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
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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.
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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.
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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 __
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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
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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
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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.
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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)
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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)
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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)
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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’
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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.”
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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.
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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.
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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:
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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.
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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.
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Comment on the Blog Post of 2 of your peers.
Final Exam Week
Thing 22
 Record Audio Comments
 Blog Posting
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