Ashford 4: - Week 3 - Instructor Guidance
EDU352 - Foundations of Educational Technology
Week 3 Guidance
Welcome to Week Three. We are almost at the halfway point of this class and becoming
quite proficient at using technology. In your assignments last week, you explored
resources, investigated some areas where technology may be initially integrated into
classroom instruction, and checked out images and investigated technology that has been
used as a learning tool in the classroom throughout time.
This week you will continue to explore and examine technology integration in education.
This week’s video examples explore some ways that teachers are using technology to
transform their classrooms. You will examine the ISTE Standards for Teachers and explore a
variety of technologies that teachers are using to enhance learning. You will also explore the
many organizations that support the educational use of technology within learning
environments and examine the many communication tools, including blogs and tweets, used
by professionals within the industry to interact with others. Finally, you will create your own
blog and create your first post. This should be an interesting and fun week!
You should read through the Technology Integration Matrix (TIM
), which
was developed “to help guide the complex task of evaluating technology
integration in the classroom. Basic technology skills and integration of
technology into the curriculum go hand-in-hand to form teacher technology
literacy.” The tool is intended to support and encourage the seamless use of
technology in all curriculum areas and promote technology literacy and may
help you in the future. Carefully read the ISTE Standards for Teachers and
review this visual. Do you see any areas that may overlap in the standards
for teachers and for students? This week’s video examples further explore
some ways that teachers are using technology in ways that are moving
toward transforming their classrooms. We will continue to explore the use of
various learning technologies and how they can be integrated into the
classroom throughout week 3.
Your video resources this week discuss educational applications of digital media, types,
and uses. Multimedia presentations simply refer to presentations that include more than
one media. Digital Media is similar to multimedia but in a digital format that can allow for
individualized instruction and exploration and can refer to a computer-based presentation or
application software. Interactive digital media is becoming extremely popular
because it gives students the opportunity to interact with the
application. Instead of simply reading or listening to media, learners can
now navigate or input information and gain an action or response that
engages the student and provides immediate feedback to enhance
comprehension and retention of materials. There is an enormous amount of
free and useful media out there that teachers can use in the physical or
virtual classroom. Make sure you review all of the videos and other sources
in the Week Three Resources document to help you with the discussions, blog, and
assignment this week.
Why is it important that you not only investigate, but also use various technologies that
could be used in the learning environment? One very good reasons is that research
revealed that more than 500,000 K-12 students attended full time virtual education schools
and another three million students in grades K-12 took at least one online class just two
years ago and that number is growing every semester. As online students, I’m sure you
can imagine the number of college students who participated in virtual education last
year. Online courses can be synchronous or asynchronous. This course
is asynchronous because there is not a specific time that we are required to meet as a
group and everyone completes assignments at the time that best fits into their
schedules. In a synchronous online class, students would all meet in an online class, web
conference, phone conference, or other technological gathering at specific times each
week.
Many people believe that online teachers sit around and surf the web all day but that
isn’t the case. I can tell you from experience that working as an online teacher can
sometimes take more effort and time than teaching in a physical setting. The main reason
for this is that online teachers must provide the curriculum in a multitude of ways that
appeals to a variety of learning styles. It isn’t enough to simply write out a lecture. It is
important to understand learning styles because by identifying your own and your students
learning styles, you are better able to include techniques and technology that are best
suited for each learner and improves both the rate at which they learn and the
comprehension and retention of materials. Complete the VARK Questionnaire to discover
your ranges and watch these short videos, which provide an introduction to learning
styles.
What about assessments in the online environment? Developers and educators are
becoming very creative at developing an online community of learners instead of an
online course that is geared towards one student. This may be in the form of
discussion boards, group activities, or even online synchronous lessons. This can be
beneficial to both student and teacher, as it gives students the opportunity to
collaborate with their peers to complete projects, solve problems, or to view things
from another perspective. These are skills that are in high demand in the “realworld” because employers want people who have the ability to think critically and
work with others in a variety of settings. Students tend to put forth more effort
when they are working in groups because they are working with their peers.
Instructional designers may have unforeseen hurdles when writing for an online
course, simply due to the infancy of online education. There are several strategies
and endless research being done in this field to help our instructors teach and our
learners comprehend and retain information, and how to assess that in the virtual
world of education. How do you know if the person taking a test or writing a paper in
an online course is really the person who is enrolled in the course? This is a question
that is commonly asked of online instructors and very difficult to
answer. Technological advances have provided us with greater access to higher
education by offering and increasing the number of online courses available. Online
courses have the same learning standards and expectations as the same course in
the physical classroom but may not be viewed that way by individuals who are new
to online learning. I found this very short animated video that acts out a
conversation about one student’s perceptions about taking an online class:
Online education has opened the door for Individuals who were once unable to attend
college due to physical location, work schedule, transportation, or other reasons, and gives
them the opportunity to earn a degree in the online learning environment. One of the main
issues that educators face in the online classroom is that students cannot be directly
monitored, which
increases the opportunity to cheat on assignments, tests, and written
papers. Most institutions provide online plagiarism detection software, such
as Turnitin. Ashford University gives students and teachers access to Turnitin, as a tool in
the writing process. Advances are made to help ensure test security and detection of
plagiarism, but student skills are also advancing at a rapid rate. The opportunities to cheat
in this environment are almost endless. However, these opportunities also exist in the
physical classroom environment. Cheating in the brick-and-mortar classroom has been a
problem since the beginning of time and is only increasing with the use of technological
devices. The main difference is that students in a virtual environment can do it
anonymously.
There are a few things that instructors incorporate into their online courses in an
effort to increase integrity and decrease dishonesty, such as enforcing the School Honor
Code, developing a rapport with online students through synchronous classes and
asynchronous discussions, and utilize the tools provided to detect academic
dishonesty. Students report that they are more likely to cheat when they view the
assessment as busy work or meaningless because they don’t understand the value of it as a
learning opportunity. Curriculum developers and teachers creating their own assessments
can ensure that assessments are directly related to the learning objectives and provide
essay questions that give the learner an opportunity to write and give examples of how they
can apply the learned material to real-world situations.
I worked as an online high school science and psychology teacher and found that I had
to revise my class honor code every school year to keep up with the technology. I always
used Turnitin to submit all written papers (and still do), and looked for cues that a student
may have used other sources to answer essay questions. One tool that I utilize as an online
instructor is the timer that shows how long a student spent on the assessment. If a student
only takes a few minutes to successfully complete a test with essay questions, its likely that
they had the answers prior to taking the test. I once called a student who earned a perfect
score but was suspected of cheating because of the time spent on the assessment. He
claimed that he knew the information on the test so he didn't need to spend a lot of time
thinking about the answers, which could be a logical argument. Unfortunately, he
completed the entire test and well-written essay answers in less than a minute so in order
to give him the benefit of the doubt, I asked him to simply read each question and answer
directly from the completed test over the phone, which took him closer to five
minutes. Another telling cue is when you have an essay answer that is much more wordy
than the correct answer and description should be or that has vocabulary that exceeds the
level of the student. In those cases I would simply copy and paste the answer into a Google
search and see if there were any direct matches. Many times the answer was found word-
for-word on Yahoo! Answers or similar website.
Clear communication of expectations and taking actions when violated are the best steps
that an online instructor can take to help maintain academic honestly. A perfect test
security is not attainable in the online or physical setting at this point and the goal should
be to provide security that is consistent in both learning environments. Developers and
educators are becoming very creative at developing an online community of learners instead
of an online course that is geared towards one student. This may be in the form of
discussion boards, group activities, or even online synchronous lessons. This can be
beneficial to both student and teacher, as it gives students the opportunity to collaborate
with their peers to complete projects, solve problems, or to view things from another
perspective. These are skills that are in high demand in the “real-world” because employers
want people who have the ability to think critically and work with others in a variety of
settings. Students tend to put forth more effort when they are working in groups because
they are working with their peers.
Instructors must be careful to clearly define the purpose and goals of the group work,
provide evaluation metrics, and promote positive interactions. Can you think of any pitfalls
to doing group work with peers? The main thing that I worried about was equality of the
workload. Students are evaluated on their individual contribution, as well as the end
product. What would you do if a group member weren’t contributing enough? That can be a
no-win situation for the active group members because they may feel as though they are
being punished for any decision they make because they either lose points on the group
score or they put forth additional effort to pick up the slack of the person who isn’t
contributing. The assignment this week gives you the chance to do some research on this
topic and review some of the recent developments in collaborative work in online
courses. It will be interesting to read the different perspectives you write about.
Multimedia Video Examples:
The first video gives an overview of blended learning and ways that it is being implemented
in classrooms today:
This next video features an educator who has flipped his classroom. He
explains what he has done and the rationale behind the change in his
approach to teaching:
Finally, the teacher in this video shares specific examples of assistive
technology that are used for students with special needs in the classroom:
HELPFUL HINT: Discussion Post Expectations
The Discussion Board is used as an opportunity to investigate the concepts we are studying
and to use the forum as you would a real-world discussion. Please use the following tips to
guide your participation:

Ø Take the time to consider the prompts thoroughly and review your work to ensure
that you have answered all elements of the prompt, using your own words and
experiences to demonstrate knowledge.

Ø Although research may be necessary, it is important to see that students
comprehend what was learned and are able to contribute their own thoughts and
opinions. Direct quotes should be used sparingly.

Ø Please respond to your classmates’ posts well before the Monday
deadline in order to allow time for peer comments and feedback. Check back
frequently to continue the conversations.

Ø Push each other’s thinking and be willing to consider other viewpoints.

Ø Support your thoughts with specific examples to support your position.
Discussion 1: Analyze the Effectiveness of Teachers' Application of ISTE
Standards
Carefully read the ISTE Standards for Teachers. You will be examining videos that may
illustrate one of more of these standards. You can use the video examples provided below
(complete references are listed in the Week Three Resources document) or find an example
of your own (perhaps on TeacherTube.com). If you find your own video that illustrates one
or more of the ISTE Standards for Teachers, include the link in your post so we can all view
your example.
Video Examples











Blended Learning Energizes High School Math Students (Tech2Learn Series)
Collaborative Digital Presentations Enrich Projects (Tech2Learn Series)
Differentiating Instruction Through Interactive Games (Tech2Learn Series)
Free Online Resources Engage Elementary Kids (Tech2Learn Series)
The Flipped Classroom
iPads in the Classroom
Gurugiri Uploaded Mrs Moffitt's Kindergarten Classroom
How Teachers Collaborate Online and in School
Tech-Fueled Differentiated Instruction Engages Elementary School Students
Anatomy of a Project: "Kinetic Conundrum"
Anatomy of a Project: "Soil Superheroes"
As you analyze your chosen video, keep your focus on the teacher and how what she or he
is doing illustrates the ISTE Standards for Teachers. For example, is the teacher modeling
digital citizenship by showing respect for copyright laws?
Note: The Instructor Guidance and the Week Three Resources document can help you with
this discussion.
As you begin crafting your initial post, think about the value of following the ISTE Standards
for Teachers.


Initial Post
Which standard is most important, and why?
What happens when ISTE Standards for Teachers are ignored or we integrate
technology into teaching with only the assumption that it will be helpful?





Identify the video you selected. Include the title and a link if it is not one
listed above.
Analyze which elements of the ISTE standards and substandards (ISTE for
teachers) are addressed within the content of the video. Justify your
reasoning by making clear connections between ISTE Standards for Teachers
and the video, using details sufficient for your reader to understand your
connections.
Identify at least one other technology resource that could be used in addition
to the technology featured within the instructional video you chose. Describe
a specific way that particular technology could be integrated into the
instructional setting in the video.
After watching the video, share one or two thoughts or questions that the
came to mind as you watched. For example, “I wonder what percentage of
her instructional time is supported with use of the SMART board?”
Justify your thinking with references to this week’s resources or other
scholarly sources.
Guided Response
Respond to at least two of your peers’ posts. Select posts from at least two peers who
examined a video different than the one you chose. Justify whether or not your peers
accurately determined which elements of the ISTE Standards for Teachers were evident in
their selected videos. Offer at least one other technology that could be integrated into the
instructional context in your peers’ videos. Explain how this technology would enhance the
instruction or student engagement. Justify your thinking with references to this week’s
resources or other scholarly sources.
Keep in mind that the discussions are worth 4 points each this week, requiring
substantial participation. Remember to review the guidance for
additional information.
Discussion 2: Explore Ed Tech Tools: Blogs, Websites, Organization
Websites, Twitter
There are many ways to keep up with the ever-changing landscape of emerging
technologies. This week you will explore some outstanding Ed Tech websites and blogs and
learn about professional organizations that produce and share educational technology
resources, hold large annual conventions and workshops, and provide social networking
opportunities.
After completing the readings and exploring the required websites and multimedia listed in
the Week Three Resources document, you will try out a tool or explore a website from each
of these categories: Ed Tech Blogs, Ed Tech Websites, and Professional Ed Tech
Organizations Websites. Finally, you will subscribe to Twitter and follow ISTE and a
minimum of one Ed Tech blogger or additional Ed Tech organization on Twitter. Follow these
instructions to Create an account on Twitter and learn how to follow a person or
organization.
Select and explore one source from EACH of the following categories:
Ed Tech Blogs

The 2013 Honor Roll: EdTech's Must-Read K-12 IT Blogs



EdTech Magazine
New Media Horizons
ISTE Connect Blog
Ed Tech Websites






Classroom 2.0
Edutopia
Best Websites for Teaching and Learning 2013
Free Technology for Teachers
Institute for Learning Technologies
The 25 Best Pinterest Boards in Educational Technology
Professional Ed Tech Organizations Websites





Educational Technology - Professional Organizations
Professional Organizations
International, National, and State Organizations
ISTE
Educause
Initial Post: Post the name and link of your chosen Ed Tech blog, website, and
organization.





Briefly discuss the purpose of each site.
Who is the intended audience? What is the scope of the content?
How will each site help you learn about and use educational technologies?
What current topic was being explored or discussed when you explored each site?
Finally, make a recommendation to your classmates regarding the use of the blog
and website.
Add the name and contact information of the Ed Tech blogger or organization you chose to
follow on Twitter and explain your choice.
Guided Response: Review all of your classmates’ posts and respond to at least two
classmates who explored websites, blogs, or tools different from your own. Examine their
discussions of the site and ask for clarification of any confusing information. Consider how
the sites might be helpful to you now or in the future and respond to the recommendations
made by your classmates. Ask about their Twitter choices and compare them with your
own.
Week 3 Blog Post: Create Blog and Post ISTE Reflection
Blogs are popular online tools used to express one’s interests, knowledge, and opinions as
well as encourage dialog. You will create a blog and address the following in your first blog
post:


Reflecting on the ISTE discussion, think about a learning experience you’ve had that
utilized technology.
How could elements of ISTE Standards for Teachers have been added to enhance
your experience?
Instructions
Create a blog using Weebly or Edublogs, where you will post responses to prompts for these
activities. The instructions that follow will be for Weebly, due to its ease of use, but most
blog sites are easy to use, and help guides and videos are readily available if you choose to
use a blog site other than Weebly. Note: You can use Weebly to create your electronic
portfolio for the Final Project, so you may wish to learn how to use this tool this week.

Preparation: Create a blog using Weebly where you will post responses to questions
posed in the prompts for these activities. If this is your first time creating a blog,
please look at the Weebly Quickstart Guide. (Edublogs also has a useful getting
started set of links).
o Give some thoughtful consideration to naming your blog as you may want to
continue using it beyond the end of this course.
o Be certain your blog is set so it can be publically viewed by everyone.

Content: Consider the many changes in our world due to technology.
o Reflect on the ISTE discussion we had this week.
o Reflect on your experience with technology in the classroom (e.g., low tech
overhead projectors compared to high-tech interactive white boards).
o How could elements of ISTE Standards for Teachers have been added to
enhance your experience?
o Add a picture or link to enhance your blog.
Your response should be one to two paragraphs in order to adequately address the prompt.
Be creative and add at least one image and a link to a relevant video, audio file, or
website. Submit a Word document containing a link to your blog by Day 7. Carefully review
the Grading Rubric for the criteria that will be used to evaluate your blog post.
Week 3 Assignment: Create ISTE Exercise / Quiz
Create a learning activity (such as a game) or a quiz that helps learners interact with and
test their knowledge of the ISTE Standards for Teachers. Use one of the sites listed in
the Week Three Resources document or one you find on your own.
Your quiz/activity must allow learners to review, learn or self-assess their knowledge
of each of the five ISTE Standards for Teachers and five substandards (one for each
standard) for a minimum of 10 items.
Create a Word document that contains a link to your activity/quiz. In this document, include
each question or item and the correct answer if applicable for each question. For each item,
indicate which standard and which substandard you addressed (include the entire standard
or substandard). Format your document according to APA style as outlined in the Ashford
Writing Center. You can also refer to the APA Guidance section of the classroom, which can
be accessed through the Learning Resources tab in the left navigation pane. Include an
APA-formatted title page and a references page that lists the tool you use and a link to the
ISTE Standards for Teachers.
Examples that you can create for this assignment include creating a game or flashcards, or
maybe a PowerPoint Jeopardy game that reviews the standards. Or, perhaps you want to
create a quiz with matching or multiple-choice questions. It’s up to you!
Check your understanding of ISTE-T terminology while exploring one possible approach to
creating a self-check quiz. Here is an example quiz created using a free quiz-generating tool
(note that the answers are not correct). There are many tools you can use for this
assignment (just make sure you can provide a working link or turn it in some other way)
and here are some suggestions:
Quiz, Activity, and Game Creators







ISTE (Quiz – Testmoz example)
Game Building Resources
Game Creation Tools
Parade of Games in Powerpoint
Free Tools to Create and Administer Quizzes
Quizlet
Testmoz
Complete references for these sources are available in the Week Three Resources document
and posted below.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your
assignment.
Week Three Resources
Account Signups
Required Software Registrations



Edublogs. (http://edublogs.org/)
Twitter. (n.d.). Join Twitter today. Retrieved from https://twitter.com/signup
Weebly for Education. (https://education.weebly.com/)
ISTE Standards for Teachers
Required Resources




Best websites for teaching & learning 2013. (n.d.). Retrieved from the American
Association of School Librarians website: http://www.ala.org/aasl/standardsguidelines/best-websites/2013
Byrne, R. (n.d.). Free technology for teachers. Retrieved from
http://www.freetech4teachers.com/ Classroom 2.0. (http://www.classroom20.com/)
Edutopia. (http://www.edutopia.org)
International Society for Technology in Education. (2008). ISTE standards for
teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_StandardsT_PDF.pdf
Recommended Resources


Davison, S. (2011, July 20). How the ISTE NETS are part of kindergarten [Web log
post]. Retrieved from http://kindergartenlife.wordpress.com/2011/07/20/how-theiste-nets-are-part-of-kindergarten/
ISTE-T terminology self-check learning activity. (n.d.). Retrieved from
https://bridgepoint.equella.ecollege.com/curriculum/file/64657508-4075-45a9-ab67d01641b30c80/1/ISTE-T Terms.zip/story.html


ISTE Videos. (2014, February 12). ISTE - Connected learning. Connected world.
[Video file]. Retrieved from
https://www.youtube.com/watch?feature=player_embedded&v=34cbRolrhtY
Petrich, H. (2012, May 6). ISTE NETS standards for teachers: Evidence and rationale
statements [Presentation slides]. Retrieved from
http://www.slideshare.net/hpetrich/iste-nets-standards-for-teachers-evidence-andrationale- statements
Video Examples











Edutopia. (2010, April 1). Anatomy of a project: "Kinetic conundrum" [Video file].
Retrieved from http://www.edutopia.org/stw-maine-project-based-learning-kineticart-video
Edutopia. (2010, February 24). Anatomy of a project: "Soil superheroes" [Video file].
Retrieved from http://www.edutopia.org/stw-maine-project-based-learning-bacteriavideo
Edutopia. (2012, October 10). Blended learning energizes high school math students
(Tech2Learn series) [Video file]. Retrieved from http://www.edutopia.org/tech-tolearn-blended-learning-video
Edutopia. (2012, September 12). Collaborative digital presentations enrich projects
(Tech2Learn series) [Video file]. Retrieved from http://www.edutopia.org/tech-tolearn-collaborative-digital-presentations-video
Edutopia. (2012, July 11). Differentiating instruction through interactive games
(Tech2Learn series) [Video file]. Retrieved from http://www.edutopia.org/tech-tolearn-differentiated-instruction-interactive-games-video
Edutopia. (2012, June 13). Free online resources engage elementary kids
(Tech2Learn series) [Video file]. Retrieved from http://www.edutopia.org/tech-tolearn-free-online-resources-video
Edutopia. (2011, October 6). How teachers collaborate online and in school [Video
file]. Retrieved from http://www.edutopia.org/stw-differentiated-instruction-budgetresource-collaboration-video
Edutopia. (2010, May 3). Tech-fueled differentiated instruction engages elementary
school students [Video file]. Retrieved from http://www.edutopia.org/stwdifferentiated-instruction-technology-elementary-video
Flipped Learning. (2010). The flipped classroom [Video file]. Retrieved from
http://www.youtube.com/watch?v=2H4RkudFzlc&feature=fvwrel
Government Technology. (2011, March 29). iPads in the classroom [Video file].
Retrieved from http://www.youtube.com/watch?v=EV8M6P9st9Q&feature=fvwrel
GURU GIRI. (2013, May 23). GuruGiri uploaded Mrs Moffitt's kindergarten classroom
[Video file]. Retrieved from http://www.youtube.com/watch?v=o7Odm3ttvQE
Blog Creation
Required Resources

Or
divtag. (n.d.). How to create a blog on Weebly. Retrieved from
http://divtagtemplates.com/create-weebly-blog/ Weebly for Education. (2014). Start
a new blog in Weebly. Retrieved from https://weebly.zendesk.com/hc/enus/articles/201378243-Start-a-New-Blog

Edublogs. (http://edublogs.org/) Getting started with your blog. (n.d.). Retrieved
from http://help.edublogs.org/getting-started-with-edublogs/
Ed Tech Blogs
Required Resources
Explore one of the following:




International Society for Technology in Education. (n.d.). ISTE connects blog.
Retrieved from http://blog.iste.org/ New Media Consortium. (n.d.). NMC blog.
Retrieved from http://www.nmc.org/blog
Rebeiro, R. (2013, June 3). The 2013 honor roll: Ed tech’s must-read k-12 IT blogs.
Retrieved from http://www.edtechmagazine.com/k12/article/2013/06/2013-honorroll-edtechs-must-read-k-12-it-blogs
Simplek12 – Teacher Professional Development. (2011, July 27). ITC - Look at blogs
- Integrating technology in the classroom [Video file]. Retrieved from
https://www.youtube.com/watch?list=PLE06FAC7A8BE72935&v=C8SWz0eG1wY
Warlick, D. (2012, June 11). The honor roll: 50 must-read k–12 education it blogs.
Retrieved from http://www.edtechmagazine.com/k12/article/2012/06/honor-roll-50must-read-k-12-education-it-blogs
Ed Tech Websites
Required Resources
Explore one of the following:




Best websites for teaching & learning 2013. (n.d.). Retrieved from the American
Association of School Librarians website: http://www.ala.org/aasl/standardsguidelines/best-websites/2013
Byrne, R. (n.d.). Free technology for teachers. Retrieved from
http://www.freetech4teachers.com/ Classroom 2.0. (http://www.classroom20.com/)
Edutopia. (http://www.edutopia.org)
Institute for Learning Technologies. (http://www.ilt.columbia.edu/)
Professional Ed Tech Organizations Websites
Required Resources
Explore one of the following:






Association for Educational Communications and Technology. (n.d.). Headline news.
Retrieved from http://aect.org/newsite/
Cherwin, K. A. (n.d.). Why join a professional association? Retrieved from
http://www.higheredjobs.com/articles/articleDisplay.cfm?ID=157
Educational technology – Professional organizations. (n.d.). Retrieved from the
Oregon Department of Education website:
http://www.ode.state.or.us/search/page/?id=1893
Educause. (http://www.educause.edu/)
International Society for Technology in Education. (https://www.iste.org/)
Mignano, J. (2013, June 23). 5 Reasons college students should be in professional
organizations. Retrieved from http://mashable.com/2013/06/23/studentsprofessional-organizations/

Professional organizations. (n.d.). Retrieved from the Wayne State University College
of Education website: http://coe.wayne.edu/aos/it/professional-organizations.php
Recommended Resources


Anderson, L. B. (2011, June 16). 5 Reasons professional organizations are worth
joining. Retrieved from http://college.monster.com/training/articles/2131-5-reasonsprofessional-organizations-are-worth-joining
Boss, S. (2011). Technology integration: What experts say. Retrieved from
http://www.edutopia.org/article/technology- integration-what-experts-say
Twitter
Required Resources




Glomb, L. (2013, December 29). Top 5 ed-tech Twitter accounts we follow. Retrieved
from http://www.eschoolnews.com/2013/12/20/edtech-twitter-accounts-390/
Miller, S. (n.d.). 50 ways to use Twitter in the classroom. Retrieved from
http://www.teachhub.com/50-ways-use-twitter- classroom
Thumann, L. (2019, July 14). 25 Ed tech leaders to follow [Presentation slides].
Retrieved from http://www.slideshare.net/lisa.thumann/25-ed-tech-leaders-to-follow
Twitter. (n.d.). Join Twitter today. Retrieved from https://twitter.com/signup
Recommended Resources






alienfromneptune. (2009, January 9). Twitter tutorial - Getting started [Video file].
Retrieved from https://www.youtube.com/watch?v=4YGp4cWdndc
Basu, S. (2013, April 13). 10 Amazing ways for teachers & tutors to use twitter in
education. Retrieved from http://www.makeuseof.com/tag/10-ways-to-use-twitterin-education/
Edutopia. (2009, May 1). How to use new-media tools in your classroom (video
playlist) [Video file]. Retrieved from http://www.edutopia.org/digital-generationnew-media-classroom-tips-video
Guide to using Twitter in your teaching practice. (n.d.). Retrieved from
http://blogs.kqed.org/education/how-to-use- twitter-in-your-teaching-practice/
Howcast. (2009, March 16). How to use Twitter [Video file]. Retrieved from
http://www.youtube.com/watch?v=J0xbjIE8cPM
Hyatt, M. (n.d.). The beginner's guide to twitter. Retrieved from
http://michaelhyatt.com/the-beginners-guide-to- twitter.html
Quiz, Activity, and Game Creators





Donovan, J. (2014). ISTE [Quiz – Testmoz example]. Retrieved from
https://testmoz.com/288543
Game building resources. (n.d.). Retrieved from http://classroom-aid.com/play-andlearn/game-building/
Game Creation tools. (http://gamesined.wikispaces.com/Game+Creation+Tools)
Jones, D. (n.d.). Parade of games in PowerPoint. Retrieved from
http://facstaff.uww.edu/jonesd/games/
Kharbach, M. (2014.). Free tools to create and administer quizzes. Educational
Technology and Mobile Learning
http://www.educatorstechnology.com/2012/04/free-tools-to-create-andadminister.html
Activity and Game Creators

Quizlet. (http://quizlet.com/)

Testmoz. (https://testmoz.com/)
_______________________________________________________
Have a wonderful week and please feel free to contact me with any questions you may have
along the way.