Syllabus

Course Description	Course Objectives	Required Texts and Materials	Course Format
Course Policies	Course Assignments	Course Schedule	Evaluation

Course Description

Instructor: Dr. Alice A. Christie
Office: FAB S210C
Office Phone: 543-6338
Classroom Phone: 543-8287
Scheduled Line Number: 60871

Class Hours: Monday through Friday 1:30 to 5:00 PM
Time Frame: June 25 - July 12, 1997
Credit Hours: 3 Credit Hours
Office Hours: Noon to 1:30 PM Daily in CLCC 213 or by Appointment

EMC 598: Using Technology in Mathematics and Science Education is a hands-on exploration of technologies and their applications in mathematics and science education. It is geared to meet the needs of K-12 educators and emphasizes collaboration between participants. Theoretically, technologies are viewed as useful tools for integrating curriculum and for helping educators re-vision curriculum. Social, philosophical and theoretical issues surrounding the use of technologies in mathematics and science education are explored in the class readings and discussions.

Course Objectives

An important goal of this course is for students to be empowered by technologies to enhance instruction in mathematics and science classrooms. Students should gain a solid understanding of software and hardware appropriate for their classrooms as well as the motivation to use technology for personal and professional purposes within their classrooms. Upon completion of this course, students should be able to:

1. demonstrate an understanding of and an ability to use email to communicate with others;
   

2. understand and apply criteria for identifying pedagogically sound software;
   

3. demonstrate an ability to use a wide variety of software which is applicable for mathematics and science education within elementary or secondary classrooms;
   

4. demonstrate an understanding of and an ability to use a variety of Netscape tools: navigation, search engines, bookmarks, and others to locate and use electronic resources available on the Internet;
   

5. demonstrate the ability to utilize the Internet to locate math and science lesson plans;
   

6. demonstrate the ability to evaluate the pedagogical soundness of math and science lesson plans available through the Internet;
   

7. develop an integrative unit which incorporates the use of technologies and technological resources by both teacher and students with special emphasis on mathematics and science;
   

8. demonstrate an understanding of exploratory learning as facilitated by electronic simulations, games, and electronic manipulatives;
   

9. demonstrate an understanding of the National Council of Teachers of Mathematics Standards, the National Science Education Standards, and the Arizona Academic Standards as they apply to using technologies with mathematics and science classrooms;
   

10. develop (through the integration of the class readings, class discussions, personal use of technologies, and personal philosophy of education) a theoretically informed argument for using technologies to enhance and/or re-vision mathematics and science curricula;
    

11. demonstrate the ability to conduct scientific inquiry and synthesize relevant information regarding the use of technologies in mathematics or science education;
    

12. deal effectively with the frustrations which are inherent in using technologies.
    

Required Texts and Materials

On-Line Readings located at http://www.west.asu.edu/achristie/math.science.readings.html

Four blank 3.5 inch high density disks (non-formatted or Macintosh formatted).

Non Electronic Readings: The following articles may be found in journals in Fletcher Library. Read any five of these articles and email me a summary/reaction to those you read. Be sure to IDENTIFY which article you are discussing!

• Adams, P. E. (1996). Hypermedia in the classroom using earth and space science CD-ROMs. Journal of Computers in Mathematics and Science Teaching, 15(1), 19-34.
• Battista, M. T. (1994). Research in practice: Calculators and computers: Tools for mathematical exploration and empowerment. Arithmetic Teacher, 41(7), 12-17.
• Bitter, G. G., & Hatfield, M. M. (1994). Training elementary mathematics teachers using interactive multimedia. Educational Studies in Mathematics, 26(4), 405-409.
• Bruder, I., & others. (1992). School reform: Why you need technology to get there. Electronic Learning, 11(8), 22-28.
• Horwitz, P., & Feirzeig, W. (1994). Computer-aided inquiry in mathematics education. Journal of Computers in Mathematics and Science Teaching, 13(3), 265-301.
• Huang, S. L., & Waxman, H. C. (1996). Classroom observations of middle school students' technology use in mathematics. School Science and Mathematics, 96(1), 28-32.
• Johnson, D. C., & others. (1994). Evaluating the impact of IT on pupils' achievement. Journal of Computer Assisted Learning, 10(3), 138-156.
• Jones, T. (1994). Video and multimedia for math and science instruction. Journal of Computers in Mathematics and Science Teaching, 13(2), 128-145.
• Lehman, J. D., & Brickner, D. (1996). Teachers' uses and perceptions of interactive videodiscs in the science classroom. Journal of Computers in Mathematics and Science Teaching, 15(1), 85-102.
• Lehman, J. R. (1994). Technology use in the teaching of mathematics and science in elementary schools. School Science and Mathematics, 94(4), 194-202.
• Nakhlek, M. B. (1994). Research notes: A review of microcomputer-based labs: How have they affected science learning? Journal of Computers in Mathematics and Science Teaching, 13(4), 367-381.
• Oughton, J. M. (1995). Computers and problem solving for sixth grade. Journal of Computing in Childhood Education, 6(1), 81-118.
• Phillips, R. J., & Pead, D. (1994). Multimedia resources in the mathematics classroom. Journal of Computer Assisted Learning, 10(4), 216-228.
• Rice, M. (1995). Issues surrounding the integration of technology into the K-12 classroom: Notes from the field. Interpersonal Computing and Technology Journal, 3(1), 67-81.
• Schmidt, M. E., & Callahan, L. G. (1992). Teachers' and principals' beliefs regarding calculators in elementary education. Focus on Learning Problems in Mathematics, 14(4), 17-29.
• Van-Haneghan, J. P., & Stofflett, R. T. (1995). Implementing problem solving technology into classrooms: Four case studies of teachers. Journal of Technology and Teacher Education, 3(1), 57-80.

Students will participate in an action-oriented classroom which will feature lecture, illustrated lecture, discussion, demonstration, hands-on activities and presentations, and project presentations. The emphasis will be on doing rather than talking about computers and telecommunications.

Additional lab time beyond the scheduled course hours will be necessary to fulfill the course requirements. University policy specifies that students should expect to complete two hours of work OUTSIDE CLASS for every hour of work IN CLASS. You may use the computers in Fletcher Library and Technopolis any time the Library is open, or you may use the computers in the classroom whenever I provide open lab hours (to be arranged with class members on Day 1 or Day 2 of class). Hours for Fletcher Library and Technopolis for Summer 1997 are:

All assignments should be word processed and consistent with upper division university writing; that is, university level grammar, correct spelling, and logical, clear organization.

Class sessions will begin on time. Please make every effort to be prompt.

Because of the condensed nature of this course, attendance is mandatory. Please call the instructor before class should an emergency arise.

I am providing a Lending Library of books which you may use for reference. Sign-Out and Sign-In are on the HONOR SYSTEM. Please respect this policy and the materials you check-out. Most are my personal books which I need for on-going teaching and research.

Cheating: Cooperative or collaborative learning is encouraged! However, understand the fine line between collaboration and cheating. Turning in the work of another person is considered cheating and offenders are subject to university disciplinary action.

1. Electronic Mail
   
   You will use electronic mail on a daily basis to communication with me and your classmates. The minimum requirement is to respond to the following on a daily basis:
   
   
   1. What did I do today in EMC 598?
      
   2. What did I learn today in EMC 598?
      
   3. What questions do I still have?
      
   4. How will I find the answers to those questions?
      
   5. Respond to any one of the readings with a rebuttal, a critique, a classroom application of an idea, an extension of the argument, etc.
      
      
   I encourage greater participation, as the more you use an email system, the more facile you become with it. (Note: You will each receive a personal email account which will be valid during this summer session. These accounts may be used as often and as much as desired until that time.)
   
   
2. Course Readings
   
   

   The course readings were selected to challenge and broaden your thinking about the use of technologies and mathematics and science education. Some readings are on-line and others are located in Fletcher Library. Each should be read BEFORE class as listed in the schedule of assignments and class activities. You should respond to each article via email. Responses may take the form of a rebuttal, a critique, a classroom application of an idea, an extension of the argument, etc.
   
   

3. Digital Camera Project
   
   

   Each of you will use the digital camera to capture images of mathematical or scientific aspects of everyday life. You will present these to the class in either electronic or print format with a brief synthesis of your discoveries.
   
   

4. Internet Notebook
   
   During this class, you will have ample time to explore the Internet. So that this experience has some meaningful direction, you will develop an Internet Notebook in which you keep track of sites which you feel you may use for your personal or professional development or as resources for your classroom and your students. Please use a format similar to this:
   
   
   • Name of the site
   • URL (address) of the site
   • Intended audience
   • Description of the site
   • Print-out of Home Page (OPTIONAL)
     

   You should expect to list a minimum of 20 sites in this notebook, but you may include as many as you wish. Consider this a never-ending project and continue building this notebook after our class has finished.
   
   

5. Lesson Plans in Mathematics and Science
   
   

   While browsing the Internet, you will find many places which offer lesson plans for teachers. Download and/or print what you consider to be 5 pedagogically sound lesson plans and explain the reasons for your choices.
   
   

6. Software Evaluations
   
   

   After learning about criteria important in the evaluation of educational software, you will have the opportunity to evaluate at least six different pieces of software applicable to mathematics and/or science education. Follow these steps:
   
   

   • complete a software evaluation form on each of the six pieces of software
   • complete a standards form on each of the five pieces of software
   • chose one piece to share with your peers
   • give a 5 minute presentation on this piece of software to your peers

7. Integrative Unit which Utilizes Technologies
   
   

   You will develop an integrative unit. Although the emphasis will be on mathematics and science, it will also include learning activities in the language arts, social studies, visual or fine arts, and so forth. Your integrative unit should:
   
   

   • include a theoretically informed argument for using technologies within and elementary or secondary classroom;
   • be appropriate for your grade level;
   • explore a fairly broad theme;
   • cut across curricular boundaries as much as possible;
   • incorporate the use of technologies as much as possible.
     

   Numerous examples (possible models) of such Integrative Studies are available at 1996 Student Home Pages or at 1997 Student Home Pages
   
   Click HERE to see sample Integrated Unit with many links but NOT many activities.
   
   

8. Research Paper
   
   

   You will write a synthesis paper which examines one aspect of using technologies in mathematics or science education. This project will provide you an opportunity to expand and synthesize your understanding of concepts presented in this class. The topic should be of special interest to you. You are encouraged to cite class readings, among others, in the reference section of your paper.

9. Reflections
   
   

   After you complete assignments 1-8 above, write a one page reflection on EACH topic explaining its usefulness to you as an educator and how you might apply these learnings to your future workplace.
   

   All of your assignments should be organized in a portfolio. Your Reflections about each topic/process should be filed at the beginning of each section.

   Your portfolio should include a Table of Contents and Dividers for each of the seven sections described above.
   
   

   Course Schedule

   
   
   

   Schelude for EMC 598: Using Technology in Mathematics and Science Education - Summer 1997
   Date	In Class Activities	Assignments
   June 25	Introductions Review of Syllabus and Assignments Electronic Mail NCTM and NSE and AZ Academic Standards
   June 26	Introduction to Resources: Alice's HomePage Internet Search Engines and Bookmarks Locate NCTM/NSE /AZ Standards on the Net Posting Educational Autobiographies	Educational Autobiography Rice & Van-Haneghan Articles Day 2 Readings
   June 27	Internet Exploration Location of Math & Science Lesson Plans Pedagogical Soundness of Lesson Plans Software Evaluation Criteria	Both Lehman Articles Day 3 Readings
   June 30	Begin Integrative Study Evaluation of three pieces of software	Adams & Horwitz Articles Proposal for Research Paper Due Day 4 Readings
   July 1	Evaluation of three pieces of software Introduction to Simulations/Games	Huang & Oughton Articles Lesson Plans Due Day 5 Readings
   July 2	Logo Conclusion of Software Evaluation Integrative Study	Bitter & Bruder Articles Day 6 Readings
   July 3	Math and Science Manipulatives The Logo Roamer Calculators/Electronic Calculators	Battista & Schmidt Articles Day 7 Readings
   July 4	No Class	Catch-Up
   July 7	Understanding Mathematics CD Using Technology to Produce Math/Science Manipulatives Integrative Study Software Presentations	Johnson Article Software Evaluations Due Day 8 Readings
   July 8	Understanding Mathematics CD Research Paper Peer Feedback Software Presentations	Jones & Phillips Articles Rough Draft Research Paper Day 9 Readings
   July 9	Integrative Study Presentations of Digital Camera Projects	Internet Notebook Due Digital Camera Projects Due Day 10 Readings
   July 10	Presentations of Integrative Study	Integrated Study Due Day 11 Readings
   July 11	Presentations of Integrative Study Conclusions Evaluations	Portfolio Due (including Reflections) Day 12 Readings

   Notes: Bring Readings to Class each week.

   Underlined Items represent assignments due that day.

   All assignments in italics are from the Optional Readings. When you select an Optional Reading, it will be most useful if you read on the day suggested in the above schedule.

   
   
   

   Evaluation

   
   EMC 598 is a graduate course which includes both theoretical and practical experiences. All written work, oral work, and class participation will be evaluated daily. I will post a grade sheet in the classroom each day. Generally, this spread sheet will have three types of evaluations:
   
   

   • a check, plus, or minus on assignments which will not receive a numeric grade
     
   • a numeric grade (based on a scale of 10) on all other assignments, or
     
   • a "See Me" to indicate that the assignment needs some revision.
     
     
   Participation is considered to be one of the most important aspects of your evaluation. Since this class is highly participatory, attendance and a high level of participation are mandatory.
   
   Each of the class components will be assigned weights as follows:
   
   

   Electronic mail and Readings	15%
   Internet Notebook	5%
   Lesson Plans	10%
   Software Evaluation	15%
   Integrative Study	20%
   Research Paper	15%
   Reflections	10%
   Participation	10%

   
   
   

   A	90-100%
   B	80-89%
   C	70-79%
   D	60-69%
   E	0-59%

   
   
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