EDUC 540 - Educational Technology: Syllabus

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John Hollenbeck, Ph.D.

Office Hours


Monday, Tuesday, and Wednesday
11 am – 12 pm, and other times by appointment with advance notice (at least 24 hours)!




Purpose of Course

The goal of the course is to have educators develop competencies which will enable them to plan systematically for the selection, utilization, and evaluation of instructional media for classroom use and to assess the effectiveness of commercially produced materials. Instruction in the use of electronic information retrieval will also be presented. The successful completion of the course should contribute to the development of prospective teachers as reflective decision makers and problem solvers.

Course Objectives

Upon completion of this course, students will be able to

Course Content


There is no assigned text for this class. Readings and tutorials will be accessed electronically throughout the session.

Instructional Methods

A variety of instructional methods will be modeled throughout this course including such strategies as

Course Requirements


Digital video project w/ lesson plan and rationale 15 %

Research Paper Proposal.. 5 %

WebQuest.. 20 %

WebQuest Assessments.. 5 %

Technology Applications Tests.. 30 %

Research Paper.. 20 %

Investment.. 5 %

Note: the weights shown above are only approximate and may vary slightly based on the number and types of projects assigned during the semester.


Grades will be based on tests, group and individual projects, and class involvement and participation. A 9-point grading scale will be used that includes pluses and minuses as follows:


94 – 100


91 – 94


88 – 91


85 – 88


82 – 85


76 – 82


< 76


Late Work Policy

Projects not submitted in class on the specified due dates will be accepted ONLY when 1) they are accompanied by documents that verify medical illness or other emergency for you or members of your immediate family or 2) you have negotiated with me well in advance of the due date to submit the project at a later date. Late projects that do not meet either one of above conditions will NOT be accepted.

A Few Words About Class Attendance

Regular attendance, promptness, and active participation are important for successfully mastering the course objectives. Attendance is a critical part of this course and is viewed as a professional obligation.
Unexcused absences will result in lowering of the course grade as five percentage points will be deducted from the final average for each unexcused absence. Please notify me by e-mail if you have to miss a class, and when you return, please check with me to determine whether the absence is recorded as “excused” or not. There's lots of work to be accomplished and it won't get finished if you aren't in class. Anything less than your full participation just invites trouble later on.


I am available during office hours to discuss questions and/or concerns you may have about the course; please feel free to email as well. While I maintain high expectations for student achievement, I am reasonable and flexible and quite willing to make accommodations as needed. Please communicate with me throughout the course and not just after problems have arisen.

Other Required Materials (please purchase ASAP!)

(1) 256MB or larger USB “flash” drive (aka, pen drive, key drive, thumb drive, etc.)

Supporting References

Anglin, G. (1987). Effects of pictures on written prose: How durable are pictures? Educational Communications and Technology Journal, 35, 25-30.

Clark, D. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.

Clark, R.E. (1994). Media will never influence learning. Educational Technology, Research and Development, 42, 21-29.

Jonassen, D.H. (1994). Learning with media: Restructuring the debate. Educational Technology, Research and Development, 42, 31-­39.

Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61, 179-211.

Kozma, R.B. (1994). A reply: Media and methods. Educational Technology, Research and Development, 42, 1-14.

Mingolarra, J.A. (1994). The best medium for the best teaching. Educational Media International, 31, 25-29.

Morgan, T. (1996). Using technology to enhance learning: Changing the chunks. Learning and Leading with Technology, 23, 49-51.

Pavio, A. (1980). Imagery as a private A-V. Instructional Science, 9, 295-309.

Shrock, S.A. (1994). The media influence debate: Read the fine print, but don't lose sight of the big picture. Educational Technology, Research, and Development, 42, 49-53.

Wilson, B.G. (1987). Applying hard and soft technologies to weaknesses in traditional instruction: Possible progress and some unintended side-effects. Educational Technology, 27, 7-11.

Academic Honesty

All students are expected to adhere to and abide by the policies set forth by the JMU Honor Council. Unless otherwise specified, all work is to be done individually and should reflect your and your efforts only in completing the assigned projects. If you have any questions about this, please ask me prior to completing the assignments. For more detailed information on JMU’s Honor Policy, please see <>.


Course Courtesies

The bottom line: please be respectful of others’ levels of experience and knowledge about the technology and software we’ll be using throughout the semester. Generally speaking, this course attracts a wide variety of students, each with different skill sets, from many different programs. Consequently, timing, pace, and time on task will be adjusted to accommodate the range of learners each semester.

Course Schedule & Important Dates (subject to change with notice)

Please access schedule on its own page.


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Last modified Friday, January 5, 2007 9:31 PM

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