Course Description: This course will focus on technology, science and engineering. LEGOS, controlled by small microcomputers will be used in order to show principles behind many technological innovations. Other technological advances will be explored. This is a project-based hands-on course.

At the conclusion of this course, students should be able to:

• perform hands-on laboratory exercises designed to simulate every day technological innovations such as microwaves, garage door openers, and remote controllers.
• facilitate K-12 students performing some of these same laboratory exercises.
• build and program a robot using Lego Mindstorms.
• demonstrate mastery of video games and electronic toys popular with today's children and articulate the learning potential of these games/toys.
  

Educational Standards: This course addresses the following International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS):

I. TECHNOLOGY OPERATIONS AND CONCEPTS. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

III. TEACHING, LEARNING, AND THE CURRICULUM. Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:

C. apply technology to develop students' higher order skills and creativity.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

Nature of Course Delivery: The course is taught entirely in an active, hands-on student centered constructivist environment. Teams of two to three students will work collaboratively on lab projects. The emphasis of this course is placed on being able to incorporate innovative engineering, science and technology experiences into K-12 classrooms.

1. Garrelts, N. (2005).  Digital gameplay:  Essays on the nexus of game and gamer.  Jefferson, North Crolina:  McFarland & Company, Inc. (Required for those who are not teachers, recommended for everyone else.)
2. Card, O. S. (1985). Ender's game. New York, New York: Tor.
3. Slator, B. M. and Associates (2006).  Electric worlds in the classroom:  Teaching and learning with role-based computer games.  New York, New York:  Teachers College Press. (Required for those who are teachers, recommended for everyone else.)
4. Gura, M. and King, K. (2007).  Classroom Robotics. Charlotte, North Carolina: Information Age Publishing.
5. Assigned articles

Course Requirements: Each student is expected to complete all assignments and to participate in the course asynchronous discussions. Online discussions are worth 15% of the grade. Papers are to be submitted electronically via email or the Digital Dropbox in Blackboard.

A. Lab Projects (15%): The lab projects include but are not limited to the following:

• Build and program a car to perform certain tasks. For example,

• Program the car to travel exactly 11 inches, then other prescribed distances. Express the time, speed, and distance relationships in an age-appropriate manner.
• Drive for 11 inches, turn right and continue to complete a square.
• Program a car with a digital bumper switch to start and stop the car.
• Program an analog light sensor and have the car start and stop based on perceived darkness levels.
• Using the analog sensor, program the car to follow a dark line.

• Design, build and program a pulley system to lift small objects

• Design a device to move a raw egg from the table top to the floor without breaking it

B. Lessons in Gaming (25%): Students will chose a video/computer game or electronic toy that children play with.  Students will  spend time playing with that game/toy and learn how to use it.  Students will post their learning experiences on Blackboard in the form of a blog.  Students are encouraged to talk to children about their use of the game/toy.  Students may comment on each other's experiences and offer advice.

C. Robotics Competition (30%): Students will design and create a robot to complete a series of tasks.  These tasks will include:

• Successfully navigating a maze

• Programming the robot to dance to music selected by the students

D.  Response to the School Board (15%):  You wish to start a gaming/robotics club in your local school, but the School Board is concerned about students spending too much time playing video games.   Write a short response to the School Board explaining what children learn from interacting with video games and robotics.  Use couse readings and outside references to support your claims.  Keep in mind that the audience is the local School Board so academic jargon should be kept to a minimum.

Grades will be based on completion of course requirements and on the scope, quality, and creativity of the four assignments. Assignments are assessed using a rubric, which will be provided to students prior to assignment due dates. The extent and quality of contribution to the course asynchronous discussions count as 15% of the final grade and are not subject to revision; an interim grade will be provided at mid-semester for informational purposes. Incompletes in the course will be given only under unusual extenuating circumstances.

All work prepared outside of class will be assessed for content AND for presentation. Since this is a graduate level course, high quality work is expected on all assignments and in class. High quality means that words are properly spelled; punctuation is appropriate; sentences are complete; verb/subject, pronoun/antecedent agree; and writing is appropriately concise and clear. All written assignments must be completed on a word processor. Proofread all assignments and correct errors before submitting the final paper.  All assignments are due at the beginning of class.  Late assignments will not be accepted without making prior arrangements with the instructor.

Grading Scale:

A = 93 - 100	A- = 90 - 92	B+ = 86 - 89
B = 80 - 85	C = 79 — 70	F = Below 70