University of Alberta

Department of Secondary Education

EDCT 400: Communication Technology

Section Lab X01 - Fall 2016

Policy about course outlines can be found in Evaluation Procedures and Grading System Section of the University Calendar.

Instructor information
Instructor: Rob Batke
Contact information: rbatke@ualberta.ca
Office hours: available by appointment
Class Hours: M 5:00pm - 8:00pm
Class Location: ED 155A

Course corequisites and/or prerequisites

Consent of Department

Important dates
First day of classes
Labour day
Add/Delete Date:
50% Withdrawal Date:
Thanksgiving Day:
Fall Reading Week:
Withdrawal Date:
Last Day of Classes:

September 1, 2016
September 5, 2016
September 15, 2016
October 4, 2016
October 10, 2016
November 7 - 10, 2016
November 30, 2016
December 7, 2016

No Classes

No Classes
No Classes

Course description
In an information society characterized by rapid change in the social, economic and
technological environments, students must be prepared to use information and technology
effectively and efficiently. Communication Technology, a strand in Career and Technology
Studies, helps students develop a broad awareness of the impact that presentation and
communication, print, photography, and media design and application make in every aspect
of their lives.
Students need to broaden their horizons to include the latest digital technology as it applies to
print, photography, animation, and audio and video production, whether they intend to apply
these skills professionally or for their personal use. Communication skills are necessary for
the pursuit of a successful career in any field, and communicating effectively using a variety
of media gives students an advantage as they enter the information age of the 21st century.
-AB Education, CTS Program of Studies Rationale and Philosophy

The EDCT 400 Communication Technology seminar will provide students with a detailed
overview of the rationale and philosophy of the Alberta CTS curriculum. More specifically, this
course will engage students in a consideration of contemporary media theory as it applies to
teaching and learning new media technologies. Such philosophical and theoretical
orientations
will be married to on-going opportunities for practical experience as a means to provide
students with the richest possible context upon which the might draw as future practitioners.
As a hands-on, lab oriented course, students will design, create, and publish original works
utilizing digital photography/editing, audio composition, animation, comic book design, digital
video/editing, and web-page design. The participatory and cooperative design of this class
will invite students to learn in a supported atmosphere of experimentation and risk-taking.
The overwhelming approach of this seminar will be inquiry based, providing students with a
robust model for their own teaching practice in the field of communication technology.
This course is largely designed for students beginning to explore interactive media and
multimedia formats. With the classroom in mind, the course will provide a survey of
contemporary communication technologies as outlined in the Alberta CTS program of
studies.
In Alberta, The Teaching Quality Standard states that teachers are expected to demonstrate
competency in the functions of traditional and electronic teaching/learning technologies.
They know how to use and how to engage students in using these technologies to present
and deliver process, manage information, and keep records.
The Goals and Standards Applicable to the Provision of Basic Education in Alberta Ministerial
Order No. 00/98 Section 39(1)(f), School Act February 10, 1998 states that students
demonstrate competence in using information technologies.

Course objectives
1. To develop personal interest in teaching and learning new media technologies.
2. To develop a disposition toward new media as both personally and professionally relevant.
3. To become familiar with the Alberta CTS (Communication Technology) curricula, its career
pathways and its relevance to other curricular areas.
4. To actively engage in a variety of technologies including digital photography, video,
animation, audio composition, and web page development to plan, design, and publish
original productions.
5. To become acquainted with the general theoretical underpinnings of media theory
including
semiotics, the function and power of technological modes of representation, the shift from
cultural consumption to cultural production, and the character of media studies 2.0.
6. To begin to develop a plan for teaching new media from an inquiry approach based on

collaboration, curricular integration, and the creation/identification of unique, real world

problems.

Content
Each week we will explore a different theme in relation to our broader course goals and
objectives. In line with each theme, class activities will require students to engage in their own
inquiry. In addition, class projects will be connected to these broader themes to encourage
even deeper exploration and investigation. Themes will include (but may not be limited to):
Information + Knowledge Production
Representation + Identity in The Digital Age
Ways of Seeing: Optics + Visualization
Simulation: Actual + Virtual Worlds
Sounding Technology
Design-Culture/Culture-Design
Life as Science Fiction: Post-human Investigations
Control + Agency in The Digital Age
Through these thematic encounters, students will have an opportunity to experiment with a
variety of technologies throughout the course including (but not necessarily limited to):
Online website development tools
Social Media tools
Digital cameras and digital photography editing tools
Stop motion animation tools
Audio composition tools (digital instruments, production and editing software)
Digital filmmaking tools

Required texts or readings

There are no required books for this class. All necessary handouts and readings will provided
in either hard copy or electronic format.
Students will be expected to access and become familiar with the EDCT 400 Class website.
Readings, assignments, and exercises will be posted on this website for student reference
and interaction.
In addition, students will be expected to become familiar with the following documents:
Students should begin to develop a familiarity with the Alberta Communications and
Technology Curriculum. This curriculum outlines a number of objectives central to this
course. The CTS curriculum can be viewed in its entirety at:
http://education.alberta.ca/teachers/program/cts.aspx
The theme of Inquiry Based Learning, outlined here:
http://www.learnalberta.ca/content/kes/pdf/or_ws_tea_inst_02_inqbased.pdf
Students are expected to back-up their work on a secondary device like a portable
USB drive or online cloud program. This will help ensure that no data is lost in the
process of the course.

Students may be required to bring basic technologies to class including headphones,

smart devices (iPhone etc) and digital camera. Equipment needs will be discussed
on the first day of class.

Course evaluation
Assignment
Class Participation
Website Development

Due Date

Weight

Ongoing

10%

Dec 5, 2016

10%

Advertising Campaign (Group Project)

20%
Check-in 1: Sep 26, 2016
Check-in 2: Oct 24, 2016
Check-in 3: Nov 21, 2016
Final Due Date: Dec 5,
2016

Project Portfolio
Project 1: Branding Project
Project 2: Sight Unseen (Digital Photo)
Project 3: Soundtrack to X (Audio)
Project 4: Comic Life
Project 5: Animation
Project 6: Digital Video

60%
Oct 3, 2016
Oct 17, 2016
Oct 31, 2016
Nov 14, 2016
Nov 28, 2016
Dec 5, 2016

Class Participation
While lab focused, students should be diligent in their attendance and preparedness for class.
Reading/viewing, collaboration, and teamwork will be required throughout the course, and as
such, it is crucial that students assume a task oriented and professional disposition to their
assignments, both in and out of class. Since the class will be relatively small, I fully expect
that each person will be able to participate in class discussions.
In addition, students will be tasked with occasional presentationswhichwillfallunderthebroad
evaluativerubricofclassparticipation.Yourparticipationbothinandoutoftheclassroomwillbe
imperative to your success in this course. Students will be expected to participate in ongoing
course conversations both in and out of class. In assessing your contribution in this area, I
will ask myself: Did the classroom environment become a better place because of their
contributions? What were the quality (opposed to quantity) of the students
contributions? Did the student help to build the knowledge of their peers in a
professional,respectfulmanner?

Late assignments
All assignments are due by the start of class on the due date. As a general rule, missed
assignments get a mark of zero. Late assignments may be accepted, but penalized. You may
apply to your instructor within 2 working days of the due date of an assignment if you feel you
have sufficient grounds to prevent you delivering the assignment on time. An extension may
be provided with a penalty determined by the instructor.

Grading and assessment

Generally, evaluation will be conducted on the basis of the quality of critical engagement and
intellectual rigor demonstrated through in-class and online assignments, the professional
initiative evident in class seminars and project development, and the evidence of learning
articulated in the course of project and studio-based works. Each of the projects and
exercises outlined above will be introduced with detailed assessment criteria will be graded
based on a rubric and particular expectations. Irregular attendance, tardiness, and
undistinguished participation will have a negative impact on the quality of your work and the
evaluation of that work.
According to the University of Alberta Grading Policy, Grades reflect judgements of student
achievement made by instructors and must correspond to the associated descriptor. These
judgements are based on a combination of absolute achievement and relative performance in
a class. In this course, your work will be evaluated using the general grading descriptors
established by the University, as well as the more detailed assessment criteria that will be
provided for specific assignments. Your grade on each assignment will be in one of three
formats: a descriptor (excellent, good, satisfactory, etc.), a letter (A, B, C, etc.), or a number.
When necessary, descriptor and letter grades will be converted into numerical equivalents in
order to weight them properly and average them into a final course grade. Conversions
between descriptors, letters, and numbers will be made in accordance with the Universitys
grading policy and the table provided. Your final course grade will be reported as letter grade.
It will not be official until it has been approved by the Department Associate Chair/Chair and
posted on Bear Tracks.
Descriptor

Excellent

Letter

Points

Additional Descriptive Information

A+

4.0

Exceptional performance with respect to

course learning objectives; exhibits original,
creative thinking and demonstrates a capacity
to analyze critically and synthesize
information; normally would only be achieved
by a very small percentage of a class if at all.

4.0

Excellent performance combined with strong

evidence of critical thinking and would

normally be achieved by relatively few

students.

A-

3.7

Excellent performance with respect to course

learning objectives and normally would be
achieved by relatively few students but more
than the number assigned a letter grade of A.

B+

3.3

Very good achievement of course learning

objectives.

3.0

Good to very good achievement of course

learning objectives.

B-

2.7

Good achievement of course learning

objectives.

C+

2.3

Satisfactory to good achievement of course

learning objectives.

2.0

Satisfactory achievement.

C-

1.7

Acceptable achievement but somewhat less

than the normal expectation of course learning
objectives.

Poor

D+

1.3

Poor achievement with respect to course

learning objectives.

Minimal Pass

1.0

Minimal pass.

Failure

0.0

Unsatisfactory performance and considered a

failing grade.

Good

Satisfactory

Grade appeals
Information on grade appeals can be obtained from the Director of Student Support in the
Undergraduate Student Services office (ED North 1-107).

Equity statement and inclusive language policy

The Faculty of Education is committed to providing an environment of equality and respect
for all people within the university community, and to educating staff and students in
developing teaching and learning contexts that are welcoming to all. In seeking to achieve a
climate of respect and dignity, all staff and students must use inclusive language to create a
classroom in which an individuals experience and views are treated with equal respect and

value in relation to his/her gender, racial background, sexual orientation, and ethnic
background.

Code of student behaviour

The University of Alberta is committed to the highest standards of academic integrity and
honesty. Students are expected to be familiar with these standards regarding academic
honesty and to uphold the policies of the University in this respect. Students are particularly
urged to familiarize themselves with the provisions of the Code of Student Behaviour (online
at http://www.governance.ualberta.ca, listed under Codes of Conduct and Residence
Community Standards) and avoid any behaviour which could potentially result in suspicions
of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the
University.

Professional conduct
In addition to upholding the University of Alberta Code of Student Behaviour, students in the
Faculty of Education are expected to conduct themselves according to the Alberta Teachers
Association Code of Professional Conduct (online at http://www.teachers.ab.ca/, listed under
Information on ). While enrolled in the IPT or APT, students are also subject to the
guidelines
described
in
the
Practicum
Intervention
Policy
(online
at
http://www.governance.ualberta.ca, listed under Student Appeals).

Personal or academic difficulties

Students experiencing academic or personal difficulties may contact Undergraduate Student
Services (ED North 1-107, email: educ.info@ualberta.ca, phone: 780-492-3659) for support
services.

Recording class lectures

Audio or video recording of lectures, labs, seminars or any other teaching environment by
students is allowed only with the prior written consent of the instructor or as a part of an
approved accommodation plan. Recorded material is to be used solely for personal study, and
is not to be used or distributed for any other purpose without prior written consent from the
instructor.

Knowledge, skills & attributes for Interim Teacher Certification in Alberta

The specific KSAs emphasized in this course are as follows:
A. Contextual variables affect teaching and learning. They know how to analyse many
variables at one time, and how to respond by making reasoned decisions about their
teaching practice and students learning;
B. The structure of the Alberta education system. They know the different roles in the
system, and how responsibilities and accountabilities are determined, communicated
and enforced, including the expectations held of them under the Certification of
Teachers Regulation, A.R. 261/90 as amended and their school authoritys teachers
evaluation policy;

C. The purposes of the Guide to Education and programs of study germane to the
specialization or subject disciplines they are prepared to teach. They know how to use
these documents to inform and direct their planning, instruction and assessment of
student progress;
D. The subject disciplines they teach. They have completed a structured program of
studies through which they acquired the knowledge, concepts, methodologies and
assumptions in one or more areas of specialization or subject disciplines taught in
Alberta schools;
E. All students can learn, albeit at different rates and in different ways. They know how
(including when and how to engage others) to identify students different learning
styles and ways students learn. They understand the need to respond to differences by
creating multiple paths to learning for individuals and groups of students, including
students with special learning needs;
F. The purposes of short, medium and long term range planning. They know how to
translate curriculum and desired outcomes into reasoned, meaningful and
incrementally progressive learning opportunities for students. They also understand
the need to vary their plans to accommodate individuals and groups of students;
G. Students needs for physical, social, cultural and psychological security. They know
how to engage students in creating effective classroom routines. They know how and
when to apply a variety of management strategies that are in keeping with the
situation and that provide for minimal disruptions to students learning;
H. The importance of respecting students human dignity. They know how to establish,
with different students, professional relationships that are characterized by mutual
respect, trust and harmony;
I. There are many approaches to teaching and learning. They know a broad range of
instructional strategies appropriate to their area of specialization and the subject
discipline they teach, and know which strategies are appropriate to help different
students achieve different outcomes;
J. The functions of traditional and electronic teaching/learning technologies. They know
how to use and how to engage students in using these technologies to present and
deliver content, communicate effectively with others, find and secure information,
research, word process, manage information, and keep records;
K. The purposes of student assessment. They know how to assess the range of learning
objectives by selecting and developing a variety of classroom and large scale
assessment techniques and instruments. They know how to analyse the results of
classroom and large scale assessment instruments including provincial assessment
instruments, and how to use the results for the ultimate benefit of students;
L. The importance of engaging parents, purposefully and meaningfully, in all aspects of
teaching and learning. They know how to develop and implement strategies that
create and enhance partnerships among teachers, parents and students;
M. Student learning is enhanced through the use of home and community resources.
They know how to identify resources relevant to teaching and learning objectives, and
how to incorporate these resources into their teaching and students learning;

N. The importance of contributing, independently and collegially, to the quality of their

school. They know the strategies whereby they can, independently and collegially,
enhance and maintain the quality of their schools to the benefit of students, parents,
community and colleagues;
O. The importance of career-long learning. They know how to assess their own teaching
and how to work with others responsible for supervising and evaluating teachers. They
know how to use the findings of assessments, supervision and evaluations to select,
develop and implement their own professional development activities;
P. The importance of guiding their actions with a personal, overall vision of the purpose
of teaching. They are able to communicate their vision, including how it has changed
as a result of new knowledge, understanding and experience;