University of Wisconsin-Milwaukee
School of Education
AD LDSP 740: Seminar in Innovative Technologies for Learning in Education
3 credits
Spring 2014
Instructor:
Phone:
E-mail:
Website:
Skype:
Office Location:
Dr. Simone C. O. Conceição, Professor
(414) 416-4248 (cell)
(414) 229-5300 (fax)
simonec@uwm.edu
http://www.uwm.edu/~simonec
simoneconceicao
Enderis Hall 623
Course Description ___________________________________________________ 1
Course Objectives ___________________________________________________ 1
Instructional Materials _________________________________________________ 2
Textbooks _______________________________________________________ 2
Website Resource _________________________________________________ 2
Course Requirements _________________________________________________ 2
Exploring and Reflecting on Technology Use __________________________ 2
Participating in Online Discussions __________________________________ 3
Reviewing and Discussing a Book ___________________________________ 5
Educational Technology Plan for an Organization ______________________ 7
Course Requirement Percentages _______________________________________ 8
Grading Scale _______________________________________________________ 8
Course Outline ______________________________________________________ 9
Special Notes _______________________________________________________ 9
Basic Technical Requirements and Computer Skills
This course is offered totally online. To be successful in this course, you must have access to a computer
with Internet access, a browser (e.g., Internet Explorer or Safari), and word processing software. You
must also be able to access and use Desire2Learn, the course management system used by the
University and have word processing skills to be successful in this online course.
Course Description
This course introduces participants to the most innovative educational technologies currently in use.
Participants will explore the learning potential of these technologies for individuals, groups, or
organizations; identify the purpose and impact of these technologies in organizational change; and
develop an educational technologies plan for an organization. This is an online course (individual and
group-based interactions between instructor and student and among students) and is delivered via D2L.
Course Objectives
Upon completion of this course, it is expected that participants will be able to:
1. Identify, explore, and use the most innovative educational technologies available in the market.
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2. Explore the learning potential of innovative technologies for individuals, groups, or organizations.
3. Identify the impact of innovative technologies in organizational change.
4. Develop an educational technologies plan for an organization.
Instructional Materials
Textbooks
Required
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA:
SAGE.
McHaney, R. (2011). The new digital shoreline: How web 2.0 and millennials are revolutionizing
higher education. Sterling, VA: Stylus Publishing, LLC.
Book Review Choices*
Carr, N. (2011). The shallows: What the Internet is doing to our brains. New York: Norton, W. W.
& Company, Inc.
Jukes, I., McCain, T. & Crockett, L. (2010). Living on the future edge: Windows on tomorrow.
Thousand Oaks, CA: SAGE.
Quinn, C. N. (2011). The mobile academy: mLearning for higher education. San Francisco: CA,
Jossey-Bass.
* Please select one book to complete a book review. Wait to purchase your book until the course starts.
Recommended
American Psychological Association. (2009). Publication manual 6th Edition. Washington, DC:
American Psychological Association.
Books are available at the UWM Bookstore, Amazon.com, and BarnesandNoble.com.
Website Resource
Required Web-Based Environment Interaction
Desire2Learn (http://d2l.uwm.edu)
D2L Help available at the University’s Help Desk: 414-229-4040 or
http://www4.uwm.edu/technology/help/
Course Requirements
Course requirements include (1) Exploring and Reflecting on Technology Use, (2) Participating in Online
Discussions, (3) Reviewing and Discussing a Book, and (4) Developing an educational technology plan
for an organization and evaluating a colleague’s plan. You can anticipate 144 hours of work for this
three-credit online course including completing readings, writing assignments, participating in online
group discussions, and developing an educational technology plan for an organization and evaluating a
colleague’s plan. Please note that there's no final exam for this course. In lieu of a final exam, you will be
completing the “Educational Technology Plan for an Organization.”
Exploring and Reflecting on Technology Use
This assignment involves exploring three educational technologies through field trips, scavenger
hunts, and becoming a member of social media groups. To complete this assignment, you will
have options for selecting the educational technology depending on your field of practice and
interest. The following are the options for your educational technology journey:
Technology
Facebook
Reflection
Create an account in Facebook and invite class members to become a friend. Before
creating the account, determine how you will use it, set ground rules for your own use, and
identify the features of the technology you plan to use and why. Report and share your
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Technology
Twitter
YouTube
Flickr or
Instagram or
Pinterest
Blog
Google Plus
Reflection
experience in the discussion group in D2L.
Create an account in Twitter and look for at least 5 people to follow. Before creating the
account, determine how you will use it, set ground rules for your own use, and identify who
you plan to follow and who you will allow to follow you. Report and share your experience
in the discussion group in D2L.
Create an account in YouTube and search videos of interest to you. Before creating the
account, determine how you will use it, set ground rules for your own use, and identify the
features of the technology you plan to use and why. Report and share your experience in
the discussion group in D2L.
Create an account in Flickr / Instagram / Pinterest. Before creating the account, determine
how you will use it, set ground rules for your own use, and identify the features of the
technology you plan to use and why. Report and share your experience in the discussion
group in D2L.
Create an account in Blogspot and invite at least five people to join your blog. Before
creating the account, determine how you will use it, set ground rules for your own use, and
identify the features of the technology you plan to use and why. Report and share your
experience in the discussion group in D2L.
Create a Google Plus account, create a group, and invite at least five people to join your
group. Before creating the account, determine how you will use it, set ground rules for your
own use, and identify the features of the technology you plan to use and why. Report and
share your experience in the discussion group in D2L.
Your D2L reflection posting should include:
 The name of the technology, your ID or group name in the technology, (1) explain how
you have used it for learning purposes or assisting others to learn, (2) what ground rules
you have set for its use, (3) its advantages/strengths and disadvantages/weaknesses and
(4) how you plan to continue using it for educational purposes.
 Reply to at least two other classmates’ posting with a comment and a question.
Exploring and Reflecting on Technology Use Criteria
Technology reflection (4 points): report your experience of three technologies in the discussion area of
D2L. Reflection includes the name of the technology, your ID or group name in the technology, (1) explain
how you have used it for learning purposes or assisting others to learn, (2) what ground rules you have set
for its use, (3) its advantages/strengths and disadvantages/ weaknesses and (4) how you plan to continue
using it for educational purposes.
Points
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Response to colleagues’ postings (2 points): reply to at least two other classmates’ posting with a comment
and a question.
Accuracy and originality of insights (2 points): response relates to personal experience and demonstrate an
understanding of the technology.
Critical analysis (2 points): postings indicate a high level of analysis and insight and critical perspective.
Total Points
10
Participating in Online Discussions
The course is divided into three discussion modules during which specific readings are assigned.
You will be expected to complete reading assignments and participate actively in the online
discussions.
You will be required to post at least three (quality) messages per week. For each online
discussion module, two class members will be assigned specific roles to facilitate discussion and
to summarize discussions. These roles include:
Facilitator: As the facilitator, you are responsible for initiating the discussion with one or two
questions from the readings. As class members respond to your questions, the facilitator extends
the discussion by posing new questions on issues that arise out of the discussion. Additionally,
the facilitator may refer back to the readings to initiate discussion on another aspect of the topic.
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Facilitators are responsible for selecting discussion topics based on the readings, setting an
agenda for the length of the discussion period, providing brief summaries during the discussion
and initiating new topics, and keeping an active and involved discussion going throughout the
specified online discussion dates. NOTE: facilitators are also contributors. You must post the
minimum postings required per week in addition to facilitating the discussion. Summary should be
posted in D2L on the last day of the module.
Summarizer: As the presenter of the summary, you are responsible for summarizing the
discussion and providing all members with a brief review of the main issues, key points that
participants made, and any conclusions that the group made. This summary should be posted in
the group’s conference on the last day of the module period and should be no more than two to
three paragraphs in length. Summaries may be descriptive (per person’s contributions, per week
contributions, per themes, or per questions), comparative (based on discussions addressing
pros/cons, agreements/disagreements, and comparisons among concepts), process-based
(explaining the group process during the discussion), or a combination of two or more formats.
NOTE: summarizers are also contributors. You must post the minimum postings required per
week in addition to the summary.
Contributor: During online discussions, you are required to respond to questions posted by your
group members, as well as review and comment on the responses of others through the
Discussion Board indicating the name of your group. These online discussions will provide an
opportunity for you to analyze some of the main concepts in the readings and other current
literature and extend your knowledge through interaction with your group. NOTE: Each response
must clearly tie back to the reading materials and/or course content. Participants post comments
in a variety of different formats. Some introduce scholarly references from other sources to
support or highlight their perspectives. Others discuss personal experiences, while still others
bring in professional experiences. Any of these formats are acceptable, but each response must
refer back to a point or points in the material. Participants should be able to make their
arguments, describe experiences, or discuss alternative perspectives within the context of the
material. Therefore, each comment should explicitly connect with some aspect of the readings.
Helpful hints for posting:
• Use names.
• Repeat what others say to indicate understanding
(online empathy).
• Admit trouble or lack of understanding, if that is the
case.
• Ask questions.
• Sign your posting.
Module 2 Discussion
Book: Teaching Digital Natives
Module 3 Discussion
Book: The New Digital
Shoreline
Module 4 Discussion
Book: The New Digital
Shoreline
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Online Discussion Criteria
Points
Role Playing (Requirements of assigned role are filled)
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Post a minimum of 3 messages per week.
Facilitator: Select discussion topics, set an agenda, and keep an active and involved discussion.
Demonstrate correct use of grammar, spelling, and punctuation. Cite authors using APA format. For the
synchronous discussion, facilitator must post an agenda two days before discussion.
Summarizer: Provide brief review of main issues, key points, and conclusions by due date.
Demonstrate correct use of grammar, spelling, and punctuation. Cite authors using correct APA format.
Contributor: Respond to questions posted by facilitator, review and comment on the responses of
others, post messages in the appropriate location in D2L, demonstrate correct use of grammar,
spelling, and punctuation, and cite authors using correct APA format.
For the online discussions, each response should be no more than three paragraphs or one computer
screen. It may be helpful to create an outline or to plan your responses before you write them. Jot down
some notes or write your responses on a word processor (e.g., MS Word), so that you can be sure to
include all of the important points you want to make. When replying to messages, you must refer to the
topic or paragraph you are replying to by either including the quote or referring to the topic in the
message.
NOTE: facilitators and summarizers are also contributors. You must post the minimum postings
required per week in addition to facilitating and summarizing the discussion.
Critical Thinking (Demonstrate evidence of dynamic reorganization of knowledge in meaningful and
usable ways)
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Analysis: Identify main ideas in readings; differentiate core ideas from supporting information; and detail
and language demonstrate an understanding of the major concepts.
Evaluation: Assess information for its reliability and usefulness; discriminate between relevant and
irrelevant information; determine how information can be applied in real-life; and recognize fallacies and
errors in reasoning (vagueness, untruths, etc.).
Connection: Compare/contrast similarities and differences between concepts; infer unknown
generalizations or principles from information or observations; use generalizations and principles to
infer unstated conclusions about specific information or situations; identify causal relationships between
events or objects.
Total Points (10 points per discussion; 30 points total)
10
Reviewing and Discussing a Book
The purpose of this assignment is for you to develop your analytical reading through a book
review. A book review tells not only what a book is about, but also how successful it is and what it
is trying to do. Thus, a book review is not a book report, which simply summarizes the content of
a book. As a book reviewer, you combine the skills of describing what is on the page, analyzing
how the book tried to achieve its purpose, and expressing your own reactions. When writing the
book review, you report on the content of the book, assess its strengths and limitations, provide
your opinion (likes and dislikes), and justify your reasons for liking or disliking it.
How to Write a Book Review
 Select a book from the list of book choices.
 Read the book carefully and critically.
 Your book review should be between 750-1200 words (double spaced, APA style). A critical
book review should contain three types of information: (1) an overview of the content, (2) an
evaluation, and (3) a recommendation.
1. Overview of the Content.
The content overview should briefly describe the book’s purpose, the author’s viewpoint and the
general content. This information should be kept to a minimum.

Heading. Include all the bibliographic information about the book such as:
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Title. Author. Place of publication: publisher, date of publication. Number of pages.

Introduction. Begin with an introduction that lets your readers know what the review
will say. The first paragraph usually includes the author(s) and title again, so your
readers don’t have to look up to find the title. You should also include a very brief
overview of the contents of the book, the purpose or audience for the book, and your
reaction and evaluation.

Background information. Provide the book context and discuss criteria for judging
the book.

Summary. Summarize the main points of the book, quoting and paraphrasing key
phrases from the author.
2. Evaluation of the Book.
Evaluation of the book is the heart of the book review and should be given much thought. In
evaluating the book, the reviewer might consider the following:
• What is the author’s perspective, and where is this located in the current theory and issues
of the field?
• Does the author indicate self-reflexive awareness of his or her perspective and its
positionality?
• Is the subject matter approached in an unusual or unique fashion?
• How does the book address gender, race, class and other dimensions of difference? (If
these are omitted, is such omission appropriate given the book’s topic?)
• What are the book’s strengths and weaknesses – and with what criteria do you make these
judgments?
• If appropriate: Is the scholarship rigorous, well-supported, and well-developed?
• Is the organization of the book congruent with its style, argument and purpose?
• How successfully did the author accomplish his or her objectives?
• How worthwhile are these objectives – and with what criteria do you make this judgment?
3. Recommendation.
This material should focus on the following questions:
• To whom (if at all) would you recommend this book and why?
• In what way(s) would you suggest the book be used?
• What potential contribution does the book make to the field of adult education in terms of
theory or practice?

Conclusion. End the review with a conclusion that ties together issues raised in the
review and provides a concise comment on the book.
Aspects of content, evaluation, and recommendation might be treated separately or interwoven
throughout the narrative review. Do not use the critical book review as a forum for personal biases or
research interests. Finally, avoid dwelling upon extraneous or peripheral concerns, minor points in the
text, or technical printing errors.

Proofread before submitting the book review.
General Tips for Writing a Book Review
 Be Specific: provide specific comments, reactions, and suggestions. The more specific you can
be, the more helpful your review.

Be Constructive: include in your review limitations; however, try to suggest how the author could
improve through constructive comments.
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
Identify Strengths: while it is important to point out limitations, it is also important to identify
strengths. Distinguish between limitations that can be fixed or modified and those that cannot.

Identify Contribution Level: As you review the book, keep in mind the overall contribution
offered.

Personalize Your Review: Try to be “author-friendly” and imagine what you would say if you
were speaking to the author in person.

Distinguish Between Your Views from the Author’s: Be sure to carefully distinguish your
views from the author’s, so that it is clear for your reader.

Balance Your Review: The first one-half to two-thirds of the review should summarize the
author’s main ideas and at least one-third should evaluate the book.
How to Participate in the Book Review Discussion
 Select the group discussion based on the book you completed the book review.

Post book review as an attachment to the appropriate discussion area on the first day of the
discussion. Include a question with the book review as part of the message to start up the
discussion.

Participate in the discussion by posting at least three messages per week. Discussion may
focus on the different interpretations provided by classmates, comparison and contrast of
ideas, uniqueness of the book, author’s point of view and purpose for the book, etc.
Book Review and Discussion Criteria
Book Review
Evidence of critical analysis (5 points): justification and analysis of book review include purpose,
author’s viewpoint, evidence to prove points in book, book uniqueness (how the book relates to other
books on the same topic, if it adds new information, and what group of readers would find the book
most useful), author expertise, criteria for judging the book (criteria you used to judge the book and how
successful the author was in carrying out the overall purpose of the book).
Points
10
Organization and logical development (1.5 points): review is organized and flows in a logical pattern. It
includes heading, introduction, background information, summary, evaluation, and conclusion.
Documentation of references (1 point): employ APA style.
Clarity of communication style (1 point): review is clearly written for a third-party reader.
Quality of writing (1.5 points): grammar, syntax, spelling, etc. Review is free of typos, misspellings, etc.
Discussion

Post book review in the appropriate discussion area.

Post a minimum of 3 messages per week.

Initiate the discussion with a question.

Posting is no more than three paragraphs or one computer screen.

Responses indicate a critical perspective; questions and issues raised give dimension to the
information; examine information from various perspectives.
Total Points
10
20
Educational Technology Plan for an Organization
This assignment involves developing an educational technology plan for an organization and
reviewing a colleague’s plan. This plan should include:




Title Page
Table of Contents
Executive Summary
Introduction
o Organization Profile and Context
o Organization Vision and Mission
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




o Beliefs about Technology
o Needs Assessment
o Purpose of Plan
o Participants in Creation of this Plan (Stakeholders)
Section 1: Curriculum
o Goals and Objectives
o Action Plan
o Monitoring and Evaluation
Section 2: Professional Development
o Goals and Objectives
o Action Plan
o Monitoring and Evaluation
Section 3: Support (Technology Requirements)
o Goals and Objectives
o Action Plan
o Monitoring and Evaluation
Section 4: Budget
Recommendations and Conclusions
Grading Criteria for Educational Technology Plan for an Organization
The project will be graded based on two aspects: (1) peer evaluation and (2) instructor evaluation.
Educational Technology Plan for an Organization Grading Criteria
Peer evaluation
Instructor evaluation
10
30
40
TOTAL POINTS
This course is developmental. It means that each assignment builds on the next. You are
encouraged to submit assignments based on the course deadlines. There are no penalties for late
assignments. However, you will not receive detail feedback about your progress if you do not
submit the assignment on the due dates and may result in a low grade or course failure. All
assignments must be submitted by the last deadline for the course.
Course Requirement Percentages
Requirements
Exploring and Reflecting on Technology Use
Participating in Online Discussions
Reviewing and Discussing a Book
Developing an Educational Technology Plan for an Organization
TOTAL POINTS
Percentage
10%
30%
20%
40%
100%
Grading Scale
Grade
Percentage
A
AB+
B
BC+
C
C-
95-100%
90-94%
87-89%
83-86%
80-85%
77-79%
73-76%
70-72%
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Course Outline
Date
Week of 1/21
January 27February 7
Module
Readings
Course Activities
Orientation
Help Files
Getting to Know Each Other
Scavenger Hunt
Exploring and Reflecting on
Technology Use
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Website Links
Revere, L., & Kovach, J. V. (2011).
Online technologies for engaged
learning. Quarterly Review of Distance
Education, 12(2), 113-124.
Rajasingham, L. (2011). Will mobile
learning bring a paradigm shift in higher
education? Education Research
International, 2011.
doi:10.1155/2011/528495
February 10-28
2
March 3-14
3
March 24- April 4
4
April 7- 18
5
Leu, D. J., & Forzani, E. (2012). New
Literacies in a Web 2.0, 3.0,
4.0,...[infinity] World. Research in the
Schools, 19(1), 75-81.
Book: Teaching Digital Natives
All Chapters
Book: The New Digital Shoreline
Chapters 1-4
SPRING BREAK
March 15-23, 2014
Book: The New Digital Shoreline
Chapters 5-8
Book: The mobile academy:
mLearning for higher education
Book: Wired for Learning: An
Educator's Guide to Web 2.0
Book: The shallows: What the Internet
is doing to our brains
April 21- May 5
May 8
6
Guidebook for Developing an Effective
Instructional Technology Plan
Wrap up
Asynchronous Online Discussion and
Summary
Asynchronous Online Discussion and
Summary
Asynchronous Online Discussion and
Summary
Start working on Developing an
Educational Technology Plan for an
Organization
Select one of the Books
April 13: Post Book Review
Summary in Discussion board
April 14-18:
Asynchronous Online Discussion
Continue working on Developing an
Educational Technology Plan for an
Organization
Start finalizing the Educational
Technology Plan for an Organization
April 26 – Draft sent to peer for
review
April 30 – Return draft with peer
comments
Present Educational Technology
Plan for an Organization
End of Semester Evaluation
Special Notes
Participation by Students with Disabilities
If you need special accommodations in order to meet any of the requirements of this course,
please contact me as soon as possible.
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Accommodation for Religious Observances
Students will be allowed to complete examinations or other requirements that are missed
because of a religious observance.
Academic Misconduct
The university has a responsibility to promote academic honesty and integrity and to develop
procedures to deal effectively with instances of academic dishonesty. Students are responsible
for the honest completion and representation of their work, for the appropriate citation of sources,
and for respect of others' academic endeavors.
A more detailed description of Student Academic Disciplinary Procedures may be found in
Regents Policy Statements, UWS Chapter 14 and UWM Faculty Document #1686.
Complaint Procedures
You may direct complaints to the head of the Administrative Leadership department. If the
complaint allegedly violates a specific university policy, it may be directed to the head of the
department in which the complaint occurred or to the appropriate university office responsible for
enforcing the policy.
Grade Appeal Procedures
You may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of
the course instructor. Such an appeal shall follow the established procedures adopted by the
department, college, or school in which the course resides. These procedures are available in
writing from the respective department chairperson or the Academic Dean of the College/School.
A more detailed description of the grade Appeal Policy may be found in UWM Selected Academic
and Administrative Policies, Policy #S-28 and UWM Faculty Document #1243.
Sexual Harassment
Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the
mission of the University and threatens the careers, educational experience, and well being of
students, faculty, and staff. The University will not tolerate behavior between or among members
of the University community which creates an unacceptable working environment.
Financial Obligation
The submission on your registration form and your subsequent assignment to classes obligates
you to pay the fee-tuition for those classes or to withdraw your registration in writing no later than
the date specified in the schedule of classes. It is important to both you and the University that
you make payment on time.
A complete description of UWM fee policies may be found in the Schedule of Classes.
Incomplete
A notation of "incomplete" may be given in lieu of a final grade to a student who has carried a
subject successfully until the end of a semester but who, because of illness or other unusual and
substantiated cause beyond the student's control, has been unable to take or complete the final
examination or to complete some limited amount of term work. An incomplete is not given unless
you prove to the instructor that you were prevented from completing course requirements for just
cause as indicated above. A more detailed description of the Incomplete Policy may be found in
UWM Selected Academic and Administrative Policies, Policy #S-31 and UWM Faculty
Documents #1558 and #1602. Also, a description of this policy may be found in UWM Schedule
of Classes.
Additional University Policies can be found at
http://www4.uwm.edu/secu/SyllabusLinks.pdf
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