Department of
Secondary Education
College of
Education
University of
South Florida
Ref # 10944 EME 7939-901
Research Seminar in Secondary Education
Instructional
Technology Supplement
DEPARTMENT COURSE SYLLABUS
Spring 2009 (Revision Incomplete)
INSTRUCTOR(S):
| James A. White, Ph.D. |
Office: EDU302U Phone: (813) 974-1629 |
Hours: By appointment Email: jwhite@coedu.usf.edu |
CLASS MEETINGS: Monday, 5:15 - 8:00 p.m., EDU305
CLASS WWW SITE: http://www.coedu.usf.edu/jwhite/SecEdSeminar/
PREREQUISITES: “B” or better in EME 7938
ADDITIONAL READINGS: Each group consists of at least one general reading and at least one specific (and somewhat related) dissertation or journal article.
Group A
Elen, J. & Clarebout, G. (2008). Chapter 53: Theory development. In J. Spector,
D. Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research
for educational communications and technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
Kim, C. et al (2008). Chapter 56: Foundations for the future. In J. Spector, D.
Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research for
educational communications and technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
Singh, O. (2008). Development
and Validation of a Web-based Module to Teach Metacognitive Learning Strategies
to Students in Higher Education.
Doctoral Dissertation Proposal. University of South Florida. (See
otherdgs.html)
Group B
Ross, S. et al (2008). Chapter 54: Research designs: Introduction & Research on instructional strategies. In J. Spector, D. Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research for educational communications and technology, Third edition. Mahwah, NJ: Erlbaum. Available http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
van Gog, T. et al (2008). Chapter 55: Data collection and analysis: Introduction
& Assessment of individual learning processes. In J. Spector, D. Merrill, J. Van
Merrienboer, & M. Driscoll, (Eds.), Handbook of research for educational
communications and technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
Majchrzak, T. (2001). Effects of deadline contingencies in a web-based course on HTML. Doctoral Dissertation. University of South Florida. (See otherdgs.html)
Group C
Ross, S. et al (2008). Chapter 54: Research designs: Research on educational technology & Chapter Summary. In J. Spector, D. Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research for educational communications and technology, Third edition. Mahwah, NJ: Erlbaum. Available http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
van Gog, T. et al (2008). Chapter 55: Data collection and analysis: Assessment
of group learning processes & Chapter Concluding remarks. In J. Spector, D.
Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research
for educational communications and technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
Hogarty, K, Harmes, C, Lang, T. and others. (2000). Technology Use in Florida Schools. Papers presented at FERA 2000 Symposium. (See otherdgs.html) (Treat this group of three papers as one.)
Group D
Ross, S. et al (2008). Chapter 54: Research designs: Research on models for instructional design. In J. Spector, D. Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research for educational communications and technology, Third edition. Mahwah, NJ: Erlbaum. Available http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
van Gog, T. et al (2008). Chapter 55: Data collection and analysis: Assessment
of complex performance. In J. Spector, D. Merrill, J. Van Merrienboer, & M.
Driscoll, (Eds.), Handbook of research for educational communications and
technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
VanDeventer, S. & White, J. (2002). Expert Behavior in Children’s Videogame Play. Simulation & Gaming, 33(1), 28-48. (See otherdgs.html)
Group E
Ross, S. et al (2008). Chapter 54: Research designs: Research on design and development. In J. Spector, D. Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research for educational communications and technology, Third edition. Mahwah, NJ: Erlbaum. Available http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
van Gog, T. et al (2008). Chapter 55: Data collection and analysis: Setting up
a laboratory for measurement of complex performance. In J. Spector, D.
Merrill, J. Van Merrienboer, & M. Driscoll, (Eds.), Handbook of research
for educational communications and technology, Third edition.
Mahwah, NJ: Erlbaum. Available
http://www.coedu.usf.edu/jwhite/secedseminar/MethodologicalIssues.pdf
Cavanaugh, C. (1998). The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. Doctoral Dissertation. University of South Florida. (See otherdgs.html)
STUDENT
ASSESSMENT:
List Of Additional Course Products:
Evaluation of the student will be based on criteria expressed
in the general course syllabus as well as successful
completion of the following products and activities:
1)
Reading Abstract - The student will prepare for
each assigned general reading a written abstract no longer than the equivalent
of one, single-spaced page in 10 point courier font.
(Annotated outline format may also be used, where the total of the annotations
comprise no more than the one-page limit.) A copy of this document
will be submitted to the instructor in advance of the class session at which it
will be discussed.
2) Dissertation & Journal Article
Evaluations - The student will prepare for each at least
three questions/observations about what is good or bad about the research
design. A copy of this document
will be submitted to the instructor in advance of the class session at
which it will be discussed.
Due Dates:
See schedule
Grading Criteria:
"A" - satisfactory and timely completion of all course products, activities, & readings. Also, final draft is scored at a mean of at least 4.0 by the instructor(s) using the scale at http://www.coedu.usf.edu/jwhite/SecEdSeminar/rating_scale.doc
"B" - satisfactory and timely completion of all course products, activities, & readings from Groups A, B, & C. Also, final draft is scored at a mean of at least 3.0 by the instructor(s.)
"C" - satisfactory and timely completion of all course products, activities, & readings from Groups A. Also, final draft is scored at a mean of at least 2.0 by the instructor(s.)
"I" - satisfactory and timely completion of at least 60% of all course products and activities
"F" - satisfactory and
timely completion of fewer than 60% of all course products and activities