The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

LDT 440: Educational Technology Integration

LDT 440 (3): Educational Technology Integration. Technology integration in educational settings.

Overview

The Educational Technology Integration course introduces ideas, skills, concepts, and strategies associated with integrating technology into learning environments. The focus of the course is on foundational principles for technology integration. Within learning environments of all sorts, technology is not simply an independent curriculum (i.e., teaching about how to use technology). Rather, it is a powerful means for addressing, and potentially redefining, everyday teaching/facilitation and learning issues. Technology’s potential is most effectively realized when considered in combination with ideas about how learners think and learn best. The goal of this course, then, is not for you to become an expert in "technology," but to improve your understanding of the relationship among technology, teaching, and learning and to use that enriched understanding to effectively integrate technology into learning settings.

The 440 course will appeal to anyone who teaches students or facilitates learning in a variety of settings, including K–12, higher education, military, corporate, community, nonprofit, and informal learning settings. The course is part of the graduate program of study for a Master of Education (M.Ed.) in Learning, Design, and Technology and is also used as an elective in related degree programs. LDT 440 is also a foundational course for the Post-baccalaureate Certificate in Educational Technology Integration.

Target Audience for Course

This course is designed for learning leaders (be they teachers, instructors, professors, or facilitators) and learning designers (such as instructional designers, curriculum developers, and the like) to explore the numerous considerations inherent in integrating technology into a learning setting. This is not a course focused upon the adoption and diffusion of technology, where an individual might want others to utilize a particular technology. Such would be the case when a school district’s director of information technology launches a campaign to increase every teachers’ usage of a newly purchased content management system. Adoption and diffusion of technology, even in educational settings, often relates to factors beyond the affordances for supporting learning,  so we must reserve the study of adoption and diffusion strategies for another course.

Instead, 440 focuses on technology integration into learning environments, where the individual learning facilitator makes independent decisions about how to best support student learning in the learning environment for which he or she is responsible. We assume in this course that you are the facilitator and that you will apply the skills and concepts we cover in light of decisions that would be typically and reasonably allowable in your setting. For example, if you are aiming to integrate a new software application into a course that you are teaching, you should only choose software that your typical budget could afford, that will work with your setting’s available student computing environment, that is appropriate for your learners, and so forth.

Course Objectives

The goal of LDT 440, Educational Technology Integration, is to explore foundational concepts related to the integration of contemporary technology into learning environments. At the end of the course, you should be able to do the following things:

• Explain the connections among learning theory, instructional design theory, and technology integration.
• Analyze the affordances of technologies with particular regard for supporting learning in a chosen target audience.
• Develop strategies for integrating a variety of technologies into specific learning environments.
• Demonstrate understanding of technology integration concepts through application of concepts to a series of self-created technology integration blueprints.

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

Students should have access to a computer or handheld device with a digital video camera.

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

Technical Requirements

One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.

Technical Requirements

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

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If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

• Course length: 8 weeks

Lesson 1: Foundations of Learning and Technology

Lesson 1

Readings:

Textbook Chapters (37 pages) 1 – Defining Educational Technology (pp. 3-15) 2 – Values, Foundations, and a Framework (pp. 16-30) 7 – Theories of Human Development (pp. 65-73) Topical Articles/Readings SAGE Encyclopedia: Technology Integration Review syllabus - directing questions to the general discussion forum

Assignments:

Flipgrid self-introduction (by Tuesday, 11:59 p.m. ET) Discussion Forum: What was the best educational technology that you have ever used or experienced? Why was that technology so helpful to you? (by Tuesday, 11:59 p.m. ET) Flipgrid: Chapter 7 theories reflection: Piaget, Vygotsky, Erikson - Which is most relevant/informative to your primary learning setting? (by Saturday, 12:00 p.m. ET) Google Drive Setup, Create Google Doc, share doc, submit it to the practice drop box (by Tuesday, 11:59 p.m. ET)

Lesson 2: Learning and Performance

Lesson 2

Readings:

Textbook Chapters (21 pages) 3 – Learning and Performing (pp. 31-40) 8 – Theories of Learning and Performance (pp. 74-86) Topical Articles/Readings SAGE Encyclopedia: Internet - Impact and Potential for Learning and Instruction  RIPPLES Model Introduction Surry 2002 (Course Reserves) Surry 2005 Introduce Integration Blueprints (lesson page)

Assignments:

Earn the MOOCs and Badges badge from Penn State (which includes earning a second badge) Post the links to the earned badges (or other completion credentials) to the drop box Flipgrid: Reflection on MOOCs and Badges (after earning two badges, by Tuesday, 11:59 p.m. ET) answering three questions: How can badges (or MOOCs, or both) be used in your specialty area? Are they suitable for every learning environment? If you have a desired learning goal, can they realistically help you to reach your goal? RIPPLES Matrix: Describe in your own words (Google Doc template submitted to drop box by Tuesday, 11:59 p.m. ET) Optional - Self-Study Only: Word-Matching Activity for Chapter 8, p. 83 of Spector 2016 (Google Doc template, do not submit) As needed: General Discussion Forum: Integration Blueprint Q&A Discussion Forum (ungraded, perpetual)

Lesson 3: Teaching and Training

Lesson 3

Readings:

Textbook Chapters (16 pages) 4 – Teaching and Training (pp. 41-48) 5 – Technology Support for Learning, Instruction, and Performance (pp. 49-57) Topical Articles/Readings Simulation Training in Healthcare Simulation Training in the Military Simulation Training for Educators Military Immersion Technology Training workplace employees

Assignments:

Forum Post: Choose one scenario (1 or 2) and reply to prompts accordingly (Initial post due by Saturday 12:00 p.m. ET, and two responses by Tuesday 11:59 p.m. ET): Scenario 1: Answer the three questions with respect to your personal experience in a technology training you’ve been a part of. Scenario 2: Answer the three questions with respect to your personal experience in a training you have conducted. extension for both scenarios: Can you think of how training with simulation could have been utilized to advance the level of expertise among all participants? As needed: Questions about the blueprints assignment to the Integration Blueprint Q&A Discussion Forum (same forum as mentioned in Lesson 2)

Lesson 4: Communication and Instruction

Lesson 4

Readings:

Textbook Chapters (32 pages) 9 – Theories of Information and Communications (pp. 87-98) 10 – Instructional Theories and Instructional Design Theories (pp. 99-120) Topical Articles/Readings SAGE Encyclopedia: Information and Communications Technology for Formal Education

Assignments:

Integration Blueprint 1 Due by Tuesday, 11:59 p.m. EST Chapter 10 Activity: Description of a typical learning environment and of what that learning environment would look like if it employed cognitive apprenticeship (submitted to drop box by Tuesday, 11:59 p.m. ET) Forum Post: Go back to the scenarios that you wrote about in Lesson 2. Were Gagne’s 9 events present? What were they? (Initial post due by Saturday 12:00 p.m. ET, and respond to two classmates by Tuesday, 11:59 p.m. ET)

Lesson 5: Introducing and Integrating Technology

Lesson 5

Readings:

Textbook Chapters (16 pages) 6 – Integrative Approaches to Planning and Implementation (pp. 58-62) 11 – Introducing Innovative Technologies and Managing Change (pp. 123-133)  Topical Articles/Readings SAGE Encyclopedia: Predicting Change and Adoption of Technology Innovations Diffusion of Innovations Utilizing Tablets in the Workplace Teaching Through Virtual Reality What Successful Technology Integration Looks Like

Assignments:

Play diffusion game and record Flipgrid reaction responses (by Tuesday, 11:59 p.m. ET) Continue work on Blueprint 2 (due next week)

Lesson 6: Building Knowledge and Skills with Technology

Lesson 6

Readings:

Textbook Chapters (28 pages) 12 – Teaching with Technology (pp. 134-145) 13 – Educational Technologies in the Workplace (pp. 146-154) 17 – Professional Preparation and Training (pp. 189-196) Topical Articles/Readings Bower, Matt (2008). Affordance analysis: Matching learning tasks with learning technologies. SAGE Encyclopedia: Twenty-First-Century Technology Skills SAGE Encyclopedia: Information and Communications Technologies: Competencies in the Workplace SAGE Encyclopedia: Diffusion of New Technologies in the Workplace SAGE Encyclopedia: Technologies in Mathematics Education SAGE Encyclopedia: Technologies in Science Education SAGE Encyclopedia: Simulation-Based Learning Utilizing Immersive Technology in the Military The Importance of Lifelong Learning in the Workplace Why Technology Training Is Important

Assignments:

Integration Blueprint 2 due by Tuesday, 11:59 p.m. ET Affordances Activity: Analyze a given educational technology (by Tuesday, 11:59 p.m. ET) Canvas LMS Google Earth, or iPads (submit Google Doc to drop box) Spector (2016, p. 142) Activity on Cultural Implications of Your Learning Environment. Select five of Bruner’s implications and describe those implications in your learning environment (submit Google Doc to drop box by Tuesday, 11:59 p.m. ET)

Lesson 7: Principles of Design and Integration of Technologies

Lesson 7

Readings:

Textbook Chapters (42 pages) 14 – Designing Technology-Supported Learning Environments (pp. 155-165) 15 – Integrating Technologies into Activities and Tasks (pp. 166-174) 16 – Educational Technology Principles and Examples in a Variety of Contexts (pp. 177-188) Topical Articles/Readings SAGE Encyclopedia: Technology, Pedagogy, and the Learning Society

Assignments:

Small-group (or individual, if desired) presentation on designing technology supported learning environments (Submit presentation link/file submitted to drop box by Tuesday, 11:59 p.m. ET) Improve the Textbook Activity Based on Spector (2016) Chapter 16 Layout: military, cybercharter or alternative K-12 education, or informal/community learning (Google Doc outline submitted to drop box by Tuesday, 11:59 p.m. ET) Continue work on Blueprint 3 (due next week)

Lesson 8: Emerging Technologies and Scalability

Lesson 9

Readings:

Textbook Chapters (18 pages) 18 – Scalability and Replication Studies (pp. 197-203) 19 – Emerging Technologies (pp. 204-214) Topical Articles/Readings SAGE Encyclopedia: Games in Military Training SAGE Encyclopedia: Learning in the Defense Sector with Simulated Systems SAGE Encyclopedia: Agents in Informal E-Learning SAGE Encyclopedia: Wearable Learning Environments Wearables in the Classroom Utilizing Fitbits Drones: What are they and how do they work?

Assignments:

Integration Blueprint 3 due by Tuesday, 11:59 p.m. ET Read CES 2017 wrap-up articles and compose —Flipgrid response (by Tuesday, 11:59 p.m. ET) Course SRTE submission Optional - Extra Credit:

 

Extra Credit: Universal Design for Learning and Assistive Technologies

Lesson 10

Readings:

Universal Design and Assistive Technology Lesson Pages Topical Articles/Readings SAGE Encyclopedia: Universal Design SAGE Encyclopedia: Universal Design for Learning SAGE Encyclopedia: Assistive Technology AND then choose three (3) of the following and read SAGE Encyclopedia: Mobile Assistive Technology SAGE Encyclopedia: Assistive Technology for Persons With Autism Spectrum Disorder SAGE Encyclopedia: Technologies to Enhance Communication for Persons With Autism Spectrum Disorder SAGE Encyclopedia: Technologies for Persons With Dyslexia SAGE Encyclopedia: Technologies for Persons With Hearing Impairments SAGE Encyclopedia: Technologies for persons with physical disabilities SAGE Encyclopedia: Technologies for Persons With Visual Impairments

Assignments:

Optional - For Extra Credit: Review the readings listed above and complete the Assistive Technology and Universal Design for Learning - Affordance Analysis Matrix (Google Doc template submitted to drop box anytime, but before the final Tuesday at 11:59 p.m. ET)

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

Course Requirements and Grading

The table below details the assignments that are due for this course, the general criteria for earning a basic grade, and the points available for each assignment and category in the course.

Grading

The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:

A = (Excellent) Indicates exceptional achievement
B = (Good) Indicates extensive achievement
C = (Satisfactory) Indicates acceptable achievement
D = (Poor) Indicates only minimal achievement
F = (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to secure credit

Grade	Points Range
A	940 - 1000
A-	900 - 939
B+	870 - 899
B	840 - 869
B-	800 - 839
C+	760 - 799
C	700 - 759
D	600 - 699
F	0-599

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Accommodating Disabilities

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.