Transcript Education and TechnologyFall 2004 Indiana University of Pennsylvania Learning Outcomes for the Entire Course        This class is a way for you… To understand current internet.

Education and Technology
733
Fall 2004
Indiana University
of Pennsylvania
Learning Outcomes for the
Entire Course
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This class is a way for you…
To understand current internet and software applications
used by students in both positive and negative ways.
To understand the contrast between using the applications
as a student and as a professional.
To learn how to create an administrative technical
structure in a cost effective manner.
To comprehend the state of current website design for
different functional areas.
To learn how to effectively communicate with the
"technology" students that don't leave their rooms.
To examine the practicality of using technology in the
student affairs department on campus.
Schedule of Events Page 1
Part One
OBJECTIVE
Week 1 – Introduction
To become prepared with
the course, acquainted with
one another and to set
expectations for the
course/professor.
Week 2 - Virus, Worms
and Trojans
To identify and understand
internet security issues
TOPIC
- Getting comfortable
-Virus threats and
definitions
ASSIGNEMENT DUE
No Assignment Due
See Assignment 1
-Trojans and worms
-Familiarity of email
hoaxes and precautions
Week 3 – Familiarity
with Microsoft Operating
systems and Mac OS
To compare and contrast
the two major operating
systems in use today.
-Windows
-Mac OS
Meet for class in the
computer lab
No Assignment Due
Schedule of Events Page 2
Part One
OBJECTIVE
Week 4 – Computer
Addiction and Social
Isolation
To understand the recent
connection between
depression symptoms and
internet overuse.
Week 5 – Censorship
To understand an attempt
to censor the World Wide
Web by the United States
Government as well as
through different
institutions of higher
learning.
Week 6 – Instant
Messaging Craze,
online Journals,
Message Boards, and
Bots
To discuss the impact of
instant connection via the
internet allowing people to
come together that may
never have met in another
world.
TOPIC
-We will also look at Dr.
Kimberly Young’s work.
Formerly of the University
of Pittsburgh, she has
created a site called
netaddiction.com to help
battle addiction as well as
establishing a team of
“cyberpsychologists.”
-Grokster Vs. MGM as a
pivotal case in file sharing
networks.
-Communications Decency
Act http://xarch.tugraz.ac.at/speech.html
- Instant Messenger
-Modern Mind Software
-instantmessengingplanet.com
ASSIGNEMENT DUE
See Assignment 2
The Relationship of Internet
Use to depression and
social isolation among
adolescents.
In Class Reading:
College Student Affairs
Journal,
Jacqueline Spevak (2, 7379).
See Assignment 3
Schedule of Events Page 3
Part Two
OBJECTIVE
Week 7 – Transforming
from a student to a
professional
To introduce the
differences between using
technology for social and
personal reasons and
using it for your career.
Week 8 – The use of
WebCT on college
campuses
To provide a background
regarding how the concept
for WebCT courses was
devised and to determine
how Web CT courses are
being utilized at different
types of institutions
Week 9 – Empowering
student involvement
through home based
techniques
To decipher characteristics
of students who obtain
information solely through
electronic means
TOPIC
- Moving from what you
know to what you need to
know can be a difficult
transition. This is a primer
for the rest of the semester.
We will explore the
connection and transition
-WebCT
ASSIGNEMENT DUE
See Assignment 4
Leadership, Higher
Education, and the
Information Age: A New Era
for Information Technology
and Libraries
See Assignment 5
Meet for class in the
computer Lab
- Homework and
programming: All in your
own room
See Assignment 6 & 7
Schedule of Events Page 4
Part Two
OBJECTIVE
Week 10 – Current
Software
Week 11 – Databases &
Software
TOPIC
To become familiar with
some of the current
software in use for different
functional areas.
-Corporate Time
To acknowledge databases
and software that are
needed in the professional
arena and increase our
understanding of how to
utilize them effectively.
•Excel
•Access
•Publisher
•Print Master
•Databases
ASSIGNEMENT DUE
No Assignment Due
-Housing Software
See Assignment 8
Meet for class in the
computer lab
Week 12 – Web Pages
To understand how web
pages affect students and
professionals and how to
create a user friendly web
page
-Web page creation
Meet for class in the
computer Lab
See Assignment 9
Schedule of Events Page 5
Part Two
OBJECTIVE
Week 13 – Moving Into
the Future
Week 14 – Final
To discus new technologies
that are emerging on
college campuses and
learn how these
advancements affect
students and staff.
To incorporate the
knowledge acquired during
the course of the class.
TOPIC
-open forum
Final Project – Meet for
class in the computer lab.
ASSIGNEMENT DUE
Readings from selected
education and technology
magazines, & from the
Chronicle of Higher
Education.
See Assignment 10
Assignments
1.
2.
3.
4.
5.
6.
Viruses - pick a virus or a trojan or worm and write a 2 page paper on the effects to the
computer and what it can do to a college campus (e.g.- spreading across a campus
network) The paper should detail- the threat assessment distribution, damage it causes
to the machine, and discuss removal procedures.
Tests - www.netaddiction.com Self Tests page. Simply bring in the report sheet with only
your last name. Another professor will record your participation in the program and no
answers or scores from these surveys will be recorded. Further Discussion on the
anonymity will occur in class.
Online Journal- Create an online Journal from livejournal.com or greatestjournal.com.
Be creative. You will be judged on appeal, not content.
Leadership, Higher Education, and the Information Age: A New Era for Information
Technology and Libraries. Edited by Carrie E. Regenstein and Barbara I. Dewey. We will
discuss the use of technology as a professional.
WebCT - Students will find and assess three Web CT programs not linked to their current
institution. They will evaluate the content of the site and determine what they see as the
strongest and weakest attributes of each program. A three page synopsis, one page per
program, will be turned prior to class this week.
Dancing with the devil: information technology and the new competition in higher
education: Read the chapters about how to build a powerful technological
infrastructure, how to create administrative structures that reward and support
technological innovation, and how to secure funding for such transformations from.
Assignments
7.
8.
9.
10.
The Software Project Manager's Handbook: Principles That Work at Work: Read parts one and
three of the text. The first part of the text discusses four themes: (1) people, process, product, (2)
visibility, (3) configuration management, and (4) IEEE Standards. These themes stress thinking,
organization, using what others have built, and people. Part three discusses software engineering
principles, and the technical aspects of software projects.
Programming Tool - Groups of three or four students will develop a new tool to reach students
in their home environments. Each group will present a 10 minute presentation discussing their
concept, marketing strategies, and the cost of implementing the program. Each member of the
class will critique each of their peers’ presentations for feasibility and potential effectiveness.
Web survey – Evaluate several different web pages within one functional area using the
provided questions & format. No two students can evaluate the same web sites. To avoid this,
each person needs to post the web sites he/she plans to evaluate on a class message board. It
the responsibility of everyone to read and check this message board on a regular basis.
Final Project - Work together with an assigned partner. Without verbally talking to one another,
choose a problem within one functional area that can be addressed by implementing new
technology. Together, explain the technology that will be used to address the problem, who will
use this technology, how will students be affected, what are the limitations, and how will the
technology be effective. Incorporate any information that is relevant. Each person will provide a
written explanation of how you communicated with your partner, divided up the work load, and the
frustrations or encouragements felt from working in this manner.
Additional Readings
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These readings will supplement your experience in this
class. They are from outside of the world of Student
Affairs, but will show how technology has been affecting
the world around us. Your instructor will lead you
through the following articles at different time in the
semester.
Chen, J. & Dym, W. (2003). Using Computer Technology To Bridge School
and Community. Phi Delta Kappan. Bloomington: 85, 3, 232-234.
Freel, M.S. (2003). New Technology-Based Firms in the New Millennium.
International Small Business Journal. London: 21, 4, 487.
Havelka, D. (2003). Predicting software self efficacy among business
students: A preliminary assessment. Journal of Information Systems
Education. West Lafayette: 14, 2, 145-150.
Additional Readings (cont.)
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Homan, M.M. & Armstrong, T.J. (2003). Evaluation of three methodologies
for assessing work activity during computer use. AIHA Journal. Fairfax: 64,
1, 48-56.
McCaughey, M. (2003). Windows without curtains: Computer privacy and
academic freedom. Academe. Washington: 89, 5, 39-42.
Porter, L.V. & Sallot, L.M. (2003). The internet and public Relations:
Investigating practitioners’ roles and world wide web use. Journalism and
Mass Communication Quarterly. Columbia: 80, 3, 603-613.
Rovai, A.P. & Childress, M.D. (2003). Explaining and predicting resistance
to computer anxiety reduction among teacher education students. Journal
of Research on Technology in Education. Eugene: 35, 2, 226-235.
Wharton, C.M., et. Al. (2003). PCs or paper and pencil: Online surveys for
data collection. American Dietetic Association. Journal of the American
Dietetic Association. Chicago, 103,11, 1458 – 1459.
Why offer this course?
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This course is
designed to be
applicable to multiple
institutions.
It discusses broadly
the different
technological issues
that face student
affairs practitioners
today.
Why offer this course?
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It provides hands on
information that can
immediately affect
practice.
It provides a link
between the
technologically
advanced students
and the still learning
administrations.
Why offer this course?
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TIMES ARE ALWAYS
CHANGING. Just as it
is important to stay
knowledgeable about
changing student
development theories,
it is just as important
to stay current with
the quickly changing
technology that can
impact our practice.
Justification of the course
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This course is deigned to be presented in
two sections:
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Section One addresses current technological
challenges that face student affairs
practitioners and students.
Section Two addresses the need for innovative
technology and how to be a proponent for
technological advancement.
The course can therefore be presented as
a whole or divided up and used as
supplemental course material for current
student affairs issues classes.
Justification of the course
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Most students only know the social side of
the internet. We need to explore its
academically useful qualities.
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Understanding how students use technology is
an important part of reaching today’s and the
future’s college students.
Professionals can begin to use technology as
an asset; reaching students in new yet still
effective ways.
Justification of the course
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Technology cannot be denied
It provides new ways to address
problems.
 It can increase productivity.
 It can connect students & practitioners
to resources that were once hard to
reach.
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Discussion
Indiana University of Pennsylvania – Thomas Baker, Sarah Sinclair, Rebecca Myers, & Douglas Smith