Syllabus

Course Content



This course is divided into four main assignments:



Assignment 1:


Chapter I, Stating the purpose, related questions, and need for the study

Assignment 2:


Chapter II, Conducting a thorough review of related literature

Assignment 3:




Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires)

Assignment 4:


Final Proposal, which is all of the revisions made to all materials above
Syllabus NEW JERSEY CITY UNIVERSITY EDTC 622 RESEARCH APPLICATIONS IN EDUCATIONAL TECHNOLOGY I Fall 2014 Professors Dr. Christopher Shamburg Dr. Leonid Rabinovich Phone 201-200-3078 E-mail cshamburg@njcu.edu lrabinovich@njcu.edu Office Hours Dr. Shamburg, Mondays 11am-4pm P 203A Credits 3 Prerequisites Candidates must have completed a minimum of 24 credits including EDTC 618 or the NPTNJ equivalent; EDTC 631; and be matriculated. Catalog Description This course provides an in-depth treatment of the research and evaluation process including design, measurement, and statistical analysis. The course emphasizes the interpretation, synthesis, evaluation, and analysis of research in the area of educational technology. During this course, candidates write their proposals for a thesis, which is completed in EDTC 628, Research Applications II. Goals of the Course In this course candidates will learn to: Develop a research topic in their area of interest and that connects to larger trends, issues, and ideas in educational technology. Perform a literature review relevant to their topic Construct a research method to explore a given topic. Course Objectives Objectives Develop a research project with a clear purpose, sufficient background information, and a rationale. Conduct an appropriate literature review; identifying and researching related topics to the study. Develop an appropriate research method for topic: identify existing research approaches, participants, data collection methods, and data analysis methods Properly write, cite, and format following the guidelines of the American Psychological Association (APA) Guidelines and Department Style Guide Instructional Procedures The instructional procedures to be used include: A. Online research B. Online discussions C. Candidate-directed research D. Online presentations E. Readings from the textbook and supplemental sources Course Content This course is divided into four main assignments: Assignment 1: Chapter I, Stating the purpose, related questions, and need for the study Assignment 2: Chapter II, Conducting a thorough review of related literature Assignment 3: Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires) Assignment 4: Final Proposal, which is all of the revisions made to all materials above Evaluation Measure for Determining Student’s Grade At the end of the Research I course candidates will produce a complete, professional proposal that will guide and direct their activities in the Research Applications II course, in which they complete the thesis. The value of the assignments for the course is: Assignment 1 25% of the course grade Assignment 2 25% of the course grade Assignment 3 25% of the course grade Assignment 4 25% of the course grade Expectations of the Course By the end of this course, students will be expected to have chapters 1-3 completed of their thesis. Students are expected to submit each part on time and to revise based on the instructors' feedback. There will be a mandatory deduction of one grade for a late submission. Submissions that are more than a week late will not be accepted. Assignment 1 will be based on the material presented in the candidate’s Chapter I. Brainstorming and Outline Title Page Table of Contents Chapter I—The Problem and Its Setting Bibliography Assignment 2 will be based on the material presented in the candidate’s Chapter II. Title Page Table of Contents Chapter II—Related Literature Bibliography from Chapter I plus new material from Chapter II Assignment 3 will be based on the material presented in the candidate’s Chapter III. IRB Title Page Table of Contents Chapter III—Method Bibliography from Chapters I and II plus new material from Chapter III Appendices Assignment 4 will be based on the revisions made to all material and must contain: Title Page Table of Contents Chapter I—The Problem and Its Setting Chapter II—Related Literature Chapter III—Method Bibliography showing all materials from Chapters I, II, and III Appendices For Assignments 1 through 4 All written assignments must show evidence of preparation and adherence to the rules of grammar, spelling, punctuation, and formatting. Each of the four written assignments will be graded as follows: Format 20% of the grade Grammar, Spelling, and Punctuation 20% of the grade Content 60% of the grade Proofreading: If you have substantial and recurring mistakes in the expression of your ideas—grammar, punctuation, usage, or APA formatting, it is strongly encouraged that you use a professional proofreader. These problems can result in a grade of F for the course. Other If a candidate plagiarizes, he/she will automatically receive an "F" for the course and face probation, suspension, or expulsion. Plagiarism can take many forms including using a previous candidate’s work or downloading material from the Internet and is taken extremely seriously by the Educational Technology Department. There are no grades of “Incomplete.” Your work in Research II is based on the completation of your work in Research I. To calculate the final grade, we average the elements of the rubric together, for the seven elements of the proposal (see above). Bibliography A. Required Text American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). New York, NY: Author. Lankshear, K & Knobel, M. (2004). A handbook for teacher research. New York McGraw- Hill. Instructor-recommended books based on your topic and method B. Additional Required Readings: Based on topic and with the consultation of the professor WEEK DATES Topic READINGS ASSIGNMENTS Due last day of week 1 Sept. 2-7 Selecting Your Topic Review Educational Technology Department Style Guide Read Chapters 1-2 of Teacher Research Brainstorming Research Activity Discuss Research Topic 2 Sept. 8-14 Selecting Your Topic Review list of Theses and Sample Theses Disucss Research Topic, on discussion board and with professors. 3 Sept 15-21 Outlining Chapter I Read Chapters 3 of Teacher Research Submit Research Outline (Template for Chapter I) 4 Sept. 22-28 Writing Chapter 1 Read Chapters 3 of Teacher Research 5 September 29-Oct 5 Beginning Your Literature Review Read Chapter 5 of Teacher Research Assignment 1 DUE (Chapter I) . 6 Oct. 6-12 Selecting the Topics for Your Literature Review Literature review based on consultation with professor Submit topics for Literature Review 7 Oct. 13-19 Literature Review Literature review based on consultation with professor 8 Oct. 20-26 Literature Review Read Ethics and Teacher Research, Chapter 6, Assignment 2 DUE (Chapter 2) 9 Oct. 27-Nov 2 Ethics and Informed Consent in Educational Research; Overview of Educational Methods Review entire IRB Application; Chapters 7-8 in Teacher Research IRB Application Review (IRB Due) 10 Nov. 3-9 Collecting and Analyzing Quantitative Data Chapter 9 in Teacher Research 11 Nov. 10-16 Collecting and Analyzing Qualitative Data Reach Chapter 10 in Teacher Research Revise Literature Review, if necessary. 12 Nov. 17-23 Collecting and Analyzing Qualitative Data Reach Chapter 11-12 in Teacher Research Assignment 3 DUE 13 Nov. 24-30 Revise Proposal Reach Chapter 13-14 in Teacher Research 14 Dec. 1--7 Revise Proposal Reach Chapter 15 in Teacher Research Assignment 4 Due (Chapters 1-3 with accompanying material and ALL REVISIONS) 15 Dec. 8-14 Wrap up and Evaluation Read Chapter 16 in Teacher Research Supporting Bibliography Bransford, J., Brown, A., and Cocking R. (1999). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press. CAST. (2011). Universal Design for Learning guidelines, Version 2. Retrieved March 15 2014 from http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final).doc Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press. Cuban, L. (2003). Oversold and underused: Computers in the classroom. Boston: Harvard University Press. Fink. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, 2nd Edition. San Francisco, CA: Joisey-Bass. Friend, M. & Bursuck, W. D. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers. (6th ed.). Merill/Prentice-Hall Publishers. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge. Hofer, B., & Pintrich, P. (2002). Personal epistemology. (1), 440. New York: Lawrence Erlbaum Associates. International Society for Technology in Education. (2007). National educational technology standards for students (Revised). Eugene OR: ISTE. International Society for Technology in Education. (2008). National educational technology standards for teachers (Revised). Eugene OR: ISTE. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Boston: MacArthur Foundation. Retrieved from http://www.projectnml.org/files/working/NMLWhitePaper.pdf. Jenkins, H. (2006b). Convergence culture: Where old and new media collide. New York: New York University Press. Hansen, E. (2011). Idea-based learning: A course design process to promote conceptual understanding. Sterling, VA: Stylus Publishing Hall,, T., Meyer, A., Rose, D. (2012) Universal design for learning in the classroom: Practical applications. New York, New York: Guilford Press. Kist, W. (2004). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press. Kliebard, H. (2004). The struggle for the American curriculum, 1893-1958. New York: Routledge. Koster, R. (2004). A theory of fun for game design. Phoenix, AZ: Paraglyph Press. Lankshear, C., & Knobel, M. (2011). New literacies, 3rd Edition London: Open University Press. Mcgonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, New York: Penguin Books. New Media Consortium. (2014). Horizon report: K-12 education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-k12 New Media Consortium. (2014). Horizon report: Higher Education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-higher-ed New Media Consortium. (2014). Horizon report: Museum edition 2013 Available online at http://www.nmc.org/publications/2013-horizon-report-museum Norman, D. (2013). The design of everyday things, Revised Edition. New York, NY: Basic Books Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas (2nd ed., p. 252). New York: Basic Books. Reiser, R. & Dempsey, J. (2012) "What Field Did You Say We Were In?" from Trends and issues in instructional design and technology, Third Edition. Saddle River, NJ: Pearson. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press. Rifkin, J. (2004). The end of work. New York: Tarcher. Sagor, R. (2005). Guiding school improvement with action research. Alexandria, VA: Association for Supervision & Curriculum Development. Salen, K. (2007). The ecology of games: Connecting youth, games, and learning (p. 278). Boston: The MIT Press. Salen, K. & Zimmerman, E. (2004). The Rule of Play. Boston, MA: MIT Press. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Shamburg, C. (2008). National educational technology standards for students: English language arts units for grades 9-12. Eugene, OR: International Society for Technology in Education. Thorburn, D., & Jenkins, H. (2004). Rethinking media change: The aesthetics of transition. Boston: The MIT Press. Tufte, E. (2006). The cognitive style of PowerPoint. (2), 32. New York: Graphics Press. Weiner, L. (2005). Urban teaching: The essentials. (2nd ed.). New York: Teachers College Press. Wiggins, G & McTighe, J. (2005). Understanding by design,2nd Ed. Alexandria, VA: ASCD. Wince-Smith, D. (2006, Spring). The creativity imperative: A national perspective. Peer Review. Retrieved June 21, 2007, from http://www.aacu.org/peerreview/pr-sp06/pr-sp06_analysis3.cfm.