Education and Technology 733

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Education and Technology 733

• Fall 2004
• Indiana University of Pennsylvania

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Learning Outcomes for the Entire Course

• 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.

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Schedule of Events Page 1 Part One
-Virus threats and definitions -Trojans and
worms -Familiarity of email hoaxes and
precautions  
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Schedule of Events Page 2Part One
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Schedule of Events Page 3Part Two
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Schedule of Events Page 4Part Two

• Excel
• Access
• Publisher
• Print Master
• Databases
•  
• Meet for class in the computer lab

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Schedule of Events Page 5 Part Two
To discus new technologies that are emerging on
college campuses and learn how these advancements
affect students and staff.
Readings from selected education and technology
magazines, from the Chronicle of Higher
Education.  
-open forum
Final Project Meet for class in the computer
lab.
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Assignments

• 1. 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.
• 2. 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.
• 3. Online Journal- Create an online Journal from
  livejournal.com or greatestjournal.com. Be
  creative. You will be judged on appeal, not
  content.
• 4. 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.
• 5. 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.
• 6. 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.

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Assignments

• 7. 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.
• 8. 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.
• 9. 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.
• 10. 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.

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Additional Readings

• 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.

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Additional Readings (cont.)

• 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.

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Why offer this course?

• This course is designed to be applicable to
  multiple institutions.
• It discusses broadly the different technological
  issues that face student affairs practitioners
  today.

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Why offer this course?

• It provides hands on information that can
  immediately affect practice.
• It provides a link between the technologically
  advanced students and the still learning
  administrations.

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Why offer this course?

• 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.

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Justification of the course

• This course is deigned to be presented in two
  sections
• 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.

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Justification of the course

• Most students only know the social side of the
  internet. We need to explore its academically
  useful qualities.
• Understanding how students use technology is an
  important part of reaching todays and the
  futures college students.
• Professionals can begin to use technology as an
  asset reaching students in new yet still
  effective ways.

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Justification of the course

• 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