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Education and Technology 733 Fall 2004 Indiana University of Pennsylvania 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.

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education and technology 733

Education and Technology 733

Fall 2004

Indiana University of Pennsylvania

learning outcomes for the entire course
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.




Week 1 – Introduction

To become prepared with the course, acquainted with one another and to set expectations for the course/professor.

No Assignment Due

  • - Getting comfortable

Week 2 - Virus, Worms and Trojans

To identify and understand internet security issues

See Assignment 1

Week 3 – Familiarity with Microsoft Operating systems and Mac OS

To compare and contrast the two major operating systems in use today.


-Mac OS

Meet for class in the computer lab

No Assignment Due

Schedule of Events Page 1

Part One

-Virus threats and definitions

-Trojans and worms

-Familiarity of email hoaxes and precautions

schedule of events page 2 part one




Week 4 – Computer Addiction and Social Isolation

To understand the recent connection between depression symptoms and internet overuse.

See Assignment 2

The Relationship of Internet Use to depression and social isolation among adolescents.

-We will also look at Dr. Kimberly Young’s work. Formerly of the University of Pittsburgh, she has created a site called to help battle addiction as well as establishing a team of “cyberpsychologists.”

Week 5 – Censorship

To understand an attempt to censor the World Wide Web by the United States Government as well as through different institutions of higher learning.

In Class Reading:

College Student Affairs Journal,

Jacqueline Spevak (2, 73- 79).

Week 6 – Instant Messaging Craze, online Journals, Message Boards, and Bots

To discuss the impact of instant connection via the internet allowing people to come together that may never have met in another world.

  •  - Instant Messenger
  • Modern Mind Software

See Assignment 3

  • Grokster Vs. MGM as a pivotal case in file sharing networks.
  • Communications Decency Act
Schedule of Events Page 2Part One
schedule of events page 3 part two




Week 7 – Transforming from a student to a professional

To introduce the differences between using technology for social and personal reasons and using it for your career.

See Assignment 4

Leadership, Higher Education, and the Information Age: A New Era for Information Technology and Libraries  

- Moving from what you know to what you need to know can be a difficult transition. This is a primer for the rest of the semester. We will explore the connection and transition

Week 8 – The use of WebCT on college campuses

To provide a background

regarding how the concept

for WebCT courses was

devised and to determine

how Web CT courses are

being utilized at different

types of institutions

See Assignment 5

Week 9 – Empowering student involvement through home based techniques

To decipher characteristics

of students who obtain

information solely through

electronic means

 - Homework and programming: All in your own room

See Assignment 6 & 7


Meet for class in the computer Lab

Schedule of Events Page 3Part Two
schedule of events page 4 part two




Week 10 – Current Software

To become familiar with some of the current software in use for different functional areas.

No Assignment Due

  • -Corporate Time
  • -Housing Software

Week 11 – Databases & Software

To acknowledge databases and software that are needed in the professional arena and increase our understanding of how to utilize them effectively.

See Assignment 8

Week 12 – Web Pages

To understand how web pages affect students and professionals and how to create a user friendly web page

-Web page creation

Meet for class in the computer Lab

See Assignment 9

Schedule of Events Page 4Part Two
  • Excel
  • Access
  • Publisher
  • Print Master
  • Databases
  • Meet for class in the computer lab




Week 13 – Moving Into the Future

Week 14 – Final

To incorporate the knowledge acquired during the course of the class.

See Assignment 10

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.


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.comSelf 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 or 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.


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.

additional readings
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.
additional readings cont
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.
why offer this course
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.

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.

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.
justification of the course
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.
justification of the course16
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 today’s and the future’s college students.
    • Professionals can begin to use technology as an asset; reaching students in new yet still effective ways.
justification of the course17
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.

Indiana University of Pennsylvania – Thomas Baker, Sarah Sinclair, Rebecca Myers, & Douglas Smith