KENNESAW STATE UNIVERSITY E-Z FORM: SIMPLE COURSE CHANGE Cover Sheet 10-15-02 (draft) Course Number/Program Name ITEC 7430 Internet Tools in the Classroom Department Instructional Technology Degree Title (if applicable) Master’s Degree in Instructional Technology Proposed Effective Date Spring 2012 Minor Changes: 1. Minor changes are defined as a change to one of the following a. _____ change to the title of a course b. __X___ simple editing changes to a course description c. _____ course deletion d. _____ course numbering change e. _____ degree program name change f. _____ credit hour change 2. Multiple changes to any combination of title, numbering, or description DO NOT constitute a Minor Change, and must go through the full course revision proposal approval process. 3. Changes that appear to be more than simple editing changes must go through the full course proposal approval process (committee chair discretion). 4. Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule Submitted by: Approved Dr. Traci Redish Faculty Member Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date College Curriculum Committee Date College Dean Date GPCC Chair Date Dean, Graduate College Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Page 1 of 21 Date KENNESAW STATE UNIVERSITY GRADUATE COURSE MINOR CHANGE FORM I. Current Information Page Number in Current Catalog P. 282 Course Prefix and Number ITEC 7430 Course Title Internet Tools in the Classroom Class Hours___3___Laboratory Hours___0___Credit Hours___3____ Prerequisites Admission to the M.Ed. program in Instructional Technology. Description: This course introduces candidates to methods and strategies for using the Internet effectively in the classroom. Students will experience a variety of Internet technologies and develop strategies for classroom implementation. The course includes guided tours of some of the best educational sites on the World Wide Web and explores ways to integrate use of the Internet into an educational setting. This course introduces students to systematic instructional methods and models for using the Internet effectively in the classroom. Candidates will create lessons that are current, highly motivating, and mentally engaging. II. Proposed Information (Fill in the changed item) Course Prefix and Number ________________________________ Course Title ___________________________________________ Class Hours______Laboratory Hours______Credit Hours_______ Prerequisites Description This course introduces candidates to pedagogical methods and strategies for using the Internet effectively in the classroom in the candidate’s content area. Students will experience a variety of Internet technologies and develop strategies for classroom implementation. The course includes guided tours of some of the best educational sites on the World Wide Web and explores ways to integrate use of the Internet into an educational setting. This course introduces students to systematic instructional methods and models for using the Internet effectively in the classroom. Candidates will create lessons that are current, highly motivating, and mentally engaging. This course is a content pedagogy course in the candidate’s certification field. Page 2 of 21 III. Justification This course is in the Master’s Degree program in Instructional Technology (ITEC). Recently, the Georgia Professional Standards Commission approved an educator preparation rule (505-3.54) for the Master’s Degree in Instructional Technology requiring a minimum of twelve (12) semester hours (or 4 courses) of advanced level coursework focused on the content or content pedagogy of a certificate field held by the educator. ITEC 7400 is one of the 4 required content pedagogy courses in our M.Ed. in Instructional Technology. Upon the advice of the Associate Dean of Accreditation in the BCOE, Dr. Beverly Mitchell, we edited our course descriptions to more clearly identify this course as a content pedagogy course within our Master’s Degree in ITEC. Page 3 of 21 VII. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course changes have been approved by the Office of the President. DISCIPLINE Instructional Technology COURSE NUMBER ITEC 7430 COURSE TITLE FOR LABEL Internet Tools in Classroom (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS 3-0-3 Approval, Effective Term Spring 2012 Grades Allowed (Regular or S/U) Regular If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites APPROVED: __________________________________________________ Vice President for Academic Affairs or Designee __ Page 4 of 21 COURSE SYLLABUS (Attach here) BAGWELL COLLEGE OF EDUCATION M.Ed. Program Instructional Technology - ITEC 7430 Internet Tools in the Classroom Kennesaw State University Bagwell College of Education Department: Instructional Technology Semester: Spring 2011 Credit Hours: 3 INSTRUCTOR: e-mail: tredish@kennesaw.edu or GeorgiaVIEW email Office Phone: 770.499.3349 Home Phone: 770.977.0441 TEXTS: Richardson, Will. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Publishers. ISBN: 978-1-4129-7747-0 Other readings as assigned. LAST DAY TO WITHDRAW WITHOUT ACADEMIC PENALTY: March 14, 2011 PREREQUISITES: Admission to the Instructional Technology M.Ed. program or approval of instructor COURSE CATALOG DESCRIPTION: This course introduces candidates to pedagogical methods and strategies for using the Internet effectively in the classroom in the candidate’s content area. Students will experience a variety of Internet technologies and develop strategies for classroom implementation. The course includes guided tours of some of the best educational sites on the World Wide Web and explores ways to integrate use of the Internet into an educational setting. This course introduces students to systematic instructional methods and models for using the Internet effectively in the classroom. Candidates will create lessons that are current, highly motivating, and mentally engaging. This course is a content pedagogy course in the candidate’s certification field. PURPOSE/RATIONALE: The purpose of this course is to give participants an overview of the Internet and its resource capabilities. The participant will learn how to effectively utilize the research and communications resources of the Internet and integrate those resources into instruction. The Internet is a worldwide computer network made up of thousands of separate computer systems at universities, corporations, government agencies, and other organizations. Participants will be able to communicate and exchange information around the world via email, the World Wide Web, and other Internet software tools. There is a wealth of information (from science to history to current events) available on the Internet that educators can use in their classrooms and professional Page 5 of 21 activities. Information is available in many multimedia forms including hypertext, graphics, video, and sound. Participants will learn how to search the Internet for such information and how to involve their students in "Navigating and Using the Internet." KSU CONCEPTUAL FRAMEWORK SUMMARY Collaborative Development of Expertise in Teaching and Learning The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values, and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, and create WWW resources. Field Experience: While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may Page 6 of 21 include, but are not limited to, attending and presenting at professional conferences, participating in leadership activities, attending PTA/school board meetings, and participating in educationrelated community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing. Candidate Performance Instrument (CPI): At the end of the 3rd and 6th semesters, you and your mentor will use the CPI to evaluate your performance on the PSC Instructional Technology standards. Scores lower than an L3 from your mentor in any category are flagged and may result in follow-up with you by your advisor. Your self-reported scores should be used as a form of self-reflection for how well you are meeting and/or exceeding the PSC Instructional Technology standards. If you find areas of weakness, you should work with your mentor to design field experiences in these areas. Candidate Disposition Assessment: At the end of the 3rd and 6th semesters, you and your mentor will use the CDA to evaluate your professional dispositions in Instructional Technology. Scores lower than an L3 from your mentor in any category are flagged and may result in follow-up with you by your advisor. Your self-reported scores should be used as a form of self-reflection for how well you are meeting and/or exceeding the dispositions required in the area of Instructional Technology. If you find areas of weakness, you should work with your mentor to design field experiences in these areas. You can review the CPI and CDA instruments on the Instructional Technology Website. The program coordinator for the M.Ed. in Instructional Technology will email you a link to a secured website when it is time for you complete the CPI and CDA. Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive style differences provides a background for the consideration of cultural context. Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required. Page 7 of 21 Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. For more information contact the Student Life Center at 770-423-6280. GOALS AND OBJECTIVES: (Aligned to Content Standards) This course is designed to meet the following objectives: PSC Instructional Technology Standards: 1. Content Standards & Student Technology Standards (Lesson Plan) Candidates model and facilitate the design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards. (PSC 2.1) 2. Research-Based Learner-Centered Strategies (Lesson Plan) Candidates model and apply a variety of research-based, learner-centered strategies when designing and implementing technology-enhanced learning experiences. (PSC 2.2) 3. Authentic Learning & Information Literacy (Lesson Plan) Candidates engage students in authentic learning experiences require the use of current and emerging digital tools and resources to locate, analyze, evaluate, and use information to support research, learning, and communication. (PSC 2.3) 4. Differentiation (Lesson Plan) Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5) 5. Instructional Design & Technology Integration (Lesson Plan) Candidates apply research-based best practices in instructional design and technology integration when designing and implementing technology-enhanced learning experiences. (PSC 2.6) 6. Assessment (Lesson Plan) Candidates model and facilitate the effective use of digital tools and resources to continuously assess student learning and technology literacy by applying a rich variety of diagnostic, formative, and summative assessments aligned with content and student technology standards. (PSC 2.7) 7. Classroom Management & Collaborative Learning (Lesson Plan) Candidates model effective classroom management and collaborative learning strategies while using technology in a variety of learning environments to maximize teacher and student use of technology tools and resources. (PSC 3.1) Page 8 of 21 8. Managing Digital Tools & Resources (Lesson Plan) Candidates model effective strategies to manage and use a variety of digital tools and resources to support the mission, vision, and goals of the school. (PSC 3.2) 9. Selecting & Evaluating Digital Tools and Resources (Guided Blog Posts) Candidates collaborate with teachers and administrators to locate, develop, select, and evaluate digital tools and resources appropriate for teaching and learning and compatible with the school technology infrastructure. (PSC 3.6) 10. Digital Equity (Guided Blog Posts) Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1) 11. Safe, Healthy, Legal & Ethical Use (Guided Blog Posts) Candidates educate the school community on the safe, healthy, legal, and ethical issues related to the use of digital information and technologies. (PSC 4.2) 12. Diversity, Cultural Understanding & Global Awareness (Guided Blog Posts) Candidates model and facilitate the use of digital tools and resources to support diversity, enhance cultural understanding, and increase global awareness. (PSC 4.3) 13. Continuous Learning (Guided Blog Posts) Candidates demonstrate continual growth in technology knowledge and skills and apply technology to increase and improve personal productivity and professional practice. (PSC 6.1) 14. Reflection (Guided Blog Posts) Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively integrate technology into teaching, learning, and leadership. (PSC 6.2) 15. Field Experiences (Lesson Plan) Candidates engage in relevant field experiences with accomplished technology facilitators to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3) ISTE Technology Facilitation Standards: Candidates will: 1. Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. (TF-II.A.1) 2. Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. (TFII.A.2) Page 9 of 21 3. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies. (TF-II.A.3) 4. Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. (TF-II.B.1) . 5. Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. (TF-II.C.1) 6. Model technology integration using resources that reflect content standards. (TF-II.C.2) 7. Provide teachers with options for the management of technology resources within the context of learning activities. (TF-II.D.1) 8. Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies. (TF-II.E.1) 9. Assist teachers as they identify and apply instructional design principles associated with the development of technology resources. (TF-II.F.1) 10. Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology. (TF-III.B.1) 11. Use methods and facilitate strategies for teaching problem solving principles and skills using technology resources. (TF-III.C.1) 12. Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. (TF-III.D.1) 13. Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. (TF-III.E.1) 14. Use major research findings and trends related to the use of technology in education to support integration throughout the curriculum. (TF-III.E.2) 15. Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. (TF-IV.A.1) 16. Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. (TF-IV.A.2) 17. Assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning, communication, and productivity. (TF-IV.C.1) Page 10 of 21 18. Examine components needed for effective field-based experiences in instructional program development, professional development, facility and resource management, WAN/LAN/wireless systems, or managing change related to technology use in school based settings. (TF-VIII.E.1) Course Assignments: 1. LESSON PLAN DEVELOPMENT & IMPLEMENTATION [Field Experience] 300 pts ) (~18%) (Due: Last Day of Class) Students will develop and implement a lesson plan using one of the Internet Tools presented in the online modules. Students will use the lesson plan template provided by their instructor with the required components. Students will discuss the lesson on the last day of class, including how the lesson might be improved in implemented again. 2. ONLINE MODULES (Total of 185 points) (~11%). In several of the online modules, you are required to create some significant online resources. Therefore, points will be assigned as follows: Thing Two - VoiceThread Audio Comment (10 pts) Thing Eight – Create a Wiki (25pts) Thing Sixteen – Create a Podcast (50 pts) Thing Twenty – Create a Screencast using Jing (50 pts) Thing Twenty-One – Create a Slideshow (50 pts) 3. GUIDED BLOG POSTS (25 pts each) & 2 PEER COMMENTS (5 pts per peer – 10 total pts): 20 Total Blog Postings (500 pts) + 13 Commenting Sessions (130 pts) for a Total of 630 pts (`38%) Students will post to their blogs each week on topics assigned by the instructor. In this interactive class, students also will read and comment on 2 of their peers’ blog postings each week. Since responding to all class members during online sessions would be impossible, students are only asked to respond to 2 different class members each week. Do not respond to the same class members week after week. To get full credit for your responses, please remember to follow the protocol below when responding to your peers. 1. Clarify - Clarify any ideas that do not seem clear or information that is missing. 2. Value - Express your appreciation for their ideas. 3. Offer Concerns – Perhaps you see problems or don’t agree with the ideas or actions under discussion. Use nonthreatening phrases like, Have you considered…What I wonder about is. 4. Suggest – Offer suggestions or ideas related to the discussion. 4. DISCUSSION FORUMS (25 pts) & 2 PEER RESPONSES (5 pts per peer – 10 total pts): Total of 495 points (`30%) Students will read chapters in the textbook and respond to weekly online discussion forums in Moodle (25 points each). In addition, students will read and respond to two of their peers’ Page 11 of 21 online postings each week (5 points per peer – 10 points each week). Since responding to all class members during online sessions would be impossible, students will only respond to 2 different class members each week, if possible. To get full credit, please remember to follow the protocol below when responding to your peers. 1. Clarify - Clarify any ideas that do not seem clear or information that is missing. 2. Value - Express your appreciation for their ideas. 3. Offer Concerns – Perhaps you see problems or don’t agree with the ideas or actions under discussion. Use non-threatening phrases like, Have you considered…What I wonder about is. 4. Suggest – Offer suggestions or ideas related to the discussion. 5. PREPARATION/PARTICIPATION/PROFESSIONALISM: (~3%) (20 points per f2f class (3) – Total of 60 points) F2F Dates: January 13 February 24 April 28 Instructor will award 20 points for participation in F2F classes. Students are required to come prepared to contribute meaningfully to class discussions and activities. Participation requires more than attendance. It is expected that you will keep up with the readings and share your ideas in class, as well as listen to and be respectful of the ideas of your peers. You are expected to participate in cooperative learning activities in class, enabling you to apply new knowledge and skills. Students are expected to be punctual and attentive to the professor and colleagues. Off-topic side conversations are unprofessional and unacceptable. Assignments are expected to be on time. Should technical issues prevent posting, email the assignment to your instructor. Emails received after the due date/time may receive substantial reductions. EVALUATION AND GRADING: A: B: C: F: 92% - 100% 84% - 91% 75% - 83% 74% or lower 1527 - 1670 points 1394 - 1526 points 1244 - 1393 points 1243 points or less ACADEMIC HONESTY STATEMENT: The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action.” Page 12 of 21 Course Outline: Meet F2F on 1/13 – 5:00 – KH 2107 Session 1 – 1/13– 1/23 (11 Days) Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 1, pp. 1-11. Post a 2-3 paragraph response to the Session 1 Moodle Discussion Forum by Midnight on Wednesday 1/19. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 1 Discussion Forum by Midnight on Sunday 1/23. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 0 – Orientation – Due by Midnight on Sunday 1/23. Create a Google Mail account (GMAIL) Install Firefox, Java, and Flash Orientation Forum Respond to 2 peers in the Orientation Forum Thing 1 – Web 2.0 – Due by Midnight on Sunday 1/23. Blog Post – Topic: Web 2.0 Comment on the Blog Post of 2 of your peers. Thing 2 – VoiceThread – Due by Midnight on Sunday 1/23. Explore VoiceThread Leave a VoiceThread Audio Comment Session 2 – Week of 1/24 – 1/30 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 2, pp. 17-42. Post a 2-3 paragraph response to the Session 2 Moodle Discussion Forum by Midnight on Wednesday 1/26. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 2 Discussion Forum by Midnight on Sunday 1/23. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 3 – Become a Blogger – Due by Midnight on Sunday 1/30. Reading 5 Blogs Blog Post – Topic: Blogs Blog Comment – Comment on the blog postings of two of your classmates. 13 Thing 4 – Blogging Begins with Reading – Due by Midnight on Sunday 1/30. Research on Evaluating Student Blogs Blog Post – Evaluating Student Blogs Session 3 – Week of 1/31 – 2/6 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 5, pp. 71-83. Post a 2-3 paragraph response to the Session 3 Moodle Discussion Forum by Midnight on Wednesday 2/2. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 3 Discussion Forum by Midnight on Sunday 2/6. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 5 – Getting Started with RSS – Due by Midnight on Sunday 2/6. Set up 7 Required Feeds Skim through news “items” coming in to your Google Reader. Blog Post – Topic: RSS Comment on the Blog Post of 2 of your peers. Thing 6 – Feed Your Reader – Due by Midnight on Sunday 2/6. Add 2 more Edublogs to your Google Reader. Subscribe to the blogs of two of your classmates. Add a “Fun” feed to your Google Reader. Session 4 – Week of 2/7 – 2/13 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 4, pp. 55-69. Post a 2-3 paragraph response to the Session 4 Moodle Discussion Forum by Midnight on Wednesday 2/9. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 4 Discussion Forum by Midnight on Sunday 2/13. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 7 – Wikis – Due by Midnight on Sunday 2/13. Explore Wikis Blog Post – Topic: Wikis Comment on the Blog Post of 2 of your peers. Thing 8 – Contribute to and Setup a Wiki – Due by Midnight on Sunday 2/13. Set up a Wiki using the platform of your choice. Give access to your professor and your classmates in your Wiki group. 14 Contribute to the ITEC class wiki by adding your WIKI URL to it. Post a question on your Wiki for 2-3 classmates to respond to. Ex: What is your favorite blog? What is the best thing you’ve learned in this class? Etc… Session 5 – Week of 2/14 – 2/20 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 7, pp. 101-110. Post a 2-3 paragraph response to the Session 5 Discussion Forum by Midnight on Wednesday 2/16. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 5 Discussion Forum by Midnight on Sunday 2/20. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 9 – Creative Commons – Due by Midnight on Sunday 2/20. Explore Creative Commons Blog Post – Topic: Creative Commons Thing 10 – Photosharing and Tagging – Due by Midnight on Sunday 2/20. Explore Flickr Find photos in Flickr Creative Commons Explore Educational Possibilities for Flickr Blog Post – Topic: Flickr Thing 11 – Online Slideshow – Due by Midnight on Sunday 2/20. Explore Slideshow Tools Create a Slideshow Embed the Slideshow into your Wiki and Blog Blog Post – Topic: Slideshow Comment on the Blog Post of 2 of your peers. Meet F2F on 2/24 Session 6 – Week of 2/21 – 2/27 Post a 2-3 paragraph response to the Session 6 Discussion Forum by Midnight on Wednesday 2/23. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 6 Discussion Forum by Midnight on Sunday 2/27. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. 15 Moodle: Thing 12 – Explore Online Tools – Due by Midnight on Sunday 2/27. Explore an Online Tool Evaluate the Online Tool Blog Post – Topic: Evaluation of [insert name of online tool] Comment on the Blog Post of 2 of your peers. Session 7 – Week of 2/28 – 3/6 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 6, pp. 85-99. Post a 2-3 paragraph response to the Session 7 Discussion Forum by Midnight on Wednesday 3/2. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 7 Discussion Forum by Midnight on Sunday 3/6. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 13 – Twitter – Due by Midnight on Sunday 3/6. Explore Twitter Set up a Twitter Account Follow Several Technology Leaders on Twitter Share one thing you learned from your tweets on the class Wiki. Thing 14 – Social Bookmarking – Due by Midnight on Sunday 3/6. Explore Delicious Setup a Delicious Account Begin Bookmarking and Tagging in Delicious Blog Post – Topic: Delicious Comment on the Blog Post of 2 of your peers. Session 8 – Week of 3/14 – 3/20 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 8, pp. 111-129. Post a 2-3 paragraph response to the Session 8 Discussion Forum by Midnight on Wednesday 3/16. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 8 Discussion Forum by Midnight on Sunday 3/20. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: 16 Thing 15 – Intro to Podcasting – Due by Midnight on Sunday 3/20. Explore Podcasting Preview Podcasts Blog Post – Topic: Podcasting Thing 16 – Create a Podcast – Due by Midnight on Sunday 3/20. Create a Podcast Listen to some of the Podcasts created by your classmates Thing 17 – Intro to Videosharing – Due by Midnight on Sunday 3/20. YouTube Scavenger Hunt Explore TeacherTube Blog Post – Topic: VideoSharing – Embed a Video in the Blog Posting Comment on the Blog Post of 2 of your peers. Session 9 – Week of 3/21 – 3/27 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 9, pp. 131-146. Post a 2-3 paragraph response to the Session 9 Discussion Forum by Midnight on Wednesday 3/23. Please answer each question thoroughly. Read and post an online response to 2 of your class members in the Session 9 Discussion Forum by Midnight on Sunday 3/27. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 18 – Social Networking – Due by Midnight on Sunday 3/27. Explore Social Networking Explore Classroom 2.0 Blog Post – Topic: Ning/Classroom 2.0 Thing 19 – GoogleDocs – Due by Midnight on Sunday 3/27. Explore Google Docs Upload/Download/Forms/Publishing Blog Post – Topic: GoogleDocs Comment on the Blog Post of 2 of your peers. Session 10 – Week of 3/28 – 4/3 Read Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Chapter 10, pp. 147-155. Post a 2-3 paragraph response to the Session 10 Discussion Forum by Midnight on Wednesday 3/30. Please answer each question thoroughly. 17 Read and post an online response to 2 of your class members in the Session 10 Discussion Forum by Midnight on Sunday 3/28. Please use the Clarify/Value/Offer Concerns/Suggest protocol in order to receive full credit for your peer responses. Moodle: Thing 20 – Screencasting – Due by Midnight on Sunday 1/23. Explore Screencasting Develop a Screencast Blog Post – Topic: Jing Comment on the Blog Post of 2 of your peers. Thing 21 – SlideShare – Due by Midnight on Sunday 1/23. Explore Slideshare Create a Slideshow Blog Post – Topic: Slideshare Session 11 – Week of 4/11 – 4/17 Read Chapter 1, pp. 11-16 AND p. 46-47 on Internet Safety. Blog Posting - Find at least 3 websites on the safe and healthy use of the Internet. What must teachers do to keep students safe on the Internet? Include the links to these 3 websites in a blog post and synthesize the important aspects of Internet Safety included on each site. Comment on the Blog Post of 2 of your peers. Session 12 – Week of 4/18 – 4/24 Read the articles assigned by your instructor. Blog Post - Create a blog post that includes how schools can ensure the equitable access of digital tools and resources. Comment on the Blog Post of 2 of your peers. Meet F2F on 4/28 Session 13 – Week of 4/25 – 5/1 Read the articles assigned by your instructor. Blog Post - Explain how the use of the Internet in the classroom helps to develop a students' understanding of and respect for diversity and increases their cultural understanding and global awareness. You may need to do some research on the web to help inform your answers. 18 Comment on the Blog Post of 2 of your peers. Final Exam Week Thing 22 Record Audio Comments Blog Posting 19 REFERENCES AND BIBLIOGRAPHY: Dickard, N., Honey, M., & Wilhem, A. (2003). Introduction: The challenge of taking edtech to the next level. In N. Dickard, (Ed.), The Sustainability Challenge: Taking edtech to the next level. Washington, D.C.: Benton Foundation. http://www.benton.org EdWeek (2003, May 8). Tech Counts Special Issue. http://www.edweek.com EdWeek (2001). Tech Counts Special Issue. http://www.edweek.com EnGauge: A framework for planning and evaluating the systemwide use of educational technology (2000). 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