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Technology in Education

I.     Course Prefix/Number: EDN 210

       Course Name: Technology in Education

       Credits: 3 (3 lecture; 0 lab)

II.    Prerequisite


III.   Course (Catalog) Description

Course provides hands-on experience in using technology for education majors, while considering historic interplay of education and new technologies. Content includes finding, analyzing, organizing, presenting and implementing information related to use of technology in education; analyzing role of technology in education in society; developing strategies to compensate for possible digital divide among students. Focus is on increasing technological fluency, and developing creative and meaningful integration of technology into teaching in today’s inclusive classrooms. Mandatory ten hours of experience in local school.  Hands-on experience using personal computer recommended.

IV.   Learning Objectives

There are two levels that correspond to the standards/indicators identified below:

Introduced: Concepts/materials are covered at a beginning level of knowledge and/or skill.
Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.

1A. Understands how to run computer software; access, generate and manipulate data; and publish results.
4A. Understands the social, ethical, and human issues related to computing and technology.

1B. Operates a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.
1C. Uses appropriate terminology related to computers and oral communications.
1D. Describes and implements basic troubleshooting techniques for multimedia computer systems with related peripheral devices.
1E. Uses imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software.
1F. Demonstrates knowledge of uses of computers and technology in education, business and industry, and society.
2C. Uses computers and other learning technologies to support problem-solving, data collection, information management, communications, presentations, and decision making.
2D. Uses productivity tools for word processing, database management, and spreadsheet applications, and basic multimedia presentations.
2G. Demonstrates knowledge of ethical and legal issues concerning use of computers and technology.
2H. Adheres to copyright laws and guidelines in the access and use of information from various technologies.
3E. Practices socially responsible, ethical, and legal use of technology, information, and software resources.
4B. Describes the historical development and important trends affecting the evolution of technology and its probable future roles in society.
6B. Accesses and uses telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia / hypermedia publishing.
6C. uses electronic mail and web browser applications for communication and for research to support instruction.
6D. Uses automated, on-line search tools and intelligent agents to identify and index desired information resources.
7G. Uses a computer projection device to support and deliver oral presentations.
7H. Designs and publishes simple on-line documents that present information and include links to critical resources.

2A. Understands how to use technology in communicating, collaborating, conducting research, and solving problems.
3A. Understands how to apply learning technologies that support instruction in their grade level and subject areas.
6A. Knows how to access telecommunications resources to support instruction.
7A. Understands how to use computers and other technologies in research, problem-solving, and product development. (partially introduced)
8A. Understands how to access, evaluate and use information to improve teaching and learning.
2B. Identifies computer and other related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator in engaged, collaborative learning environments. (partially introduced)
2E. Uses computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
2F. Demonstrates awareness of resources for adaptive / assistive devices for students with special needs.
2I. Demonstrates knowledge of broadcast instruction, audio/video confernceing, and other distance learning applications.
2J. Ensures policies and practices are in place to provide equal access to media and technology resources for students regardless of race, ethnicity, gender, religion or socioeconomic status. (partially introduced)
3B. Explores, evaluates, and uses computer / technology resources including applications, tools, educational software, and associated documentation.
7B. Identifies basic principles of instructional design associated with the development of multimedia and hypermedia learning materials. (partially introduced)
7C, Develops simple hypermedia and multimedia products that apply basic instructional design principles. (partially introduced)
7D. Selects appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
7F. Collaborates with on-line workgroups to build bodies of knowledge around specific topics.
7J. Conducts research and evaluates on-line sources of information that support and enhance curriculum.

This course also meets certain Illinois Professional Teaching Standards and Core Language Arts Standards; please see the chart at the end of the syllabus for a detailed listing.

V.    Academic Integrity

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Details of the Code of Academic Conduct can be found in the Student Handbook.

VI.   Sequence of Topics

Date    Topic

Wk. 1    Introduction to Technology in Education

Wk. 2    Historical Uses of Technology in Education

Wk. 3    How Technology has Impacted Knowledge Creation as well as Access to Knowledge and Information and thus Changed Traditional Educational Models

Wk. 4    Has Technology Altered How We Communicate with One Another and/or How We Learn?

Wk. 5    Searching for Information on the Internet and Research Databases and Assessing Quality of Information Found

Wk. 6    Finding Units and Lesson Plans on the Internet and Using Specific Educational Software

Wk. 7    Using Technology to Keep Grades, Organize Student Records, and Communicate with Colleagues and Parents

Wk. 8    Student Presentations on Uses of Technologies in Classroom Settings

Wk. 9    Student Presentations on Uses of Technologies in Classroom Settings

Wk. 10    Creating Web Pages

Wk. 11    Using the Internet in the Classroom

Wk. 12    Ethics and Copyright Issues

Wk. 13    The Digital Divide

Wk. 14    Professional Development and Networking on the Internet; Accessing State Regulations and State/National Legislation on the Internet

Wk. 15    Utilizing Technology to Meet the Needs of Special Needs Students

Wk. 16    Group Website Presentations

VII.  Methods of Instruction

The course will include lecture when necessary to clarify initial content; however, more generally this course will consist of hands-on experience, student presentations, class discussions, and group work.
Course may be taught as face-to-face, media-based, hybrid or online course.

VIII. Course Practices Required

Students are expected to have completed the assigned readings and/or other assignments BEFORE coming to class.  In addition, students are expected to participate in the group work and writing assignments assigned as part of the class session.  All work is due on time.

This course relies on the student’s ability to read and understand college-level text material.  Students will be required to write for this class the equivalent of 12-15 typed pages of material that will be graded.  This writing may take the form of a Power Point presentation, web pages, and reflective journal entries.  Students are expected to submit college-level writing that is free from typographical, spelling, and grammatical errors.

In order to create a safe and healthy learning environment for all students in the class, it is important that you treat your fellow students and your instructor with respect and consideration.  Disruptive and/or disrespectful behavior can result in removal from the class and possible dismissal from the college.

Though this is a tech-friendly course, cell phones, beepers, and other disruptive communication devices are not allowed to be on during class.  Please remember to turn them off when entering the room.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

Varies by instructor.

X.    Methods of Evaluating Student Progress

A. Class Participation
All students are expected to attend scheduled classes. You will not be given the opportunity to earn points on materials covered during your absence. If you will be absent, it is expected you will make arrangements to get notes from a classmate. If you must be absent, please inform the instructor beforehand.

B. Webliography
Students will compile an annotated list of at least twenty helpful websites for educators. At least one website must be dedicated to resources for adaptive/assistive devices for students with special needs. The list can be written in Word or Word Perfect, but the URLs for the web pages must be hyperlinks. Students must post the completed webliography on the discussion board so all other students can view it and benefit from its information.

C. Power Point Presentation
Students will construct a Power Point presentation on a particular technology, program, or educational software package. The presentation should describe the item and give at least two examples of how the item could be used successfully in a classroom setting.

D. Group Web Page and Presentation
Students will work in groups to construct a web page that will be presented in class. The web page should be the web page of a hypothetical classroom, including fictional teacher bio, posted examples of student work, a weekly calendar, links for students, links for parents, images of the class, etc.

E. Reflections
Students will submit, via e-mail to the instructor, short (approx. one-page) reflections based on the questions on the course calendar. Reflections should be written in a word processing program and sent by e-mail as attachments.

F. Discussion Board
The course will have a discussion board linked to the WebCT page for the course. Students are expected to periodically read and post messages on the Board. Specific posting and response requirements will be explained in class throughout the semester.

G. Video
Students will make a short video of teachers responding to questions regarding their use of technology in the classroom. Questions will be handed out in class.

H. In-school Project
Students will work in small teams to create a service-learning project for a local school; for example, presenting a lesson to students, tutoring students, or helping develop digital products to meet the school’s needs. This project should include 10 hours of work within the school setting.

I. Quizzes
Students will be given four lab quizzes on technological skills learned in the course.

J. Evaluation

Group Web Page and Presentation 100 points
In-school Project 85 points
Quizzes (4) 80 points
Power Point Presentation 80 points
Webliography 45 points
Reflections (8) 40 points
Video 40 points
Discussion Board 30 points
500 points
K. Final Grade

90% - 100% = A
80% - 90% = B
70% - 80% = C
60% - 70% = D
Below 60% = F

L. Special Dispensation

Any student who feels that s/he needs other means of grading and testing must make arrangements with the instructor prior to the first exam. I am willing to work with any student to overcome problems.

XI.   Other Course Information

A. Attendance at all class meetings is essential for success in this course. While there is no specific penalty for missing class, the in-class assignments CANNOT be made up. If you miss class or are late on a day when an in-class assignment is conducted, you will not receive credit for the work you missed.

B. Papers and projects will not be accepted after the due date.
C. This course contributes to the fulfillment of the Illinois Professional Teaching Standards, Core Language Arts Standards, and Core Technology Standards.
p = partially introduced
IPTS Core Language Arts Core Technology

4E (p), 4F (p), 4H, 6C (p), 7D (p), 9D (p), 9E (p), 10A

1F, 1D, 3K, 4R, 6F, 6N, 7J, 10H (p)



Assessment/ Artifacts

Course reading assignments (worksheets, outlines, summaries)
Discussion board
Group website and presentation
In-class lab assignments
In-school project
Power point presentation
Reflection writings
Webliography Introduced


2C, 2D, 2E, 2F, 2H, 3F (p)

Assessment/ Artifacts

Discussion board
Group website and presentation
Power point presentation
Reflection writings Introduced

2A, 3A, 6A, 7A (p), 8A

2B (p), 2E, 2F, 2I, 2J (p), 3B, 7B (p), 7C (p), 7D, 7F, 7J


1A, 4A

1B, 1C, 1D, 1E, 1F, 2C, 2D, 2G, 2H, 3E, 4B, 6B, 6C, 6D, 7G, 7H

Assessment/ Artifacts

Course reading assignments (worksheets, outlines, summaries)
Discussion board
Group website and presentation
In-class lab assignments
In-school project
Power point presentation
Reflection writings

If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.