Indiana University Northwest





Indiana University Northwest

School of Education




EDUC-W200: Computer Use in Education




Instructor Name: Ju Park
Phone: 219-980-6527
Cyber Office Hours: Every Friday between 2-4 pm
at Oncourse’ Chat Room


Course Description

This complete online course is a foundation course, and the course goal is to provide students with fundamental information of educational technology integration into education. Throughout the class sessions with Oncourse, covered are instructional technology skills, pedagogical knowledge, utilization of computer, Internet, software applications, & other types of electronic resources, and etc. in order for us to enhance k-12 education outcomes in contemporary learning environment. Also, you are expected to participate in online forums, blogging posts, and chat room entries, along with creating electronic artifacts such as e-portfolios.



Course Goals and Objectives

Throughout online activities, students in EDUC-W200 will:

1. demonstrate a sound understanding of technology operations and concepts.
2. design effective learning environments and experiences supported by technology. 
3. implement Curriculum Plans That Include Methods And Strategies For Applying Technology To Maximize Student Learning. 
4. apply technology to facilitate a variety of effective assessment and evaluation strategies.
5. use technology to enhance their productivity and professional practice.
6. understand the social, ethical, legal, and human issues surrounding the use of technology in k-12 schools.
7. demonstrate initial program dispositions.


Course Materials 

Required Text

It is required for students to purchase the following book, as study reference/aid:

 Bitter, G. & Legacy, J. (2011). Using technology in the classroom. Needham Heights, NJ: Allyn and Bacon.

Currently, the campus book store has stored the used copies of this book. You may purchase this book through other venues, if desired. Please do not purchase a short version of this book. You may also purchase e-book in which you can have full access for 6 months; if interested, ask me how.

Recommended Texts


O’Bannon, B. & Puckett, K. (2010). Preparing to use technology: A practical guide to curriculum integration. Boston: Pearson.


A jump drive (jump stick; memory stick; flash drive) for your data management. You may store data in a lab computer’s public folder, if needed, but are responsible for using this public folder.

Earphone or headphone for better sound quality.


Grading Information 

Grades will be determined as shown in the following assignment chart.  Detailed descriptions of assignments are available in Oncourse’ assignments 2. Due dates are detailed in Oncourse’ assignment 2, as well.

The final grade is made, based upon the combined scores on assignments, class participation including forum activity, and other factors such as attendance and the required PRAXIS I exam info. As indicated in the course schedule web page, you are required to submit Praxis I test registration info (test date, test location, and candidate number/registration number).


of Grade



Individual class participation*

* It includes forum, blogging, & chat entries






Multiple Assignments*

* It includes Tech Use, Assistive Technology, Prezi, & Electronic Portfolios











Class Policies Regarding Graded Work 

**The following policies are in effect for all individual deliverables throughout the semester, unless noted otherwise. **


*** Assignments/Activities***

Each assignment will be properly informed, in advance, by the instructor. Typically, the assignment instruction is viewable in “Assignments 2” menu page of Oncourse.

Score range of an assignment will be properly informed, in advance, by the instructor; if the range (0 to 10 point) is allocated on assignment A, it indicates that maximum point on assignment A is 10.

Carefully check the deadline date/time on e-mails and/or in “Assignments 2” menu page of Oncourse, when necessary.


Sample Assignment/Activities


Assistive Technology

After reviewing "assistive technology" paragraph in chapter 4 of your textbook, chapter 4 PowerPoint file (especially, watching the video clips on 7th slide), and "assistive tech" PDF file in "resources", write about your position in the use of assistive technology and your own experience with your family members, friends, neighbors and/or co-workers who use/used assistive technology (if you don't have such experience, specify about no experience). Writing Restriction: Single space, 12-font-size, your choice of font shape, and more than half & less than one full page length.
Submission: Attach your word file, when submitting.


Tech Use in Education: Based on your reading of chapter1 and "students-love-tech" pdf file in "resources", comment about your experience with technology (devices, application, ...) and/or about your future expectation (how technology affects your teaching, while you work as an in-service teacher). You may write 5-10 sentences under this forum topic. Since this forum is your first time to participate, only one posting (either new message or reply to the previous message) is enough. Try to read other postings to see other students' various/unique opinions.

Library As A Digital Learning Space: Read "Library as a digital learning space" pdf file in "resources". Write your comment (new post and/or response) regarding this article's content. 5-10 sentences are suggested. If well funded at your school (working), would you prefer to renovate your traditional library setting into this kind of digitally renovated library? Would you keep traditional library setting? Do you think public/community libraries should also provide relevant digital access to library patrons? Or, other issues regarding library settings/functions/services in digital age...


***Late Work***

Late submission may be accepted, depending on student issue, but it receives a penalty in order to be fair with students who make the deadline; the penalty point is various, depending on how late submission is made.



In the absence of any other agreement between the student and the instructor, it is assumed that when a student turns in an assignment or takes an examination, every word of the assignment or answer is the student’s own work. This means, for instance, that mathematical computations are performed by the student and not a friend. It means that the student studies for examinations and his/her answers reflect his/her understanding of the material. It means that the wording, ideas, and information in a student’s essay, exam, or paper are entirely the student’s own.

There are web sites which explain plagiarism and here are a couple of those:

How to recognize and avoid plagiarism ; Purdue’s OWL (Online Writing Lab)




If you do not submit your Praxis I registration info by last week of the semester, you will receive Incomplete grade, based on the SOE policy. Your incomplete grade will be converted into a certain grade, once you submit such info the instructor.

Also, you might receive incomplete grade, if you have been under uncontrolled situations such as hospitalization. In this case, you need to show proper proof/documentation.


NOTE: The instructor will keep students apprised of assignment grades via the online class Grade book. Students are responsible for contacting the instructor if they do not receive any grade by 10 days after the assignment submission date.


IU Academic Policies 

This course is governed by IU academic policies in the following areas:

  • Grading Guidelines
  • Writing Standards
  • Academic Integrity and Plagiarism
  • Course Evaluations
  • Students With Disabilities


Additional Information 


The home page of Oncourse has links, video tutorials and several tips and updates to help you navigate the website. IU has prepared a reference page containing links to information about a variety of resources to help you function successfully in your online Oncourse class.

Right to Accommodation for Individuals with Disabilities

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.


Campus support office:
Jason Griffith, Disabilities Coordinator, Hawthorn 234, 219-980-6943
Student Support Services




This course is part of the IU Northwest School of Education's Teacher Education Program.  This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional."


                                                Reflective Professional (Initial)

“Agents of Change”

Conceptual Framework Outcomes

Course Objectives

  1. Communication Skills


  1. Higher Order Thinking Skills


  1. Instructional Media and Technology*


  1. Learning and Development


  1. School Culture and Diversity


  1. Instructional Design and Delivery


  1. Classroom Management


  1. Assessment and Evaluation


9.   Professional Development


*This course provides an opportunity for students to create artifacts addressing the IU Northwest School of Education Instructional Media and Technology rubric. This rubric is linked to the Indiana Department of Education Computer Education Standards 3, 4, 6, & 7 associated with ISTE-National Educational Technology Standards for Teachers(refer to pages 9-10 in this document).

This course also reflects the principles of the Interstate Teacher Assessment and Support Consortium (InTASC) and the Grade Level Standards of the Indiana Department of Education.  See Sections VII and VIII.

Initial Program Dispositions


The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IUN classroom participation and in your school-based field activities:

  1. Attends regularly, is punctual, has a professional appearance, and conducts him or herself professionally with students, peers, parents, and all P-12 and University personnel.
  2. Uses knowledge of students’ family and community to connect learning to the students’ world.
  3. Believes all students can learn and differentiates instruction so that all students do learn.
  4. Aligns instruction with state and professional standards.
  5. Organizes instruction to engage students in active learning.
  6. Expresses ideas clearly and appropriately both verbally and in writing.
  7. Uses multiple teaching approaches and technology.
  8. Uses positive approaches to teach students’ self-discipline and responsibility; treats all students with respect and care.
  9. Treats all people fairly, equitably, and with dignity and respect.
  10. Cooperates in the classroom and throughout the school and community.
  11. Monitors students’ progress carefully, regularly, and in multiple ways, and reports that progress clearly and systematically, while making needed adjustments.
  12. Demonstrates commitment to teaching by receiving and acting upon constructive criticism. 



Beekman, G., & Beekman, B. (2010). Tomorrow's technology and you. Upper Saddle River, NJ: Prentice Hall.

Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, OR: International Society for Technology in Education.

Roblyer, M. D., & Doering, A. H. (2009). Integrating educational technology into teaching. Boston, MA: Allyn   & Bacon.

Soloman, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.

Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. P. (2007). Meaningful learning with technology. Upper Saddle River, NJ: Prentice Hall.

Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education 42(3), 285–307.

Neiderhauser, D. S., & Lindstrom, D. (2006). Addressing the NETS for students through constructivist   technology use in K–12 classrooms. Journal of Educational Computing Research, 34(1), 91–128.

Schrum, L. (2010). Considerations on teaching and teachers: The best of JRTE. Eugene, OR: International Society for Technology in Education.


Interstate Teacher Assessment and Support Consortium (InTASC)
Core Teaching Standards


Course Objectives

The Learner and Learning

1)      Learner Development


2)      Learning Differences


3)      Learning Environments



4)      Content Knowledge


5)      Application of Content


Instructional Practice

6)      Assessment


7)      Planning for Instruction


8)      Instructional Strategies


Professional Responsibility

9)      Professional Learning and Ethical Practice


10)  Leadership and Collaboration



School Setting–Elementary

This course addresses the Indiana Department of Education Developmental/Pedagogy standards. These standards can be found on the web at:


Course Objective

1. Student Development and Diversity


2. Learning Processes


3. Instructional Planning and Delivery


4. Assessment


5. Learning Environment


6. The Professional Environment


Artifact Score Sheet -       Class:  W200/531     Student:
-- Initial Program



M501, W200, T550

4 = Excellent (clear, convincing, and consistent evidence)

3 = Quite Satisfactory (clear and convincing evidence)

2 = Needs Revision (limited evidence)

1 = Unacceptable (little or no evidence)

1.    Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services


2.    Identify and locate technology resources and evaluate them for accuracy and suitability


3.    Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning


4.    Use technology to locate, evaluate, and collect information from a variety of sources


5.    Use technology tools to process data and report results


6.    Demonstrate an understanding of the legal, ethical, cultural, and/or societal issues related to technology


7.    Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity


8.    Discuss diversity issues related to electronic media


9.    Discuss the health and safety issues related to technology use


Artifacts must also pass IU Northwest Writing Competency standards.

See Web:


SCORE: ____

Reviewer’s Signature: