This online discussion starts on August 30, Monday and closes on Sunday, September 5 at
11:59 p.m.
In the past week, we discussed technology integration practices in the classroom from the research
literature plus our own experiences, and came up with our working definitions. What they look like? How
do we know that they are for real? We also share resources to support our thinking about these
technology integration practices.
PART ONE. For this discussion, we will extend our conversation from Discussion 1 by doing the following
initial posts that should be completed on or before Wednesday, September 1.
1. Return to your work contexts (i.e., your school, agencies, or institutions) and observe or ask your
colleagues about their activities that can be considered technology integration practices.
Then, compare your observations to the working definition that you posted in D1. Were you on target with
your definition based on what you saw or heard? If not, what are the similarities and differences between
ideal and actual practice of technology integration? Do you believe that the things you saw or heard were
aligned to your own thinking on what technology integration should look like as described in your
definition? Why or why not?
Do your first initial post as a report as a result of this reflective experience. Make sure you provide enough
information and specific details to help us visualize your report.
PART TWO. For this discussion, you need to access the UWG Library database to identify a refereed or
peer reviewed article focus on technology integration and inquiry-based teaching or learning. Summarize
the content of this article (at least 150-300 words). This will be your second initial posting. A pdf copy of
the actual article should be attached to this initial posting.
PART THREE. As part of the collaborative learning process, you are expected to discuss with your peers
the ideas and summaries shared in this discussion board that is focused on TECHNOLOGY INTEGRATION
and INQUIRY-BASED TEACHING OR LEARNING. Your active participation should be characterized by the
following:
1. Each student should post MORE THAN SEVEN (7) comments or replies to their peers’ postings.
2. At least 3 of these comments or replies should focus on SIMILARITIES between peer postings and those
posted by the student.
3. At least 3 of these comments or replies should focus on DIFFERENCES between peer postings and those
posted by the student.
4. At least a comment or reply should focus on the LESSONS LEARNED or KEY IDEAS ABOUT
TECHNOLOGY INTEGRATION and INQUIRY-BASED TEACHING OR LEARNING from the shared peer
postings.
5. At least a comment or reply should include a QUESTION about the articles shared by another student.
6. In each posting, a comment or reply to a posting should include the name who is receiving it. This is
important to generate a sense of community building by addressing in name those who are involved in the
online conversation.
Expected Outcomes
1. Included in the subject heading the following -- "Lastname-Observations" for first initial posting;
“Lastname-Ideas” for second initial posting.
2. Posted two initial postings.
3. Posted more than 7 comments or replies. At least 3 focused on similarities and another 3 focused on
differences. At least a comment or reply focused on lessons learned or key ideas.
4. Included pdf copy of the article reviewed.
5. Included list of references used with accurate citations based on APA format 6th edition.
Finally, please check the assessment form for this discussion that is located in the appropriate
learning module.
The contents of this page will be finalized after the 2nd Wimba Classroom.
Instructions
So this discussion starts with a posting of your thoughts about the readings from Ellworth's book (see pdf copy
in the Module). Skim through the whole book and then choose three chapters to read plus chapter 1. What do
you think? What ideas resonate for you? How similar or different are his ideas from Gladwell and Rogers? In
what ways do you think he is making sense? Why?
What do you need to do during the FIRST HALF of Discussion Three?
1. For your first posting, I want you to write about your off-the-cuff reaction to Ellworth's ideas you read. Also,
tell us what chapter did you chose to read and the reasons for your choices. This is your FIRST INITIAL
posting. Please label your subject heading with your last name plus "Ellsworth" (Baylen+Ellsworth).
2. Think about Ellsworth' ideas further. How similar or different are his ideas from Gladwell and Rogers? Do
you see these ideas happening around you? Can you give an example in your own context? Your response to
these questions should be your SECOND INITIAL posting. Please label your subject heading with your last
name plus "Example" (i.e., Baylen+Example)
What do you need to do during the SECOND HALF of Discussion Three?
1. Towards the second half of the online discussion, you are expected to react/respond, agree/disagree to more
than three initial postings. You need to do this by posting a reply to their initial postings. Please provide a brief
explanation of your own thinking as you respond to your peers' postings.
In replying to a posting, please change the subject heading. This will alert your peer you posted a comment on
what interest you in his/her posting. For example –


Initial Posting Subject Heading -- Baylen+Readings
Peer Reply Posting Subject Heading -- Agree or Disagree
Further, please use your peer's first name when replying to their posting. In doing this, then your peer knows
that it is his/her contribution that you are recognizing and of interest to you. Also, this helps us build a sense of
community in our virtual learning environment.
2. Towards the end of the second week of discussion, you need to make a FINAL INITIAL posting with a
subject heading label -- Last name plus "Reflections" (i.e., Baylen+Reflections). This final posting will capture
what you learned from the readings and discussions this past week.
3. You are expected to actively participate in this online discussion. You are encouraged to do more than what
is stated above as minimum expectations for initial postings and replies.
Assessment of Student Performance
Required
ITEM
Posting/Reply
1. First Initial Posting
Yes / No / Late
2. Second Initial Posting Yes / No / Late
3. Replies (more than 3) Yes / No / Late
4. Final Posting
Yes / No / Late
Total Points to be Earned
Quality of Adherence to Alloted
Content Instructions Points
High / Low
Yes / No
3
High / Low
Yes / No
3
High / Low
Yes / No
6
High / Low
Yes / No
3
15