EDUCATION 2201

TEACHING WITH DIGITAL MEDIA AND TECHNOLOGY

https://educ2201.wikispaces.com/

It seems to me that that, finally, is what good teaching is all about.... Somehow or another, skill and knowledge are integrated into some kind of a human connection. ~ Mike Rose

Welcome to EDUC2201, Instructional Technology. We will be exploring the different ways that technology can be used to support learning, understanding, and creativity in the classroom or in other types of learning environments. We will be paying attention to the role that you play as facilitator and designer of materials and of the environment to encourage learning, understanding, and creativity.

This syllabus is your map for success in this course. I am here to help you to succeed in this course and in the teacher education program. I will provide you with information, models, and scaffolding in the syllabus and other companion documents. These companion documents include Reference Sheets, Assignment Guidelines, and Model Assignments. Success in this class involves organizing and understanding these sources of information; we will go over the syllabus in depth during the first class, and I am happy to meet with you to discuss the course and its requirements further.
(image credit: http://www.contemplativemind.org)

Get To Know Your Professor

Visit me during my student drop-in hours: Dr. Jeremy Price Office: Education 315 | 304.333.3686 Email: jeremy.price@fairmontstate.edu Psst: email is the best way to contact me. Tuesday Wednesday Thursday 2-3pm 10am-12pm 2-3pm or schedule an appointment with me at: http://calendly.com/jeremyprice

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Course Introduction and Expectations

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Course Throughlines
In this course, we will explore the questions
How do I see the relationships between teaching, technology, and me? What are some of the roles technology can play as a tool for teaching? How do I see my role as a teacher with technology?

By engaging in these experiences

To help you become

A thoughtful educator who uses technology to support learning by facilitating the growth of understanding and creativity in each learner.

Learn to speak like a teacher

Using vocabulary of the profession is important and will help you communicate with your professors and colleagues in a precise and professional manner. We will therefore be using the ideas and language of the Teaching for Understanding (TfU) framework. According to TfU, throughlines describe the most important understandings that students should develop during an entire course. Throughlines are the big ideas that we will be exploring and developing understandings around over the semester.

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Syllabus Helping you build upon professional standards

EDUC2201

The three throughlines in the course are oriented to help you understand and build upon the National Educational Technology Standards for Teachers (NETST): 1. Facilitate and inspire student creativity and learning: Use digital technologies to develop multimedia products that customize and personalize learning activities and assessments to address students diverse learning styles, working strategies, and abiliti es. 2. Design digital age learning experiences: Design technology integrated projects-based learning experiences that engage students in exploring real world issues and solving authentic problems. 3. Model digital age work and learning: Develop problem solving skills to effectively use current and emerging digital tools to locate, analyze, and evaluate information resources for their potential to improve learning in the content areas. 4. Professional growth and leadership: Use Web 2.0 tools to collaborate with peers and reflect on effective uses of technology to enhance learning and teaching. 5. Collaborative knowledge construction: Collaborate with K-12 students using digital tools and resources to support student success and innovation. 6. Communicate Relevant Information: Communicate relevant information and ideas effectively to a particular audience using a digital tool appropriately. 7. Digital Citizenship: Model safe, legal and ethical uses of digital information and technology including respect for copyright, intellectual property, and the appropriate documentation of resources to responsibly to plan and facilitate student learning.

Universal Learning
I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning. Any student with particular needs should contact the coordinator of Disability Services at the start of the semester. Services are available to any student, full or part-time, who has a need because of a [documented] disability. It is the student's responsibility to register for services with the coordinator of students with disabilities and to provide any necessary documentation to verify a disability or the need for accommodations. The coordinator of Disability Services can be reached at (304) 367-4686 or (800) 641-5678 Ext. 8. You and I can work out the details of any accommodations for this course.

Course Expectations and Activities

I view the learning process as an interactive endeavor in which you and I both have responsibilities. My roles are to design an engaging, relevant, productive course, facilitate class activities that I believe will be effective in the learning process, to assess your work in a fair, timely manner, and create a safe, supportive space in which everyone can be who she or he is and freely contribute to the class. Your role in the learning process is to attend class sessions, complete all of the assignments fully and to the best of your ability, and to participate in class discussions and activities.

Attendance

Being present is important to success in this class. Research has found that simply showing up is a better predictor of student success in college classes than many other factors, including past academic success (Cred, Roch, and Kieszczynka, 2010). There is a direct correlation between your participation in the class and what you will learn. As such, this course requires that you maintain an open line of communications with me about your absences from this class. Although I would prefer to be notified ahead of time of your absence, if you have an excuse for your absence you have 24 hours after class to notify me.

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EDUC2201 Each teacher candidate in EDUC2201 receives one Ooops! day, as I understand that forgetting to communicate with me happens. Each unexcused absence after that day will result in 1 point deducted from your final grade. If you have a 92 (an A on your transcript) for your final grade with 5 unexcused absences, you will receive an 88 for your final grade (a B on your transcript) after the Ooops! day adjustment . I will be posting your attendance status on TaskStream each month.

There is something incredibly brave and daring about showing up and putting your ideas [out there].... Whatever your daring is, however you are trying to show up in your life, I think there is something incredibly contagious and powerful about it. I think it makes the people around us a little bit braver, and I think it helps us get very clear on the ideals and values that guide our lives. ~Brene Brown on On Being.

I recognize that students are required to miss class for many different reasons. The important thing to remember is to keep an open line of communications with me so your grade is not adversely affected. Arriving on time is also important, and is a sign of respect to your classmates and the instructor. Each class will begin with a cognitive warm-up, a short activity designed to help teacher candidates make the transition into class and to help everyone get on the same page for a successful class. If you arrive during the cognitive warm-up, please wait outside in the hall until the activity is over. Use this time to take a deep breath and mentally prepare for class until the activity is over, when you are welcome to come in and find a seat. A Note About Communications

Communications between me and you outside of class time will occur over email. Blackboard will not be used in this class. I have access only to your Fairmont State email address, so please make sure to check your Fairmont State email on a regular basis (at least 4-5 times per week). If you do not have a smart phone, a computer or internet access at home or in your dorm room, make it a regular practice to go to the library and check your email there.

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Submitting Assignments
As a pre-professional courtesy to yourself, your professor, and your classmates, it is important to submit assignments on time on the due date. All assignments are due in TaskStream before Pumpkin Hour (11:59pm). It is best not to wait until the Very Last Minute to submit assignments on TaskStream, as the submission process requires several steps.

Hey, if you need more time because an emergency your life, comes up in please let preferably beforehand! me know,

Things Happen Buffer

2-3 Days Late Too late for extensions.

10% deduction off the grade.

4-5 Days Late

20% deduction off the grade.

Due Date

Submitted one day late with no communication will result in a 5% deduction off the grade.

If an emergency comes up, let me know within 24 hours and we can discuss an extension.

6-7 Days Late

40% deduction off the grade of the assignment.

8 or More Days Late

Assignment will not be accepted, and you will receive no points for the assignment.

I completely understand that life happens and emergencies, illnesses, and other situations come up when you least want them to. If you are involved in an emergency, illness, or situation, please inform me via email as soon as possible, preferably before the due date, and we can discuss an extension. I also understand that things may happen on the date an assignment is due, so every student in EDUC2201 has a Things Happen Buffer. You have 24 hours after the due date to contact me via email to request an extension because of an emergency, illness, or situation, although the sooner you contact me the better. With no communications, an assignment submitted one day late will receive a 5% grade deduction. Extensions will not be granted after the Things Happen Buffer. See the schedule above to understand how your grade is affected over the course of a week after the due date. Assignments will not be accepted if they are 8 or more days late, and you will receive no points for the assignment.

Reading for the Course

You are expected to complete the readings for the week or the session prior to the start of the week or session. We will be discussing these readings in class, drawing upon their ideas and concepts, and you will be asked to support your statements with evidence from the readings. I will also help you to make sense of these readings by helping you find the important and salient concepts. I recommend using the SQ3R Method for reading for this course (and all courses), which is illustrated and described in the Course Tools and Practices companion document.

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Required Resources
We will be using The Teaching for Understanding Guide by Tina Blythe and colleagues. The Teaching for Understanding Guide (TfUG) provides an excellent overview of the Teaching for Understanding (TfU) framework filled with accounts from practicing teachers and explanations from educational researchers. TfU provides you with an excellent language and framework for considering standards, planning lessons and curricula, and addressing individual students. TfUG is a valuable addition to any teachers bookshelf. The readings from the book will be supplemen ted with online readings. You will be required to use TaskStream to submit your performances of understanding. A multiyear license is available through the University Bookstore or through TaskStream. For more information, visit http://bit.ly/fsu-taskstream.

Acknowledgements
I have adapted the ideas and language from the work of several educators for this syllabus, and I appreciate their contributions to this syllabus. I am indebted to the support and guidance of my fellow faculty member and EDUC2201 co-instructor at Fairmont State University, Dr. Denise Lindstrom. The language concerning Universal Learning is courtesy of the Accessibility Statements on Syllabuses on the ProfHacker blog (http://bit.ly/1bAXeDN). The language concerning the respective responsibilities of professor and students is courtesy of Dr. Terry Murray of the State University of New York at New Paltz. The Showing Up illustration is from the graphic in terpretation of the On Being interview with Brene Brown (http://bit.ly/1ap8GTg). Language concerning definitions of Teaching for Understanding terms is from the Harvard Graduate School of Education ALPS (Active Learning Practice for Schools) website (http://learnweb.harvard.edu/alps/tfu/). The Unit Maps are based on the graphic organizer in the Teaching for Understanding Guide by Tina Blythe and Associates. The email comic is from Scott Adamss Dilbert (http://dilbert.com/strips/comic/2010-11-14/) and the Sometimes I lie awake at night image is from Five Minute Vacations (http://fiveminutevacations.com/). All other Peanuts panels are attributed to the genius student of human nature and local artist Charles Shultz.

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Performances of Understanding

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Types of Performances
There are three categories of performances of understanding in this course which provide a system of on-going assessment for teacher candidates: On-Going Check-Ins are repeated opportunities for participation and reflection that occur on a regular basis (every day, once a week, three times a semester, etc.); Touchstone Practices also occur on a fairly regular basis and allow you to develop skills and practical and pedagogical fluencies with digital tools and conceptual frameworks through inclass projects; Keystone Projects which occur less frequently and are opportunities for you to draw across all of your learning experiences to create an artifact of your understandings. Each performance of understanding is figured into your final grade differently. I will describe the point value for each performance after discussing the performances themselves. Learn to speak like a teacher

According to the Teaching for Understanding framework, performances of understanding are activities that both develop and demonstrate students' understanding of the understanding goals by requiring them to use what they know in new ways. On-going assessment is a commitment to provide students with continual feedback about their performances of understanding in order to improve them.

A calendar of the due dates for the performances of understanding can be found on the course website. These due dates are posted on a Google calendar so you can subscribe to this calendar and have it displayed on your own calendar or even set reminders.

Performances in Detail
On-Going Check-Ins
On-going check-ins are opportunities for you to be actively involved in your own learning and reflect on your this process.

Class Participation

Participation in class will be noticed as participation counts for 5% of your grade in this course. Heres how your participation is graded: I regularly keep track of whos doing what in my course notes and you should do the same. The second Self-Check (see below) will include an area asking you to include evidence of your ratings. Include examples from class when you engaged in these behaviors. Ill compare your evidence with my list and indicate your grade in my response in TaskStream if your current level of participation continues. Ill also make some suggestions for improvement. Ill ask you to send me evidence with your third Self-Check which summarizes your contributions. You are welcome to indicate the grade you believe your contributions merit (0-5 points). You will see your final participation grade in TaskStream with feedback. Here are some of the positive participation behaviors that I will be looking for: asking questions; answering questions; making comments drawn from personal experiences. Here are some value-added participation behaviors, extra special behaviors that get gold stars: responding to something another student says or a question a student asks; providing assistance or helping another student; -8-

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making comments drawn from the readings or other outside sources; agreeing or disagreeing with something in the text or said in class by the instructor or another student in a way that takes the conversation to a new level. And here are the anti-participatory behaviors to avoid: speaking without being recognized or interrupting while someone else is speaking; making fun or otherwise berating something said by another person; texting or being distracted by Facebook, other social network sites, or online games. May I Call On You?

Send me an email or come and see me if youd like to volunteer to be called upon in class discussions. My preference is to call on volunteers.

Weekly Exit Tweets

Each student will be required to complete an exit tweet each week: a short reflection of the weeks readings, discussions, and activities. This tweet will follow the Big Idea, Wow, and Wonder format: a summary of the main point you took away from the week, one idea that surprised or intrigued you, and one question that you have for further inquiry. This allows you to make sense of your experiences, as well to give me a sense of what students are taking away from the class. Ongoing reflection is an essential component of learning and teaching. If you fail to submit 2 or more exit tweets, I will invite you to come to my office so that we can work together to construct a weekly master schedule and build in time for completing Check-Ins so that you can sufficiently reflect on your learning. The exit tweets are due on Friday of each week, with the exception of the three Self-Check weeks.

Self-Checks

Near the beginning, middle and end of the semester you will be asked to complete a Self-Check to allow you to reflect on your learning and participation practices, and allow me to see how you see yourself as a learner and a member of the class. You will complete a rubric on several skills and characteristics, rating yourself on a scale of Beginning-Developing-Succeeding. You will also include your evidence of your class participation with the Self-Check rubrics. If you fail to submit a Self-Check, I will invite you to come to my office so that we can work together to construct a weekly master schedule and build in time for completing Check-Ins. The Self-Checks are due on Friday (no exit tweets necessary) during the weeks of January 24, February 28, and April 25.

Touchstone Practices: Practice Makes Perfect

Touchstone Practices are practice sessions with new technologies and educational ideas. You will be given a particular task to accomplish and you will submit the artifact you create to TaskStream. These practice sessions allow you to build skills and fluencies with these digital tools and pedagogical concepts. Much of the touchstone practices will happen during class time, although you may have to put some work into it outside of class to finish it up. While there is no formal reflection component to these practice sessions, you will be expected to consider these experiences in your weekly exit tweets. It is difficult to schedule Touchstone Practicesand their due datesin advance, as they are dependent upon the natural flow of the course. It is important to me to be able to acknowledge students ideas and address misconceptions appropriately, which may have an impact on the course schedule. As such, the start and due dates of the Touchstone Practices will be confirmed at least one class session in advance.

Keystone Projects
Keystone Projects are more complex and larger-scale projects that allow you to synthesize your understandings across the range of course experiences.

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Learning, Creativity, Understanding, and Technology Living Documents

A core goal for EDUC2201 is for students to begin to construct an understanding of what learning, creativity, and understanding mean to them as teacher candidates and how technology can serve to facilitate their work towards fostering these attributes in the classroom. It is important to develop strong reflective and analytic written communication skills. Building such skills is important as a student and as an educator. As such, we will hold Writers Workshops in class before the final due date. You are expected to bring a strong draft of your paper to class and be prepared to participate in the Writers Workshops. This performance of understanding will unfold over the course of the semester in three stages: 1-2 page essay in response to the questions, "How do I define learning, understanding, and creativity? Based on my personal definitions, how do understanding and creativity support learning?" (5% of total grade) DRAFT DUE IN CLASS ON JANUARY 30, Final Draft Due in TaskStream on February 4. 1-2 page essay in response to the question, What Do I Bring to Support Learning, Understanding, and Creativity with Technology? (5% of total grade) DRAFT DUE IN CLASS ON FEBRUARY 20, Final Draft Due in TaskStream on February 25. 1-2 page essay in response to the question, "What will my technology-rich learning environment to support learning, understanding, and creativity look like?" As a companion to the essay, you will be creating an online poster using the digital tool Glogster. (5% of total grade) DRAFT DUE IN CLASS ON APRIL 17, Final Draft Due in TaskStream on April 24.

UDL Online Book/UDL Studio Experience

As a way to engage in digital authoring and inclusive digital practices, students are expected to write an online book for elementary, middle, or high school students on a particular topic of their choosing constructed with the UDL Book Builder or the UDL Studio. Students will also include a 1-2 page reflection paper. Due March 4.

WebQuest

As a way to engage in digital authoring and inquiry-based and constructivist digital practices, students will be expected to construct a well-structured WebQuest for elementary, middle, or high school pupils on a particular topic of their choosing constructed with the Zunal WebQuest Builder. Students will use additional media from other digital tools covered over the course of the semester in their WebQuest. Students will also include a 1-2 page reflection paper. Due May 1.

Professional Teaching with Technology Portfolio: The Final Exam

Students will begin an online portfolio in this class. Their portfolio will contain products (or links to products) from the course and can be updated over the course of their careers. If you continue to maintain it, this portfolio can be used in the job application process. You will have the allotted two hours for this class during Finals Week to work on your portfolio and you must attend this session. I will provide snacks for you. If you plan ahead, you will likely be able to complete the portfolio during this allotted time. Due May 8.

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Point Break-Down for Performances of Understanding

Performances
Class Participation Exit Tweets Self-Checks Professional Portfolio Living Documents (Combined) Touchstone Projects (Combined) UDL Online Book WebQuest

Points
5 6 9 10 15 15 20 20

Once all of the points have been added up, I will use the following scale to submit final grades: Total Points Final Grade 90-100 A 80-89 B 70-79 C 65-69 D Below 65 F Recognizing University Policies

Fairmont State University Teacher Education Program policy requires that all teacher candidates receive a C or better in all Teacher Education courses, including this one.

Other Course To-Dos

If you are a pre-education major, or if you intend to apply for the Teacher Education Program, there are additional features of this course that will help you in your journey in becoming a teacher.

Scheduling an Appointment for the CORE Exam

Many teacher candidates are required to take and pass the CORE exam (http://www.ets.org/praxis/about/core/) in order to be admitted into the Teacher Education Program. As such, it is highly recommended that you schedule an appointment to take the exam before the end of the semester if you have not already done so. Upload a confirmation that you have scheduled an appointment to take the CORE exam and I will provide you with three Exit-Tweet-Free passes, so there are three weeks you do not have to do exit tweets. If you have already taken and passed the CORE exam, if you are exempt from taking the CORE, or if you do not intend to enter the Teacher Education Program, upload a note once you have met with your advisor to schedule your class for next semester. You will then receive the three Exit-Tweet-Free passes. Upload a pass on the week you wish to exempt yourself.

Dispositions Report

As part of the Teacher Education application process, I will be completing a Dispositions Report on your behalf. I will be writing Disposition Reports on your behalf even if you do not intend to apply. This Dispositions Report will not figure into your grade calculation, but it will be considered by the admissions committee when you apply. I will fill out check boxes that indicate your growth in such areas as critical thinking and reflection, communications, and attendance. I will also identify one thing that impresses me about you and your work and identify one area of growth and improvement for you. I will use your Self Check-Ins as a guide to help me complete the Dispositions Report.

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Course Schedule

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This course schedule can be found online on the course website. A simplified schedule with Keystone Project and approximate Touchstone Practice due dates can be found after this schedule. Learn to speak like a teacher
According to the Teaching for Understanding framework, generative topics (l) are issues, themes, concepts, and ideas that provide enough depth, significance, connections, and variety of perspectives to support students' development of powerful understandings. Understanding goals (N) provide focus and direction to the generative topics by highlighting the concepts, processes, and skills that we most want our students to understand.

l Building Foundations by Exploring Learning, Understanding,

Creativity, and Technology N Students will develop a starting point and framework for
exploring what creativity, understanding, and learning mean to them.

D Readings: G Tools:

K-12 Technology Trends to Watch" (http://bit.ly/19pTre1); TfUG Chapter 2, "Understanding Understanding" Paper and colored pencils; Google Docs (http://drive.google.com/); Wordle (http://www.wordle.net/).

N Students will develop an understanding of their technology

interests, preferences, and understandings.

D Readings:

TfUG Chapter 3, The Teaching for Understanding Framework; Vygotskys theory (pages 9-12 only, http://bit.ly/1aoMita); Vygotskys MKO and ZPD Animation (http://bit.ly/1lAy7ql). Padlet (http://www.padlet.com/); VoiceThread (http://www.voicethread.com/).

G Tools: g Touchstone
Performance:

What Does Technology Mean to Me (VoiceThread)

Using the online tool VoiceThread, you will be asked to respond to a VoiceThread that I have assembled as well as create your own VoiceThread. You can create your own VoiceThread to illustrate your understanding of technology. You will be paired with another student and you will comment on each others VoiceThreads. Completed in class, due January 30.

f Self-Check Due January 24: NO WEEKLY TWEET z

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l Teaching with Intent: Planning Educational Materials with

Technology N Students will understand the characteristics of and construct
a generative topic to support learning.

D Readings:

TfUG Chapter 4, Generative Topics; UbD and Serendipity: Why Planning Helps Rather Than Hinders Creativity (http://bit.ly/16kpbQE). Prezi (http://www.prezi.com/).

G Tools: g Touchstone
Performance:

My Teaching for Understanding Map (Prezi)

Using the Teaching for Understanding framework as a guide, you will be constructing a presentation with the digital tool Prezi by yourself or with a partner. Through this presentation, you will be developing a generative topic, understanding goals, and potential performances of understanding. You may use this map as a guide for your UDL Book or WebQuest Keystone project. You may not use this map for both Keystone projects. Completed in class, due February 11.

o Writers
Workshop:

Writers Workshop for Living Document Part I (January 23) A solid draft of Part I of your Living Document (What learning, understanding, and creativity? How do understanding and creativity support learning?) is due in class on January 23.

N Students will understand the characteristics of and construct

understanding goals to support learning.

D Readings: G Tools: g Touchstone

Performances: Project:

TfUG Chapter 5, Understanding Goals; "Standards Must Be Unpacked" (http://bit.ly/14VQBwu). MindMup (http://www.mindmup.com).

My Teaching for Understanding Map (Continued)

Completed in class, due February 11.

8 Keystone

Living Document Part I (February 4)

Part I of the Living Document (What Do Learning, Understanding, and Creativity Mean To Me?) is due by Pumpkin Hour on February 4.

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N What are the ways we can use technology to provide

opportunities for learning irrespective of ability and background?

D Readings:

What Is Universal Design for Learning? (http://bit.ly/19zIU45); UDL At A Glance Video (http://bit.ly/1hSQV47); UDL Educator Checklist (http://bit.ly/19AOa6W). UDL Book Builder (http://bookbuilder.cast.org/); UDL Studio (http://udlstudio.cast.org/).

G Tools:

N Students will develop an understanding of the D Readings:

characteristics of performances of understanding.

TfUG Chapter 6, Performances of Understanding; "Developing Procedural Knowledge, Developing Declarative Knowledge, and Action Steps (http://bit.ly/1apbTCh). ScreenChomp (http://www.screenchomp.com/).

G Tools: g Touchstone
Performance:

Explaining My Understanding (ScreenChomp)

You will be creating a visual presentation by yourself or with a partner using the digital tool ScreenChomp. You will be creating a presentation that illustrates your understanding of a complex idea or process in a way that helps someone else understand this idea or process. Completed in class, due February 20.

o Writers
Workshop:

Writers Workshop for Living Document Part II (February 20)

A solid draft of Part II of your Living Document (What Do I Bring to Support Learning, Understanding, and Creativity with Technology?) is due in class on February 20.

N Students will recognize the importance of ongoing

assessment and feedback and understand the characteristics of a well-constructed rubric.

D Readings:

TfUG Chapter 7, Ongoing Assessment; "On Rubrics: Part 1" (http://bit.ly/19pWbrO); "On Rubrics: Part 2" (http://bit.ly/14pbTz3); "Seven Keys to Effective Feedback" (http://bit.ly/14Sivfz).

G Tools:

Socratic (http://www.socratic.com/).

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8 Keystone
Project:

Living Document Part II (February 25)

Part II of the Living Document (What Do I Bring to Support Learning, Understanding, and Creativity with Technology?) is due by Pumpkin Hour on February 25.

f Self Check-In Due February 28: NO WEEKLY TWEET z

l Teacher as Facilitator: Taking Technology into the Classroom

N How can we evaluate existing digital tools and media to
recognize their place in facilitating an understanding- and creativity-oriented classroom?

D Readings: G Tools: g Touchstone

Practice:

Review TfU Framework Table (in Tools for Success document); 5 Features Technology Must Have (http://bit.ly/1cZrpdY). Diigo (http://www.diigo.com/) and others.

Forest County School District Simulation (Assorted Digital Tools)

Forest County is a fictional county in West Virginia. You will be engaging in a simulation in which you are cast as an educator in the countys school district. The exact terms, contexts, and roles of the simulation will be revealed to you when we start the simulation. Completed in class, due March 20.

8 Keystone
Project:

UDL Book

UDL Book constructed with UDL BookBuilder and short reflection paper due by Pumpkin Hour on March 4.

f N Students will recognize opportunities and constraints of

technology facilitation in the classroom.

D Readings:

Students are Hacking Their iPads (http://bit.ly/KjTNfe); iPads in the Classroom (http://bit.ly/JKwoSV); Tablets for Fifth Graders? (http://bit.ly/1eTjNLR).

G Tools: g Touchstone
Practice:

exploratree (http://www.exploratree.org.uk/).

Forest County School District Simulation (Continued)

Completed in class, due February 11.

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N How can we evaluate and make meaning from information

online?

D Readings: G Tools:

Beyond Mere Gathering (http://bit.ly/1cOCAGT); Teaching Zack to Think (http://bit.ly/18CFybs). Wikipedia and Maps.

N How can we evaluate and make meaning from

information online?

D Readings:

What is a WebQuest (http://bit.ly/15U1JGb); What are the Essential Parts of a WebQuest ( http://bit.ly/14puNWO); What Kind of Topics (http://bit.ly/1bHIcyw). Diversity WebQuest (link will be provided); Zunal WebQuest Maker (http://zunal.com/).

G Tools: g Touchstone
Practice:

Diversity Through Music (WebQuest)

In order to understand and better construct a WebQuest, students will complete a WebQuest in the role of a learner. As part of the WebQuest, students will contribute to a public bulletin board on diversity to be displayed in the Education Building. Completed in class, due on April 10.

N What are the ways that the use of technology in the

classroom is informed by social, cultural, legal, and community contexts?

D Readings:

Nine Themes of Digital Citizenship (http://bit.ly/19AZgJj); "Developing an Acceptable Use Policy" (http://bit.ly/19AQDyo); "Parents are Over-Confident" (http://bit.ly/13I2l26).

G Tools:

Face-To-Face Communications.

l Teacher as Communicator: Using Technology to Develop

Relationships

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N Students will understand the ways they can facilitate and

model good technology use for learners.

D Readings:

How Kids Get To Become Tech Experts (I will send this to you via email ); "Eight Things Skilled Teachers Think, Say, and Do" (http://bit.ly/19AQSJQ); Do Digital Natives Really Exist? (http://bit.ly/1dfyqpp).

o Writers
Workshop:

Writers Workshop for Part III of Living Document

A solid draft of Part III of your Living Document (What Will My Technology-Rich Learning Environment to Support Learning, Understanding, and Creativity Look Like?) is due in class on April 17.

N Students will develop strategies to communicate information

and ideas with students, parents, and peers.

D Readings:

Listening to Students (http://bit.ly/1lB55qn); The Importance of Saying Im Sorry to Students (http://bit.ly/1hgWRq8); 27 Ways To Increase Family Involvement (http://bit.ly/19pYTh7).

8 Keystone
Project:

Living Document Part III (April 24)

Part III of the Living Document (What Will My Technology-Rich Learning Environment to Support Learning, Understanding, and Creativity Look Like?) is due by Pumpkin Hour on April 24.

f Self-Check Due April 25: NO WEEKLY TWEET z N Students will develop an understanding of when and who to
ask for support, as well as what resources to draw upon.

D Readings:

The 5 Biggest Skills Modern Teachers Need (http://bit.ly/14Ku95t); Teachers: Finished products or works in progress? (http://bit.ly/17V3apq); Recapture the Joy! (http://bit.ly/1kYojsv).

G Tools: 8 Keystone
Project:

DonorsChoose (http://www.donorschoose.org/).

WebQuest

WebQuest constructed with Zunal and short reflection paper due May 1.

f f

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Due Date Schedule

January 24 January 30 January 30 February 4 February 11 February 20 February 20 February 25 February 28 March 4 March 20 April 10 April 17 April 22 April 25 May 1 May 8 First Self-Check (no Weekly Tweet) Living Document Part I Solid Draft What Does Technology Mean To Me? (Completed In Class) Living Document Part I Final Draft My Teaching for Understanding Map (Completed In Class) Explaining My Understanding (Completed In Class) Living Document Part II Solid Draft Living Document Part II Final Draft Second Self-Check (no Weekly Tweet) UDL Book Forest County Simulation (Completed In Class) Diversity Through Music WebQuest (Completed In Class) Living Document Part III Solid Draft Living Document Part III Final Draft Third Self-Check (no Weekly Tweet) WebQuest Professional Portfolio

o g 8 g g o 8
z

8 g g o 8
z

8 8

o = Writers Workshops; z = Self-Checks; g = Touchstone Practices; 8=Keystone Projects.

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Appendices

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Unit Maps
How do I see the relationships between teaching, technology, and me?

What are some of the roles technology and play as a tool for teaching? How do I see my role as a teacher with technology?

Building Foundations by Exploring Learning, Understanding, Creativity, and Technology

Students will develop a starting point and framework for exploring what creativity, understanding, and learning mean to them.

#1

Instant Definitions: What do learning, understanding, and creativity mean to you? Sort: Place your definitions, and the definitions of educational experts, into categories. What Technology Can You Not Live Without?: Name the technology and collaboratively sort. What Does Technology Mean To You?: Select and find images that represent your understandings of technology. Parts I, II, and III of the Living Document: Build and deepen your understanding of learning through this three-part essay.

m
#2

The definitions and sorts will be followed by in-class discussions, as well as followup information on theoretically- and philosophically-grounded approaches to learning, understanding, and creativity.

The collaborative sorting of technologies will be followed by an in-depth class discussion in which students are asked to justify their categories. Both peers and the professor will comment and ask questions about the images and descriptions. Peers will provide feedback via the Writers Workshops and the professor will provide a rubric and feedback and guidance through written comments.

#2

#1

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Students will develop an understanding of their technology interests, preferences, and understandings.

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How do I see the relationships between teaching, technology, and me?

What are some of the roles technology and play as a tool for teaching? How do I see my role as a teacher with technology?

Teaching with Intent: Planning Educational Materials with Technology

Students will develop an understanding of the characteristics of performances of understanding.

#1, #2

Generative Topics, Understanding Goals, and the Hundred Aker Woods: Use the Hundred Aker Woods map as metaphor for understanding GTs and UGs. Classifying Understandings and Performances: Analyze different kinds of understandings and performances. Rubric Dissection and Feedback: Trace a rubric back to GTs and UGs. Working With The Inclusive Toolkit: Evaluate an existing UDL Book for the inclusive tools available. My Teaching for Understanding Map: Construct a Prezi presentation that outlines a pathway to understanding through the TfU framework. Explaining My Understanding: Demonstrate your understanding through the creation of an illustrated walk- and talk-through.

Paired activity, with full-class discussion and feedback from the professor.

#3

Public and real-time classification activity, with full class discussion and feedback from the professor. Jigsaw activity with two levels of peer work and feedback, with ongoing feedback from the professor. Individual or paired activity, with full class discussion and feedback from the professor. Individual or paired activity, with frequent full-class check-ins and ongoing feedback from the professor. Individual or paired activity, with frequent full-class check-ins and ongoing feedback from the professor. Professor will provide rubric and feedback for deepening understandings around design, alignment, and student metacognition.

#4

#5

#1, #2

g
#3

#1, #2, #5

UDL Book: Construct a working UDL Book to support understanding and inclusion.

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What are the ways we can use technology to provide opportunities for learning irrespective of ability and background?

Students will recognize the importance of ongoing assessment and feedback.

Students will understand the characteristics of and construct understanding goals to support learning.

Students will understand the characteristics of and construct a generative topic to support learning.

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z
How do I see the relationships between teaching, technology, and me?

What are some of the roles technology and play as a tool for teaching? How do I see my role as a teacher with technology?

Teacher as Facilitator: Taking Technology into the Classroom

How can we evaluate existing digital tools and media to recognize their place in facilitating an understanding- and creativity-oriented classroom?

Students will recognize opportunities and constraints of technology facilitation in the classroom.

#2, #4

m
#3

Four Corners Activity: Students take and explain stances on particular prompts and issues.

Iterative peer dialogue as well as questions and feedback from the professor.

WebQuest Evaluation: Use criteria to evaluate and critique a model WebQuest. Forest County Simulation: Take on roles in a fictional West Virginia school district to accomplish a district-wide task. Diversity Through Music WebQuest: Complete a WebQuest to construct a public understanding of diversity.

Paired activity, with full-class discussion and feedback from the professor.

#1, #2, #4 #3, #4

Role-based activity with feedback from peers and professor. Group activity requiring constant peer communication and feedback and guidance from the professor. Professor will provide rubric and feedback for deepening understandings around design, alignment, and student metacognition.

#3, #4

WebQuest: Construct a working and public WebQuest.

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What are the ways that the use of technology in the classroom is informed by social, cultural, legal, and community contexts?

How can we evaluate and make meaning from information online?

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How do I see the relationships between teaching, technology, and me?

What are some of the roles technology and play as a tool for teaching? How do I see my role as a teacher with technology?

Teacher as Communicator: Using Technology to Develop Relationships

#1

The Digital Natives Are Restless: Students will interrogate the idea that kids intuitively know what to do with technology. Recognizing the Agency of Learners: Students will reflect on the ways to understand and advocate for learners with technology in mind. The Parent Experience: Students will examine and analyze teacher communications and explore ways to use technology for communication. The Matrix: Students will engage in a networking activity.

Jigsaw activity with two levels of peer work and feedback, with ongoing feedback from the professor.

#2

m
#3

Paired activity, with full-class discussion and feedback from the professor.

Jigsaw activity with two levels of peer work and feedback, with ongoing feedback from the professor. Full class activity requiring constant peer communication and feedback and guidance from the professor.

#4

N/A Professor will provide rubric and feedback for deepening understandings around design and curation.

+++

Professional Portfolio: Construct an online portfolio of your work.

z
+++ indicates a capstone (final) project.

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Students will develop an understanding of when and who to ask for support, as well as what resources to draw upon.

Students will develop strategies to communicate information and ideas with students, parents, and peers.

Students will understand the ways they can facilitate and model good technology use for learners.

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Fairmont State University School of Education Conceptual Framework

The mission of the Fairmont State University School of Education (FSU SoE) is to prepare reflective and responsive educators who possess the knowledge, skills, and dispositions to help all students learn. The FSU SoE mission is integrated across the curriculum, field experiences, clinical practice, and assessments of candidates. The conceptual framework (CF) provides the structure and guiding principles that are necessary to accomplish this mission. The five West Virginia Professional Teaching Standards (WVPTS) and their respective functions undergird the knowledge, skills, and dispositions that candidates must possess in order to facilitate learning for all students. Diversity and technology are included in the CF representing themes that are integrated throughout the units programs. Demonstrated competencies in the standards/functions empower candidates to function as reflective and responsive educators. The CF is based on research about effective teaching and learning best practices that apply to teacher candidates at the initial level as well as accomplished teachers at the advanced level. The CF and the WVPTS also are central guiding elements of the FSU Professional Development School (PDS) Partnership that provides a critical structure and context for teacher education and educator professional development.

Fairmont State University Policies

Academic Integrity: Fairmont State values highly the integrity of its student scholars. All students and faculty members are urged to share in the responsibility for removing every situation which might permit or encourage academic dishonesty. Cheating in any form, including plagiarism, must be considered a matter of the gravest concern. Cheating is defined here as: the obtaining of information during an examination; the unauthorized use of books, notes, or other sources of information prior to or during an examination; the removal of faculty examination materials; the alteration of documents or records; or actions identifiable as occurring with the intent to defraud or use under false pretense. Plagiarism is defined here as: the submission of the ideas, words (written or oral), or artistic productions of another, falsely represented as one's original effort or without giving due credit. Students and faculty should examine proper citation forms to avoid inadvertent plagiarism. Disability Services: Services are available to any student, full or part-time, who has a need because of a [documented] disability. It is the student's responsibility to register for services with the coordinator of students with disabilities and to provide any necessary documentation to verify a disability or the need for accommodations. The coordinator of Disability Services can be reached at (304) 367-4686 or (800) 641-5678 Ext. 8.

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