The following grading scale will be used:




100-93  A 


92-85  B


84-77  C


76-70  D


below 69  F





Suggested Resources (top)

Bitter, G.G., & Pierson , M.E. (1999). Using technology in the classroom . Boston : Allyn & Bacon.

Caughlin, Janet (2002).   Apple Workshop for Students K-6 (6 th Edition) Eugene , OR : Visions Technology in Education.

Cunningham, Craig and Marty Billingsley (2003). Curriculum Webs: A Practical Guide to Weaving the Web into Teaching and Learning. Boston : Allyn & Bacon.

Handler, M.G., & Dana, A.S. (1998). Hypermedia as a student tool: A guide for teachers (2nd ed.). Littleton , CO : Libraries Unlimited.

Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing . Eugene , OR : International Society for Technology in Education.

Morrison, G.R., Lowther, D.L., & DeMeulle, L. (1999). Integrating computer technology into the classroom . Upper Sadle River , NJ : Merrill.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas . New York : Basic Books.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer . New York : Basic Books.

Robinette, M. (1998). MACS for teachers (3rd ed.). Foster City , CA : IDG Books.

Robyler, M.D. (1999). Integrating technology across the curriculum: A database of strategies and lesson plans [CD-ROM]. Upper Saddle River , NJ : Merrill.

Sharp, Vicki (2002). Computer education for teachers: Integrating Technology Into Classroom Teaching ( 4 th Edition) . NY: McGraw Hill.

ATOMIC LEARNING (top) or (back to text and materials)

If you have never used application software (word processing, spreadsheet, database, presentation), you should plan to return to the computer lab for about 30 minutes each week to review materials learned in class. A helpful resource will be Atomic Learning at http://www.atomiclearning.com and your login is ****** (email to find out) and the password is ****** (email to find out).


*Syllabus Content by Dr. Craig Cummingham, Director of Technology in Education Program at National-Louis University.






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