IT 521 Computer Applications in Education

University of Tennessee Knoxville

Instructor Information
Lisa Yamagata-Lynch
Educational Psychology and Counseling
A532 Bailey Education Complex
University of Tennessee
Knoxville, TN 37996
Phone: 865-974-7712

*Please note that the instructor reserves the right to modify the syllabus during the semester and participants will be notified through this website and BlackBoard Announcements

Meeting Time Monday 5:45PM- 8:35PM, Bailey Education Complex-401

Office Hours Monday 3:30pm-5pm, Other appointments can be arranged upon request

Course Description
Use and integration of technology in educational settings to support teaching and learning. In this course students will explore the effective integration of technology into instruction both in school and non-school settings. Students will explore processes of design, development, and evaluation of instructional media. Course activities include both hands-on media development and discussions based on readings.

Course Format
This course will be delivered primarily face-to-face, but when appropriate there will be online sessions. As you are a graduate student, I am going to assume you are a professional and I will treat you as such. That means I am not going to tell you what you need to know, check attendance or try to motivate you. I assume that you are going to take responsibility for your own learning in this course.

Course Participants will be able to:
  • Locate, analyze, and evaluate new media technologies for educational/training purposes
  • Identify, share, and demonstrate skills necessary for becoming a proficient user of new media technologies
  • Design and develop an instructional plan that addresses a problem and integrate new media technologies as part of the solution
  • Engage in effective professional communications through oral presentations and written reports

Required Text

  • Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2011). Instructional Technology and Media for Learning (10th ed.). Allyn & Bacon.
  • Bingham, T., & Conner, M. (2010). The New Social Learning: A Guide to Transforming Organizations Through Social Media. ASTD & Berrett-Koehler. 
Course Resources
Graduate School Website
IT Program Website
APA Manual
American Psychological Association. (2009). Publicatioin Manual of the American Psychological Association, Sixth Edition (6th ed.). American Psychological Association (APA).

Course Communications
You will regularly receive course related communications from the instructor through email and BlackBoard Announcements. It is your responsibility to make sure that your university email account is in working condition. If you have technical troubleshooting issues please contact OIT at or by calling the helpdesk at 865-974-9900. You should expect your instructor to respond to your message withing 24 hours on regular business days during the week and 48 hours on weekends and university holidays. If you do not hear back from the instructor please send another message or make a phone call at 865-974-7712.

Disability Services
Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss specific needs. Additionally please contact the Office of Disability Services (ODS) at 865-974-6087 in Dunford Hall to coordinate reasonable accommodations for documented disabilities. You can find more information about ODS at

Class Participation 300 pts

General Participation 100 pts
  • Please come to each class session prepared by completing readings on days that are due with relevant questions for class, and by being a productive participant in course discussions and hands on tool explorations. You need to able to share your understandings about the readings, new ideas, and discoveries of technology tools through collegial, effective, and professional discussion in class.
Skills exchange 200 pts
  • You will examine several new media technologies. There will be time allotted during class for exploration, but you will also be required to engage in your own explorations outside of class. As a professional you need to gain experience that will help you locate  information you need about a technology product to survive as an instructional designer in educational, corporate, or any other settings. You also need to gain experience learning how to use a medium and be able to teach others how to use them in a short period of time. Therefore, there will be times allotted during class for participants to share findings about a medium to help others broaden their depth and breadth of what they know about it. When it is your turn to lead discussion about a medium you need to present information following the guiding questions:
    • What is the purpose of the medium?
    • How would you generally describe the medium?
    • What are the technical highlights of the medium?
    • What are the potential impact of the medium to instruction?
    • Where can users find technical support for the medium?
    • What are you personal reflections on the experiences from this skills exchange?
  • Please prepare an electronic or paper-based handout for class participants that would be useful to them in the future
  • Please include time for engaging participants in an interactive use of the medium you are sharing so that participants will have something concrete to take with them after your skills exchange.
  • Please note that it is expected that participants will come to this class with varying technological skills background. Therefore, when participants are demonstrating their skills in class s/he will not be assessed based solely on the skills s/he demonstrates to the class. Instead participants need to show progress in their skills and thoroughly address the guiding questions.

New Media Evaluation 200pts |See Guide and Rubric|
You have to complete a new media evaluation. You can choose products you learned about in class, or other products with the approval of the instructor. Please note that for your final project you are required to incorporate at least 2 new media technologies to help solve an instructional problem or for delivery of instruction. Thus you may want to choose a product that you are considering to use in your final project.

Your evaluation report must include the following sections:

  1. Description of the new media
    • Who is the medium intended for? (target audience age range, gender, reading level…)
    • What learning and instructional activities can this medium support?
  2. Your reactions to the new media as a user
  3. Evaluation
    • Where did you find the rubric or did you create it on your own?
    • What were the criteria you used for the evaluation
    • Rationale for choosing the criteria
    • If you made any modifications to the rubric what were they and why did you make them?
    • Regardless of whether you created your own rubric or modified an existing one, include a description of each criterion and why they are important for evaluating the medium?
    • Evaluation results based on the criteria you used
  4. Potential solutions the media affords for teaching/training purposes
  5. Reflections
    • What were the strengths and weaknesses of the medium you evaluated?
    • How does the experiences from this assignment relate to readings and discussions in class?
  6. References you used for the evaluation
Final Project 400 pts |See Guide, Rubric, and Peer Evaluation Form|
You will work in a team of 3 or 4 to develop an instructional design project that identifies a clear instructional problem that incorporates design, development, and evaluation of a solution that incorporates at least 2 new media technologies you learned in this class, or others approved by the instructor. You need to provide the following as deliverable to the instructor by the final project due date:
  1. Instructional Design Plan
  2. Instructional Product
  3. Evaluation Plan and Results
  4. Reflections
Final Project Presentation 100 pts |See Guide and Rubric|
Your team will create a 10 minute electronic presentation of your project and be prepared to answer questions from the audience. Your presentation needs to summarize the Instructional Design Plan, introduce your product, and the evaluation results.

Assignments and Total Possible Points
Assignments  Communication Format
Participation Mode
Possible Points
Class Participation  OralIndividual
New Media Evaluations  WrittenIndividual
Final Project
Final Project Presentation  OralGroup

 Total Possible

Assignment of Final Grade
Grades are updated regularly in Blackboard. Final grades will be given according to the UT grading scale:
F=599 and below

A Note Regarding Letter Grades
Completing all assignments and meeting the minimum expectations of the course constitutes “B” work; truly outstanding/superior work constitutes “A” work; and failing to meet the minimum expectations will result in a grade of “C” or lower. Spending a lot of time on course requirements (or having a history of being an “A” student) may not, in and of itself, necessarily result in an “A” grade.

A= Superior performance, B+= Better than satisfactory performance, B=Satisfactory performance, C+=Less than satisfactory performance, C= Performance well below the standard expected of graduate students., D=Clearly unsatisfactory performance and cannot be used to satisfy degree requirements, F=Extremely unsatisfactory performance and cannot be used to satisfy degree requirements

Academic Honesty
Academic integrity is a responsibility of all members of the academic community. An honor statement is included on the application for admission and readmission. The applicant’s signature acknowledges that adherence is confirmed. The honor statement declares

An essential feature of the University of Tennessee, Knoxville, is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity.

You are expected to complete your own work. You cannot re-submit work here that was done for previous classes.

Students shall not plagiarize. Plagiarism is using the intellectual property or product of someone else without giving proper credit. The undocumented use of someone else’s words or ideas in any medium of communication (unless such information is recognized as common knowledge) is a serious offense subject to disciplinary action that may include failure in a course and/or dismissal from the university. Some examples of plagiarism are
  • Using without proper documentation (quotation marks and a citation) written or spoken words, phrases, or sentences from any source.
  • Summarizing without proper documentation (usually a citation) ideas from another source (unless such information is recognized as common knowledge).
  • Borrowing facts, statistics, graphs, pictorial representations, or phrases without acknowledging the source (unless such information is recognized as common knowledge).
  • Submitting work, either in whole or in part, created by a professional service and used without attribution (e.g., paper, speech, bibliography, or photograph).

Extreme caution should be exercised by students involved in collaborative research to avoid questions of plagiarism. If in doubt, students should check with the major professor and the Dean of the Graduate School about the project. Plagiarism will be investigated when suspected and prosecuted if established.

For this class, plagiarism will result in a zero on the assignment and a meeting with your academic advisor.

Academic writing conventions and abilities
All assignments must conform to the style and reference notation format outlined in the Publication Manual of the American Psychological Association.  The APA manual is an essential tool for graduate school academic writing.  Please study it carefully and refer to it often.  If you are unsure about particular APA formatting and citation rules, refer to the manual. 

The ability to write in an appropriate academic manner is critical to successful graduate study. If you find that you need assistance with your writing, please visit the university’s free Writing Center housed in the English department: They do not proofread or edit your work, but they can help with idea development and organization – key elements of successful academic writing.

Resources and Responsibilities
It is assumed that this course will "cost" you extra resources in time and expense. Any new skill such as computer use or graphics design should be considered time-consuming and most work will be done outside of the regular class period. It is further assumed that those who enter the course have a wide range of experience and expertise in the field. Ownership of a microcomputer is not required; however, access to one is a necessity. We will be using both Macs and PCs in this course.

Attendance Policy
Students are expected to be on time, attend all classes, and participate in class discussions, small group activities, exercises and projects. You may not receive class participation credit for missed classes and are responsible for missed information. However, emergencies can occur at any time and the instructor reserves the right, based on the individual situation, to accommodate a student with any emergency. A student missing class must complete all assignments to the satisfaction of the instructor before credit will be issued. Absences are not considered excused for job interviews, vacations, regular doctor's appointments, or general lack of planning. Students are granted one "free" absence, regardless of the situation. However multiple absences and excessive tardiness are considered unacceptable for success in this course and can be cause for a final grade reduction. Attendance will be taken every class session, and every unexcused absence after the "free" absence will cost you a 10 point deduction from your final grade.

Tardiness is disruptive and rude to your instructor and your fellow students and reflects badly on you - it can speak about your attitude and work ethic. Students arriving late to class should wait until the instructor, fellow student, or guest speaker is finished talking and should take a seat close to the door. Excessive tardiness = 20 minutes late more than two times.

Classroom Etiquette
While your instructor, your peer, or guest lecturer is conducting a presentation you are expected to pay complete attention to what they are presenting. It is not only rude, but also distracting to the presenter and other students in class when you are working on the computer, personal portable devices, cell phones or behaving in any manner that is disruptive to them. If you are engaging in activities such as surfing the web, writing a paper, reading/writing email, working on class assignments, answering your cell phone, or any other disruptive activities in class you will be asked to leave for the day. Please make sure that your cell phone and/or beeper are turned off or set on manner mode.

*Please note that readings must be completed by the date they appear in the schedule.
*All Assignments are due 11:59pm the day it is due.

Topic Notes Assignments/Readings
Introduction, Course Website, Blackboard, and New Media Literacies Week 1 Notes Readings
There are information on the New Media Litracies website
to look into.

Watch Video at:

Read Executive Summary of Confronting the Challenges of a Participatory Culture: Media Education for the 21st Century. at

New Media, New Learning, New Workplaces
Week 2 Notes Readings
Smaldino et al. Part of Ch 1 and Ch 2
Bingham & Conner Ch1

Labor Day

New Media Exploration Simulation
Week 4 Notes Readings
2011 Horizon Report

Pew Internet Research Report Mobiles Access 2010

Course Activity
What is New Media Simulation

Simulation Wrap Up
Media Evaluation, Ethics, and Security
Week 5 Notes
Shelly et al. posted on Blackboard

Visual Literacy
Week 6 Notes
Smaldino et al. Ch 8

Hands on Explorations--Presentation Tools

Initially proposed, but we will not focus on

Week 7 Notes
Smaldino et al. Ch 6, 10

Class Participation
Skill Exchange
Hands on Explorations--Visual Tools

Week 8 Notes
Bingham & Conner Ch 2

Class Participation
Skill Exchange

Hands on Explorations--Distance Delivery

Week 9 Notes
Smaldino et al. Ch 7, Ch 9

Class Participation
Skill Exchange

 ASSURE Model and Prototyping

Hands on Exploration--Note Taking
Week 10 Notes
Smaldino et al. Ch 3
Bingham & Conner Ch 4 & 5

Class Participation
Skill Exchange

 10/31 Student work day

Hands on Exploration--Document Sharing and Web Sites

Week 12

Bingham & Conner Ch 6 & 7

Class Participation
Skill Exchange

Final Project Group Work

New Media Evaluation

 14  11/21  Project Evaluation Day

 15  11/28  Final Project Project Presentation
Week 15 Notes
Final Project
Final Project Presentation

Last Updated November 27, 2011