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University Mission: Western Oregon University is a comprehensive university that creates personalized learning opportunities, supports the advancement

of knowledge for the public good and maximizes individual and professional development. Our environment is open to the exchange of ideas, where discovery, creativity and critical thinking flourish, and students succeed.

Western Oregon University Division of Teacher Education CSE 624: Internet for Educators Summer Term 2012 Online This syllabus is subject to adjustment and changes at any time. Instructor: Dr. Gregory Zobel Office: ED 238 Office Hours: Wed 10-4 & by arrangement.* Phone: 503-838-8728 Email: zobelg@wou.edu

*I make every effort to be available to students. You are welcome to drop by my office if you have questions or need to talk to me. I am also happy to schedule appointments, in-person, via Skype, Google+, or Gmail Chat at mutually convenient times for you and me to meet. Communication between students and faculty is important. Please keep me informed if for some reason you are experiencing difficulties with the class and I will do my best to work with you to overcome them.

Teaching Philosophy:
Learning is one of the most exciting processes and experiences on the planet. My role is to purposefully and meaningfully guide you through a dizzying array of information, media, resources, tools, experiences, and opinions to abet your developing the skills, insights, theories, and perspectives you need to optimally employ technology to support your educational mission and goals. I also hope to help sustain and grow your passion for learning, teaching, writing, and research.

Course Description:
ED 624: Internet for Educators (3) Course will relate to a number of topics/issues germane to the use of Internet technologies in schools/classrooms/media centers. Students will become knowledgeable about the practical, theoretical and philosophical implications of using the Internet in education.

Course Site: http://cse624.drgbz.com/


Everything important and related to the course, except for grades, will take place at the course web site. Make sure you visit the site and review the contents. Contents will not be completed until June 24, 2012. If you have questions about the site, please wait until Monday, June 25th.
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Table of Contents
Teaching Philosophy: ...................................................................................................................... 1

Course Description: ................................................................................................................. 1 About the Course ...................................................................................................................... 2 How This Course is Taught ............................................................................................................ 2 Required Texts ................................................................................................................................... 3 Course Learning Goals and Objectives ....................................................................................... 3 Course Outcomes and Course Deliverables ............................................................................. 4 About the Deliverables ................................................................................................................... 5 Course Management ................................................................................................................ 5 Technology Problems ...................................................................................................................... 6 Late Work, Family Emergencies, Illness, and Other Problems .......................................... 6 Sample Work & Assignments ........................................................................................................ 6 Assessment Methods ............................................................................................................... 6 Grading ................................................................................................................................................. 6 Online Discussions ........................................................................................................................... 7 Guidelines for a Successful Online Course ............................................................................... 7 What You Can Expect of Me as Your Instructor ...................................................................... 8 Plagiarism Policy .............................................................................................................................. 8 WOU Student Support Services Available ................................................................................. 9 Class Calendar ........................................................................................................................... 9 Assignments ............................................................................................................................ 10 Writing ............................................................................................................................................... 10 Assignments: ................................................................................................................................... 10 Weeks 1 & 2 ............................................................................................................................. 11 Assignment Descriptions .................................................................................................... 11 Week 1: .............................................................................................................................................. 11 Week 2: .............................................................................................................................................. 12 Weeks 3-5: Select Three Different Themes. .......................................................................... 13 +Learning Resource ...................................................................................................................... 14 ^Journal Reviews: .......................................................................................................................... 14 Week 6: The Final Materials ....................................................................................................... 15 The Technology: Getting Set Up ....................................................................................... 16 Privacy ...................................................................................................................................... 16

About the Course


How This Course is Taught
This is an online course with no meetings at WOU. The course may include a variety of readings, videos, podcasts, online demonstrations, activities, assignments, and/or online discussions. Although there is some flexibility because it is an online course, students are 2
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expected to keep up with the readings and respond to discussion questions in a timely manner. Otherwise the online discussions are not effective. Please pay attention to posted deadlines. This course will be taught as a series of different readings introduced each week. New topics will be posted by 8:00 am each Tuesday. All initial discussion responses are due no later than Saturday evening by midnight. Responses to posts by other students are due by midnight on Monday. All other assignments are due by Monday night at midnight. You will be expected to log in to check discussions and other announcements several times each week.

Required Texts
There are no required texts for this course.

Course Learning Goals and Objectives

Learning Goals
Understand existing internet and technology related standards.

Learning Objectives
The student will be able to (TSWBAT) understand, recognize, and apply NETS-S standards to resources, activities, and articles during course work; TSWBAT understand, recognize, and apply NETS-T standards to resources, activities, and articles during course work; TSWBAT compare and contrast NETS-S and NETS-T standards; TSWBAT create, maintain, and generate content for a WordPress blog or site; TSWBAT constructively comment on and respond to colleagues blogs; TSWBAT intelligently discuss how the internet impacts communication; TSWBAT intelligently discuss how the internet impacts collaboration; TSWBAT intelligently discuss privacy and security concerns related to the internet; TSWBAT intelligently discuss copyright and Creative Commons concerns related to the internet; TSWBAT intelligently discuss Digital Citizenship and the internet; TSWBAT intelligently discuss the internets impact on accessing primary source materials; 3

Participate as a public intellectual in the blogosphere. Understand and discuss how the internet has impacted key aspects of education and daily life.

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Demonstrate an understanding of technology trends. Develop a realistic awareness of personal technological abilities.

TSWBAT intelligently discuss how virtualization is and will continue to impact education; TSWBAT write an evaluation of their own technological skill sets and learning gaps; TSWBAT will identify what learning outcomes they met or did not meet in this course TSWBAT productively evaluate this course to make sure it meets the stated Learning Goals and Learning Objectives.

Course Outcomes and Course Deliverables


Once you have completed this course, you will have: Generated a public facing blog which you can use for professional and/or personal goals; Participated in multiple ongoing threads and conversations; Understood the mechanics of maintaining a blog and working with multiple users on a blog; Understood the elements of contributing in an online blogging community; Authored, organized, and revised multiple posts on a theme; Read, responded to, and evaluated six scholarly articles; Identified, evaluated, and shared over 20 online resources and tools; Developed a personal understanding of three themes related to specific learner populations and learning media and connected them to your working environment. Additionally, you will have completed the following deliverables that comprise your grade:

The Deliverables
Deliverables in this course fall in to three categories. First, there are writing responses to readings and videos you watched. The goal is to think about and integrate some of the ideas you are exposed to in to your own experience and consider how this information may impact your teaching, reading, writing, personal, and professional lives. The second category is resource sharing. While it is easy to discuss and think about the theory or potentials of collaboration or public domain video, it is more useful to go out and find resources that you or others can use in your classroom(s), work environments, or professional development. A major goal of this course is not to just help increase your awareness of, but your familiarity with internet resources. The third category of deliverable is the Journal Review. This is a more formal document. While we are not doing full blown academic literature reviews or analyses in this class, we are working with academic articles/literature and linking them to our own work. It is important to become familiar with the processes vital to locating material, evaluating it, responding to it, and then integrating the core concepts in, to, or with your work. During this class, you will author six journal reviews that have specific requirements. Please pay attention to those requirements.

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Course Grade
Course Overview & Introduction -NETS response: 5% -Week 2, 3 writing responses: 10% -Sources: 5% 3 Themes (Weeks 3-5; 20% per week) Each week: Journal Review/ Theoretical/Practical: 5% Journal Review/ Practical: 5% Web Resources: 10% Closing Documentation -Futures of Education: 5% -Self-Evaluation: 15% 20%

60%

20%

For more specific information about each of the deliverables, please refer to the Assignment section below.

About the Deliverables


Why is there so much emphasis on writing? Writing is an essential tool for communicating. While multimedia have continued to grow in importance, virtually all policy, hiring, and funding decisions are made via alphabetic text on paper products: hard copies of writing. Writing is an important and integral tool for communicating in your future role as technological evangelist, tech-using teacher, instructional designer, or independent author, consultant, and media creator. The MS:EdIT program also requires some significant writing performances in order to complete the program. You will either write a thesis, write a final project, create an online portfolio that features your writing, or write comprehensive exams. No matter how you look at it, you will do a lot of writing.

Course Management

Class Assignments and Expectations; No Late Work Accepted


Complete assigned readings and explore relevant resources weekly and be prepared to actively write, post, and respond to issues raised in these readings. Simply cranking out a single draft or posting thoughts off of the top of your head is not best practice, nor will it earn you the grade that you are capable of earning. Brainstorm, draft, revise, pause, revise, and THEN post. The blog posts and comments in this class are not meant to be final drafts, but they are not meant to be first drafts either. All of your posted, public writing should be thoughtful and decently organized content that addresses the prompt and/or readings and shows respect for the reader and author. All assignments are due on the date listed. NO EXCEPTIONS. Late work is NOT accepted. Why? If you show up late for an interview a day late, if you submit your contracted publication a week late, or if you go to see the World Cup a month late you 5

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will face the same result: people will be confused, upset, or unwilling to work with you. Deadlines exist for a reason.

Technology Problems
Technology is NOT an excuse to not meet your deadlines. You should always have backup, cloud based or thumb drive or what have you. Invariably, other people around you will or should have computers. As an educational technologist in training, it is your responsibility and duty to determine multiple workarounds and solutions in case things go bad or get weird. Why? Technology always does weird stuff at some of the worst times. For example, I wrote part of this syllabus on a borrowed computer. Im storing files in Gmail and DropBox and several hard drives. I know that if the university network goes down (which it did last Sunday) that I can go to Koyotes off campus to get WiFi. Back up plans, data storage, and working devices are all important. If you literally live in the Alaskan Bush, like some of our students do, or if there is only one hard line for data in/out of your area, let me know at the start of the term. Alerting me to potential problems ahead of time makes it much easier on all of us if an event occurs.

Late Work, Family Emergencies, Illness, and Other Problems


If you think there is going to be a problem meeting a due date or deadline, please contact me immediately. Keeping me in the dark does not help either one of us. Letting me knowbriefly, efficiently, and without too many personal detailsthat your life has a few bumps will go a long way in relieving stress for all of us. If you have a family emergency, simply email me that with estimated date(s) and time(s) this will impact you and when you think life will become normal again. I do not need nor want doctors notes, detailed descriptions, nor epic sagas; your personal lives are your ownif there is a crisis significant enough to warrant telling me about it, all I need to know is that things are bumpy. Your attention is best spent on the situation and handling it the best that you can. The key to minimizing stress and maximizing your performance during difficult times is clear, effective communication.

Sample Work & Assignments


Examples of quality student blogs will be linked to on the course blog.

Assessment Methods
Grading
It is possible to earn 1,000 points in this class. Grades (%) A 930-1,000 6

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AB+ B BC+ C CD F

900-920 880-890 830-870 800-820 780-790 730-770 700-720 600-690 below 600

Online Discussions
Students are expected to do scheduled readings, respond to prompts by the posted date and time, and then respond to other students and the instructor. Appropriate responses make a substantial contribution to the discussion. Do not simply reply, I like that, good job. Rather, add new ideas of your own, cite views from readings, comment on why you find a particular idea intriguing, or lead us to related articles.

Guidelines for a Successful Online Course


Modified from Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. Jossey-Bass:San Francisco, CA. 1. This is not a self-paced course. It is designed on a weekly format and to be successful you will need to login to check the course several times each week. 2. Discussions require frequent checking and participation. Check often. Stay current and up-to-date. Replies posted late will not become a part of the discussion and will likely be missed by other participants. Discussions cannot be caught-up once others have moved on. Monitor discussions for responses to your own posts and be prepared to post follow-up messages. 3. If possible, complete readings near the beginning of the week so that you have time to think about them and draw from them as you complete assignments and/or discussions for the week. 4. Have contingency plans for computer problems. Become familiar with the Internet services at your public library. Seek out friends or family members who will let you use their Internet services in the case yours crashes. Do not expect to be able to catch up after missing two or more weeks of class. 5. Online learning happens in real time. As with on-campus classes, you will need to juggle your commitments even when personal or work activities encroach on your study time. Your success depends upon your ability to master course content at the same time you deal with other life challenges. If an unforeseen event occurs and work cannot be submitted on time, get yourself back on track as soon as possible. Contact me immediately if you are having problems. I am understanding and will work with you, but it is difficult to help when students fall far behind.
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6. Because this is an online class, your schedule can be quite flexible. This does not mean, however, that there is less work than in a 3-credit face-to-face class. Graduate courses at WOU carry an expectation of 4 hours of homework for every 1 hour in class. This equates to 15 hours/week for a 3-credit course. While this will vary from week to week and there will certainly be light weeks, please be prepared to schedule your time to manage weeks when there is a heavy workload. I will do my best to make this manageable, and I think you will find our readings and assignments to be interesting and relevant.

What You Can Expect of Me as Your Instructor


Modified from Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. Jossey-Bass:San Francisco, CA. 1. I understand the uncertainties of online communication. When you email me, I will respond within 48 hours (usually much faster). If you send me something, I will respond with a Got it email. If you do not hear from me, check to make sure I received it. (Assignments submitted on Moodle should show you when they have been posted successfully). 2. Open communication and instructor availability are critical to the success of an online course. Email me any time you have questions. This is the fastest way to reach me. If you need to talk by phone, my number is 503-838-8728. Please email me to let me know you are trying to reach me by phone and I will arrange an appointment to talk. 3. Please email me anytime you are confused or unclear on instructions. I will respond quickly. If your question would be of interest to others in the class, I will post my responses on our course announcements page. 4. Although I may be traveling for conferences a few times during the term, I will continue to check our class regularly. If for any reason I will be unable to connect, I will post a message to let you know. 5. I will do my best to respond to assignments with feedback within a week. Because I have two other online classes, I may have conflicts that slow this down. Please know that I will do my best to provide feedback as quickly as possible.

Plagiarism Policy
Much of the work we do in this class involves using online electronic texts and images as a resource. If you use material you have found online, you are expected to acknowledge the source and, in the case of text, paraphrase as appropriate. If you use another writers words, you must put those words in quotation marks (or use block quote formatting) and formally cite where they came from. If you cut and paste text 8

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or any other material without crediting your source, you are plagiarizing. Plagiarism is unethical. If discovered, intentional plagiarists fail.

WOU Student Support Services Available


Disability Accommodation: If you have a documented disability that my require assistance, you will need to contact the Office of Disabilities Services (ODS) for coordination in your academic accommodations. The ODS is located in the Academic Programs and support Center (APSC) Suite 405. The phone/TTY is (503) 838-8250 Writing Center (www.wou.edu/las/humanities/writingctr) Learning Resource Center (www.wou.edu/provost/aalc/learning) Counseling Center (http://www.wou.edu/student/health) Department or College Resources

Class Calendar
Weeks run from Tuesdays (6/26) through the next Monday (7/2).
Please note: initial blog posts are always due by Midnight Saturday (6/30) while follow up comments are always due by Midnight Monday (7/2). This means that your posts may be a little bit behind what you are reading; i.e. when you post in Week 2 (Saturday 7/7), you may have only completed the reading for Week 1 and part of the reading for Week 2.

Week
1 6/26 7/2 2 7/3 7/9 3 7/10 7/16 4 7/17 7/23 5 7/24 7/30 6 8/1 8/6

Work Due
See Course Introduction & Overview Worksheet

Assignments Due Dates


6/30 Response to NETS standards 6/30 Create WordPress blog/site 7/7 Responses to content 7/14 Journal Reviews & 5 Resources with links 7/21 Journal Reviews & 5 Resources with links 7/28 Journal Reviews & 5 Resources with links 8/3 Learning Evaluation & Futures of Learning Response

See Course Introduction & Overview Worksheet See Course Theme Worksheet for Weeks 3-5 See Course Theme Worksheet for Weeks 3-5 See Course Theme Worksheet for Weeks 3-5 See Course Conclusion Worksheet for Week 6

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Remember: Digital Citizenship should be practiced regularly. Whether you do bursts of four hours at once or several times a week for 30 minutes, you need to participate and contribute in a meaningful way each week.

Assignments
Writing
Key to all the writing assignments is several simple principles. Simple does not mean easy. Simple does not mean stupid. Simple does not mean you should dismiss it. (Hint: A rapid way to improve your writing is to acquire and read Rudolf Fleschs The Art of Readable Writing, Fleschs The Art of Plain Talk, or Kelsch & Kelschs Writing Effectively: A Practical Guide.) 1. Respect your reader. a. Use accessible academic English and clear writing. b. Assume they are intelligent, inquisitive, and critical thinkers like you. c. Be engaging, i.e. do not bore us. 2. Support your claims. a. Respect your reader by showing roughly where the information came from. b. Respect your reader by summarizing the work for themdont make the reader work through the quotes that you should work through. 3. Have something to say. Make a point and connect the dots. a. All of this content is interesting, and it all addresses multiple issues in which most of the public is concerned and invested. This is an easy conversation to join, and it is a conversation to which you can make a valuable contribution. This means thinking and drafting before you writebe very clear about what you want to say. Say it well when you say it. Make a point, and then move on to your next point. Before you close, remember to connect all of the dots. Do not assume your reader will get it just because it seems obvious to you. Instead, your post, your writing, your argument should make the point so obvious that the reader is led to it.

Assignments:
Below you will find three different assignment sheets. The first assignment sheet/worksheet is for the first two weeks of class. The second assignment sheet/worksheet focuses on the core of the classthe middle three weeks. The third assignment sheet describes the two documents you will turn in at the end of the summer term.

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Weeks 1 & 2
completed Week 1 Create a WordPress Site or Modify an existing blog Watch/read Overview content Watch/read Communication content Watch/read Collaboration content Read NETS standards for teachers AND students Respond to NETS standards under NETS completed Week 2 Watch/read Copyrights & Creative Commons content Watch/read Privacy/ Security content Watch/read Digital Citizenship content Post response to Copyrights & Creative Commons Post response to Privacy/ Security Post response to Digital Citizenship Watch/read about Primary sources Gather & share Primary Sources to use in your class Notes: Watch/read content: During weeks 1, 2, and 6 a variety of content will be linked or provided to you. It is important that you watch and read all the content before responding to the content.

Assignment Descriptions
Week 1:
1. Go to the course site. Look through the site. Then set up your own blog based on the blog layout template (see below). Send me a link to your blog. 2. Go to the Week 1 tab. Watch the material. Read the material.

3. Post NETS Response to your blog: Write 300-700 words where you provide an overview of the NETS standards within the context of all the material you have read/watched this week (Overview, Communication, and Collaboration). Be sure to contextualize your discussion in the specifics of your working and/or teaching environments. Which NETS standards do you think are most important? Which are the most challenging? How do the NETS-S differ from the NETS-T? 4. Go to Our Colleagues page and see other students blogs, read their material, and comment on their work.

Week 2:
1 Go to the course site. Go to the Week 2 tab. Watch the material. Read the material. 2 Write your responses. All responses to content should be 200-300 words long where you identify one or two key ideas that hooked you from that specific material. If you like, you may post a 2-3 minute audio or video responses instead of a written response. That is, what core concept or two in the communication content caught your attention? Why? How would you address that or work with it in your course(s) or with your students? Please note: each time a response is listed, i.e. one for Copyrights and one for Privacy, this means a different 200-300 word response for each topic. Be sure to write all THREE responses. 3 Primary Sources: For the Primary Sources activities: A) Locate 10 public domain resources that you can use in your classroom. Write one blog post where you: give the name of each resource, write a sentence or two on how you would use it in/for your class or classroom materials, and provide a link to the resource. B) Locate 10 Creative Commons resources that you can use in your classroom. Write one blog post where you: give the name of each resource, write a sentence or two on how you would use it in/for your class or classroom materials, and provide a link to the resource.

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Weeks 3-5: Theme Worksheet


Select Three Different Themes.

Research Themes are blends of specific learner populations and specific learning mediums. In weeks 3, 4, and 5, you will select a Theme by identifying a specific learner group and a specific learning medium. For example, Open Source x Grades K-3 or Social Networking x Graduate students Learners--> Grades: Grades: Grades: Grades: Undergraduate Graduate Adult K-3 K-5 6-8 9 - 12 Students Students Learners
Learning Medium

Mobile Learning Open Source Video Project Based Learning Content Management Systems Social Networking Flipped Classroom Hybrid Learning Open Education/Open Learning
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completed

Week 3: due 7/14 Theme Learner Level:

completed

Week 4: due 7/21 Theme Learner Level:

completed

Week 5: due 7/28 Theme Learner Level:

Theme Learning Theme Learning Medium: Theme Learning Medium: Medium: Evaluate & Post 5 Evaluate & Post 5 Learning Evaluate & Post 5 Learning Learning Resources Resources with links.+ Resources with links.+ with links.+ Review 1 relevant Review 1 relevant practical Review 1 relevant practical practical journal journal article.^ journal article.^ article.^ Review 1 relevant Review 1 relevant theoretical Review 1 relevant theoretical theoretical journal journal article.^ journal article.^ article.^ Comment on two peers Comment on two peers Comment on two peers blogs/postings blogs/postings blogs/postings This table is for you to use and track your progress through weeks three, four, and five. All material should be posted to your blog and include the appropriate tags.

+Learning Resource
Each Evaluation Should:
o o o o Link to the resource; Be 100-200 words long; Indicate which NETS standards are addressed; Discuss how this resource is useful, interesting, and relevant to you, your theme for the week, and your students.

specific area that interest you rather than having you read general theory or general practice. I want you to gain depth and breadth on specific kinds and applications of educational technology that are directly relevant to your experience and field.

Each Review Should:


o o o Provide article title, author, journal, and publication date; Indicate which NETS standards are addressed; Be 300-500 words long and discuss how this resource is useful, interesting, and relevant to you, your theme for the week, and your students.

^Journal Reviews:
Each week review one practice-centered, practical journal article and one theoretical or philosophical journal article; these should come from peer reviewed scholarly journals. The goal is to balance practice and theory in a

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Week 6: The Final Materials


1 Watch the videos and read the materials under the Week 6 tab. 2 Write a 400-700 word blog post where you react and respond to the material in the videos. How do you think the technologies will impact your classroom? How soon will you see those impacts? What kinds of changes could this have in your professional life? Do you think such technology will be implemented where you work? 3 Complete the following table where you grade yourself. Email the grade and elements 4 and 5 to me. 4 Attach one 1-2 page formal business letter where you formally address why you graded yourself the way you did. 5 Attach a 300-500 page learning evaluation where you discuss two to four of the key concepts, tools, or practices that you learned about and plan to implement in your teaching, training, education, or professional development. Be sure to indicate HOW you plan to implement the material. Course Sections
Course Overview & Introduction -NETS response: 5% -Week 2, 3 writing responses: 10% -Sources: 5% 3 Themes (Weeks 3-5; 20% per week) Each week: Journal Review/ Theoretical/Practical: 5% Journal Review/ Practical: 5% Web Resources: 10% Closing Documentation -Futures of Education: 5% -Self-Evaluation: 15%

Points Possible
200

Score Yourself
-NETS response: /50 points -Week 2: 3 writing responses: -Sources: /50 points /100 points

600

200

Week 3: /200 points (5% per each journal review [total of 10%] and 10% for web resources) Week 4: /200 points (5% per each journal review [total of 10%] and 10% for web resources) Week 5: /200 points (5% per each journal review [total of 10%] and 10% for web resources) Futures of Education: /50 points Self-Evaluation/Learning Evaluation: /150 points

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The Technology: Getting Set Up


In it is critical to your success that you become familiar with the course blog during the first week of class. If you prepare, most things will likely go smoothly. If you do not prepare, if you assume, then you risk doom.

Privacy
All of our activities online are tracked, searched, documented, recorded, and harvested. It is important to understand that tracking occurs. As Educational Technologists, this is the reality we faceand we work in environments where numerous vested and anonymous parties harvest data. Since all of your blogs and digital citizenship activities must be posted to the course blog for this class, I attempt to mitigate the impact of this tracking on our professional lives. To protect your identities, you, students/users, are only referred to by your first names. If you wish to use your last name, that is your choice. However, I will not enforce such a policy. If you have further concerns about your privacy or privacy related issues, please let me know.

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