The Florida State University

College of Education

 Prefix and course number: CGS 5112

 Title: Using Computer Graphics as an Instructional Tool

 Credits: 3 semesters hours

 Course prerequisites or corequisites: Must have successfully completed previous coursework with computers.. This is not a beginner's course.

 General course objectives:

 By the end of the course the student should be able to:

1. Build connections between educational theory, literature, and experience related to visual learning and imagery development, including various pedagogical and psychological issues as related to forming concepts of effective uses of computer graphics , such as:

a. visualization and imagery development
b. concept formation
c. the role of perception
d. the role of reflection and anticipation
e. field dependence/independence
f. spatial abilities
g. problem solving
h. using visual learning as a means to integrative learning.
I. visual literacy

2. Develop content understandings through the use of computer graphics;

3. Use computer graphic capabilities effectively for instructional and educational uses;

4. Develop graphics, including constructed graphics, scanned pictures, motion graphics, quicktime movies, placing graphics on the World Wide Web;

5. Develop graphic techniques, such as:

a. patterns (relate to algorithm design)
b. motion and dynamic graphics
c. pattern storage (e.g., shape tables, bit maps, raster graphics, vector graphics)
d. transformations
e. coordinate systems (e.g., world or screen coordinates)
f. charts and relationships
g. 3-dimensional graphics (including experiences with 3-d graphic packages--artistic, mathematical and cad/cam)
h. different perspectives

6. Use image processing as a means to studying authentic data, such as pictures of real events, x-rays, visual data collected from space;

7. Demonstrate an awareness of the field of computer graphics, as a means for seeing the applications in various authentic fields, including:

a. engineering
b. architecture
c. auto design
d. art
f. geography
g. oceanography
h. physics
i. chemistry
j. medicine

Required text: A text is not required, however, you are expected to have access to many resource materials, including materials on the World Wide Web.

Topical course outline:

Week 1--Overview of the course and introduction to needed technologies to get started in the course.

Weeks 2 - 4--Overview of visualization and imagery development, using computer graphics to help communicate about concepts, effective uses of computer graphics for educational uses, and graphics techniques--including constructing graphics , scanning pictures, developing motion graphics, quicktime moves and placing and retrieving graphics on the World Wide Web.

Weeks 5 - 8--Sharing experiences and frustrations in implementing concepts in classrooms, more on graphics techniques, transformations, programming of graphics.

Weeks 9 - 12-- Sharing experiences and frustrations in implementing concepts in classrooms, Introduction to imaging processing, use of graphics as a means to studying authentic data and career uses.

Weeks 13 - 15-- Sharing experiences and frustrations in implementing concepts in classrooms, build a broader base of the use of technology throughout the world of ways that computer graphics and other aspects of technology is being used i n education.

Teaching strategies or primary methods used in this class involve: Class demonstrations, student explorations, and students learning by doing.

Professor's expectations on behavior, attendance, and punctuality: Students are expected to attend all classes and if not possible should contact the professor. Students are expected to be in weekly contact with the professor outside of class.

Grading criteria used and the types of assessment measures: Authentic assessment will be used where students will do actual projects, including graphic materials, evidence of knowledge about visualization and imagery development, and expe riences with children/students concerning the previous two topics. Put them into presentable form, and turn them/post them on web site on time.

Course Assignments:

A. You are to develop a portfolio demonstrating your understanding of how to use computer graphics as an instructional tool, including a set of materials relevant to your area --including sample student produced portfolios, involving the following:
    1. Graphics patterns using several forms
    2. Motion graphics and dynamic learning
    3. Educational worthiness--connect theory, practice, and literature to development of materials--this should include a collections of readings concerning an aspect of visual learning and/or imagery development.
    4. Creativity and uses of computer graphics;
    5. Examples of uses of graphics for authentic learning;
    6. Investigations of ways of using computer graphics in a field and as a means of developing career awareness

B. You are to work with students to learn about their visualization abilities and explore uses of graphics with them.

C. You are to develop a set of reflections on your own as well as some students' imagery development via computer graphics

Course grade will be determined by the following:

Portfolio of Projects, including computer work, work with students and reflections--both short term and long term

Reasonable accommodation for students with disabilities may be arranged by contacting the instructor of this course on an individual basis early in the semester.

Sample Readings

Allan, D. W. (1993). Aural-visual-kinesthetic imagery in motion media. ED 363 309.

Barron, D. D. (1995, Jan). Bringing the world and information together: Geographic information systems for education. School Library Media Activities Monthly, 11(5), 49-50.

Bixler, B. & Askov, E. N. (1994). Characteristics of effective instructional technology. Mosaic: Research Notes on Literacy, 4(2), 1,7. ED 377 377

Black, J. B. (1994). Constructivist design of graphic computer simulations. Ed 373 703

Black J. B. (1994). Assessing student understanding and learning in constructivist study environments. ED 373 702

Braden, R. A. (Ed.) (1993). Art, science & visual literacy: Selected readings from the annual conference of the International Visual Literacy Association (24th Pittsburgh, Perrnsylvania, September 30-October 4, 1992). ED 363 280.

ChanLin, L. (1994). A theoretical analysis of learning with graphics--implications for computer graphics design. ED 370 526.

ChanLin, L., & Reeves, T. C. (1994). New Directions for Research on Graphics Design for Interactive Learning Environments. ED 373 707

Chappell, M. (1991). African-American fifth-graders' visual imagery constructions of tiling patterns and area measurement concepts. Ph.D. dissertation. Florida State University.

Cochran, D. W., & Staats, R. A. (1995). HyperStudio Macintosh: Quick course. Cincinnati, OH: South-Western Publishing Co.

Dana, A. S. (1993). Introduction of technology into the art curriculum. ED 370 594.

Day, D. (1994). Active mapping. Computing Teacher, 21(5), 27-28.

Dreyfous, R. (1994). Cognitive and affective factors involved in computer-related games. Ph.D. dissertation. Florida State University.

Dulsky, D. (1993, Apr.). Computer applications for children. Computing Teacher, 20(7), 16-20,22-28,37-38.

Educational Technology Curriculum: K-12, Living with Technology: A Life-Long Learning Process. (1993). ED 366 318.

Flake, J. L. (1990a). Spatial ability, construction toys, and technology. Journal of Computing in Childhood Education. 1(3), 45-5.

Flake, J. L. (1990b). An exploratory study of Lego Logo. Journal of Computing in Childhood Education. 1(3), 15-22.

Flake, J. L., McClintock, C. E., & Turner, S. (1990). Fundamentals of computer education. Second edition. (First edition was published in 1985). Belmont, CA: Wadsworth Publishing Co.

Flake, J. L. (1993). Reflections on reflective learning in a computer environment. Journal of Technology and Teacher Education. 1(4), 373-391. A publication of the Association for the Advancement of Computing in Education (A ACE), an international, educational, nonprofit organization and is the official journal of the Society for Technology and Teacher Education (STATE).

Flake, J. L. (1994). Developing confidence and competence in a computer environment. Journal of Computing in Teacher Education. 10(3),15-20. A publication of the International Society for Technology in Education (ISTE), a no nprofit educational organization.

Flake, J. L., & Sandon, M. L. (1990). Using maps and computers as integrative tools for the elementary classroom. Journal of Computing in Childhood Education. 2(1), 19-31.

Flake, J. L., & Sandon, M. L. (1990). Longitudinal study of mathematics achievement for a technological and experiential based mathematics curriculum. Journal of Computing in Childhood Education. 2(1), 55-67.

Flake, J., & Molina, L. (1995). Meeting pre and inservice teachers' changing needs through technology: Considerations for curriculum, classroom and teacher roles. A paper presented at the Annual conference of the Society of Information Technology a nd Teacher Education. San Antonio, Texas.

Follett, S. C. (1994). Anticipation and abstraction in problem solving in a Logo environment. Ph.D. dissertation. Florida State University.

Forman, G., & Pufall, P. B. (1988). Constructivism in the computer age. Hillsdale, NJ: Lawrence Erlbaum Associates.

Greenberg, R. (1993). Image processing for teaching. Journal of Science Education and Technology, 2(3), 469-80.

Harel, I. (Ed.) (1990). Constructionist Learning. A 5th Anniversary Collection of Papers Reflecting Research Reports, Projects in Progress, and Essays by the Epistemology & Learning Group. Presented at the Epistemology & Learning Group at the Annual Meeting of the American Educational Research Association (AERA). Cambridge, MA: The Media Laboratory, Massachusetts Institute of Technology.

Harel, I. (1991). Children designers: Interdisciplinary constructions for learning and knowing mathematics in a computer-rich school. Norwood, NJ: Ablex Publishing Corporation.

Hart, T. G. (1991). In the mind's eye: visual thinkers, gifted people with learning difficulties, computer images, and the ironies of creativity. Buffalo, NY: Prometheus Books.

Hayward, S. (1990, March). Microcomputer software: Teaching children to animate. British Journal of Special Education, 17(1), 15.

Hedley, C. N., & Ellsworth, N. J. (1993, Jan-Mar). Critical thinking with computers: Drawings and graphics. Reading and Writing Quarterly: Overcoming Learning Difficulties, 9(1), 121-27.

Hoyles, C., & Sutherland, R. (1989). Logo mathematics in the classroom. New York: Routledge.

Jackson, D. F. (1993). The design of software tools for meaningful learning by experience: Flexibility and feedback. Journal of Educational Computing Research, 9(3), 413-43.

Katz, L., & Pyryt, M. (1992). Multimedia technology and Kid TV: A new approach to learning. ED 371 544.

Kearsley, G. (1992). We teach with technology: New visions for education. ED 365 304.

King, G. M. (1992). A study of the use of spatial skills in a three-dimensional Logo environment. Ph.D. dissertation. Florida State University.

Kini, A. S. (1994). Effects of cognitive style, and verbal and visual presentation modes on concept learning in CBI. ED 371 032.

Klein, E. L., Ed. (1985). Children and computers: New directions for child development. San Francisco, CA: Jossey-Bass. 28.

Klein, E. L. (1985). Computer graphics, visual imagery, and spatial thought. In Klein, E. L. (Ed). Children and computers: New directions for child development. San Francisco, CA: Jossey-Bass. 28

Kosslyn, S. M. (1983). Ghosts in the mind's machine: Creating and using images in the brain. New York: Norton.

Kosslyn, S. M. (1980). Image and mind. Cambridge: Harvard University Press.

Lefcourt, H. M. (1982). Locus of control: Current trends in theory and research. Second edition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Lloyd, C. V., & Barnhurst, K. G. (1993). Accommodating technology in the visual literacy classroom. ED 370 576.

Lucas, L. A., & Tuscher, L. J. (1993). The effect of interface types on learning and satisfaction for computer-assisted instruction. ED 362 184.

McCain, T. D. E. (1993). Teaching graphic design in all subjects. ED 367 298.

Miller, H. B. (1993). Visual cues for an adaptive expert system. ED 363 313.

Nicholls, C., Merkel, S., & Cordts, M. (1996). The effect of computer animation on students' understanding of microbiology. Journal of Research on Computing in Education. 28(3), 359-371.

Papert, S. (1980). Mindstorms: Children and Computer Cultures. New York: Basic Books.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.

Park, O. (1994). Dynamic visual displays in media-based instruction. Educational Technology, 34(4), 21-25.

Reissman, R. (1994-95, Dec.-Jan). Language arts: Multimedia memoirs. Computing Teacher, 22(4), 33-35.

Rieber, L. P. (1990, March). Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82(1), 135-40.

Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318-28.

Ronen, M. (1993). Designing and using an open graphic interface for instruction in geometrical optics. Computers and Education, 20(4), 299-309.

Roth, S. K. (1993). Visualization in science and the arts. ED 363 289.

Ruberg, L. (1993). The impact of digital technologies on the elementary school classroom. ED 370 566.

Schnotz, W., & Grzondziel, H. (1996). Knowledge acquisition with static and animated pictures in computer-based learning. Eric ED 401 878.

Szabo, M., & Poohkay, B. (1996). An experimental study of animation, mathematics achievement, and attitude toward computer-assisted instruction. Journal of Research on Computing in Education. 28(3), 390-402.

Schoenmaker, J., & Stanchev, I. (Eds.) (1994). Principles and tools for instructional visualisation. ED 367 305/

Search, P. (1993, Nov.). Computer graphics: Changing the language of visual communication. Technical Communication: Journal of the Society for Technical Communication, 40(4), 629-37.

Shih, Y., Alessi, S. M. (1994). Mental models and transfer of learning in computer programming. Journal of Research on Computing in Education, 26(2), 154-75. Winter 1993-94.

Skurzynski, G. (1993, October). The best of all (virtual worlds: What will become of today's new technology? School Library Journal, 39(10), 37-40.

Thomas, D. A. (1996). Integrated mathematics, science, and technology: An introduction to scientific visualization. Journal of Computers in Mathematics and Science Teaching. 15(3), 267-94.

Turkle, S. (1984). The second self: Computers and human spirit. New York: Simon & Schuster.

Valauskas, E. J. (1994, Apr.). Digital images over the internet: Rome Reborn at the Library of Congress. Database, 17(2), 57-60.

von Wodtke, M. (1994). Thinking Skills for the Electronic Information Age: Applying Mental Capacity. School Library Media Annual (SLMA). 12, 54-69.

Wilburg, K., & Carter, B. (1994, October). Thinking with computers, Part II. Computing Teacher, 22(2), 6-9.

Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching. 32(5), 521-34.

Witkin, H. A., and Goodenough, D. R. (1981). Cognitive styles: Essence and origins. Psychological Issues, Monograph 51. New York: International Universities Press, Inc.

Zimmermann, W., & Cunningham, S. (1991). Visualization in teaching and learning mathematics. A project sponsored by the Committee on Computers in Mathematics Education of The Mathematical Association of America. MAA Notes Number 19. M athematical Association of America. 

Instructor: Dr. Janice L. Flake

Office: 107R Stone Building

Telephone: (850) 644-8481 (O)

E-mail: jflake@garnet.acns.fsu.edu

Class Home Page: http://mailer.fsu.edu/~jflake/cgs5112.html

World Wide Web Home Page: http://mailer.fsu.edu/~jflake