syllabus-spring2015 edu 680 is
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Spalding University
College of Education
Educator as Leader
In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative
commitment to the development of the total person, the College of Education has as its mission the
preparation of educators who will possess intellectual understanding, holistic perspective, and professional
skills to lead others to the maximum use of their potential for lifelong learning in multicultural society.
Term/Year Spring 2015
Course Title (Credit Hours) Advanced Technology for Teaching and Learning
Course Number(s) EDU 680 Independent Study
College/School & Program College of Education -
Time(s) Location As Needed
Instructor Karen Stone
Office Hours By appointment
Office Location No office on campus
Contact Information Office: 502.387.7769
Email:
Course Description (4) Credit Hours
Provides practical experiences in all stages of the planning and operations of a computer lab and in
assessing effectiveness for learning.
Aligned to both the KY Teacher Standards (emphasis on Standards 4 and 6) and the ISTE National
Educational Technology Standards for Coaches (NETS-C). Student will analyze and evaluate what is
currently available as well as what is coming in the near future. Students will develop a professional
development plan and examine strategies for maintaining a professional online presence (including social
networking).
Independent Study Expected Workload
To earn 4 credits a course is expected to include 3000 minutes (50 hours) of instruction. You should expect
to put AT LEAST that much time into your independent study. The Guidelines for Credit Hour Policy for
Spalding can be found athttp://tinyurl.com/spaldingcredithrpolicy
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Required Texts and Other Materials
Although this class does not require a book, it does require that you have access to a computer connected to the
internet and a webcam. We will be meeting online using Google+ Hangouts and a webcam is needed for full
participation.
ISTE NETS-C Advancing Digital Age Coaching
http://www.iste.org/standards/nets-for-coaches
Kentucky Teacher Standards (Advanced-Level)
http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.doc
Browsers Recommended:
Google Chrome (http://chrome.google.com)
Internet Explorer (http://windows.microsoft.com/en-US/internet-explorer/downloads/ie)
Accounts:
Spalding Email, Live Binder (http://livebinder.com), Google+, Diigo (http://diigo.com)
Others will be added during class discussion.
Recommended Subscriptions:
Tech & Learning: Ideas and Tools for Ed Tech Leaders
Free subscription for qualified US residents:http://www.techlearning.com/currentissue
Committed Sardines:http://fluency21.com/sardines.html
Required Email Blackboard LiveText
For this course students may use whatever email is convenient to correspond with this instructor. Students are
required to use LiveBinders to submit projects and assignments.
All assignments and tests must be submitted through LiveBinders. Email or printed assignments will not be
accepted for grading. Emailed assignments will be returned with comments only and will be required to be
submitted through LiveBinder for grading.
One letter grade (10%) will be deducted for every class an assignment is late. No assignment will be accepted after
the last day of class unless prior arrangements have been made and an incomplete agreement signed and approved.
All sources should be referenced in APA style format. Use the websitehttp://bibme.org for each citation. Note:
check to make sure APA style is selected.
Withdrawal Dates and Financial Aid Information
Specific withdrawal information is available from the office of the University Registrar. Please be sure to contact
your University financial aid counselor before dropping or withdrawing from any class, as this may impact yourfinancial aid status.
Conceptual Framework Functional Dimensions
The College of Education has defined the Educator as Leader as a professional who embodies six (6) specific
Functional Dimensions which include: (1) Change Agent/Transformational Leader; (2) Knowledgeable Practitioner;
(3) Persevering Advocate; (4) Continuous Assessor; (5) Technologically Astute Practitioner; and (6) Responsible
Professional. The Educator as Leader
dispositions are characterized by a metaphor of an interlaced Celtic knot.
The never ending strands represent the permanence and the continuum of teacher professional dispositions drawn
http://www.iste.org/standards/nets-for-coacheshttp://www.iste.org/standards/nets-for-coacheshttp://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://chrome.google.com/http://chrome.google.com/http://chrome.google.com/http://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://livebinder.com/http://livebinder.com/http://livebinder.com/http://diigo.com/http://diigo.com/http://diigo.com/http://www.techlearning.com/currentissuehttp://www.techlearning.com/currentissuehttp://www.techlearning.com/currentissuehttp://fluency21.com/sardines.htmlhttp://fluency21.com/sardines.htmlhttp://fluency21.com/sardines.htmlhttp://bibme.org/http://bibme.org/http://fluency21.com/sardines.htmlhttp://www.techlearning.com/currentissuehttp://diigo.com/http://livebinder.com/http://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://chrome.google.com/http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://www.iste.org/standards/nets-for-coaches -
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Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning
Develop a class or school technology use contract that supports safe, healthy, legal, and ethical uses of digital
information and technologies
Engage in continual learning through identifying and developing a PLN (Personal Learning Network) to deepen contentand pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively
implement the NETSS and NETST
Develop a personal learning plan that reflects on your professional practice and dispositions and identifies at least one
SMART objective to improve and strengthen your ability to effectively model and facilitate technology-enhanced
learning experiences
Modes of Instruction
Course content will be provided through assigned readings, online electronic discussion, Webinar (Google+ Hangout)
participation, workshops, podcasts. Various available multimedia applications will be demonstrated. Students will be
actively involved in challenging constructivist learning activities involving a wide variety of multimedia technologies
available.
Academic Accommodations
Any student who, because of a disability, may require special arrangements in order to meet course requirements,
should contact the instructor as soon as possible to make such accommodations as may be necessary. Students should
provide written verification of the need for such accommodations from Accessibility Services (502-873-4161).
Academic Resource Center
You are encouraged to use the Academic Resource Center's free assistance with writing, math, reading and learning
strategies. Visithttp://blog.spalding.edu/arc/ or call 502-873-4169 for hours and information.
Common Core Standards KY Senate Bill 1
Along with competencies delineated in the Conceptual Framework, participants must be aware that all professional
education courses address and affirm the Common Core Standards under the Commonwealth of Kentucky Senate Bill 1
(SB1) requiring more rigorous learning standards to ensure more Kentuckians graduate from high school ready for
college or career, and for collaboration among postsecondary institutions to accomplish this goal. Further, all teacher
preparation programs value diversity and the importance of helping all children develop reading and literacy skills,
attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for
closing identified achievement gaps.
EPSB Themes
All Spalding University professional programs affirm a set of four (4) EPSB Themes.
Diversitydefined as differences among groups of people and individuals based on ethnicity, race, socioeconomic
status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
Assessmentdefined as strategies used to continuously monitor and modify instruction to meet student needs and
support proficient student work.
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Personal Learning PlanDue: TBD
Develop a personal learning plan that reflects on your professional practice and dispositions and identifies at least one
SMART objective to improve and strengthen your ability to effectively model and facilitate technology-enhanced
learning experiences
Requirements: Personal Learning Plan
At least 500 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:
http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Rubric: Personal Learning Plan
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)Application to
Course
Clearly demonstrates links to
effective strategies for integrating
technology into instruction and/or
professional practice.
Demonstrates some link to
effective strategies for integrating
technology into instruction and/or
professional practice.
Demonstrates little or no link to
effective strategies for integrating
technology into instruction and/or
professional practice.
Reflection Self-assessment reflects reason forselecting the goal included in the
Personal Learning Plan.
Some justification for selecting the
goal included in the Personal
Learning Plan is provided.
No self-assessment evident.
SMART Goal Specifies at least one SMART goalthat is Specific, Measureable,
Attainable, Relevant, and
Tractable.
Specifies at least one goal, but only
addresses 3 out the 5 SMART
attributions of: Specific,
Measureable, Attainable, Relevant,
and Tractable
Specifies at least one goal, but does
not address SMART attributions of:
Specific, Measureable, Attainable,
Relevant, and Tractable
Acquisition ofKnowledge
Plan to acquire substantialknowledge; suggests appropriate
self-improvement activities to
perform with considerable
independent and consistent
responsibility related specifically to
this course
Plan to acquire some knowledge;suggests some self-improvement
activities to perform with
independent and consistent
responsibility related to this course
Plan indicates acquisition of littleknowledge; suggests few or little
self-improvement activities to
perform; little relation to this course
Connection
with the
Education
Community
Employs strategies to ensure
connections between the school
community and the larger
education community.
Articulates the role of their
professional associations and
journals in their own professional
growth.
Demonstrates the potential for
establishing connections to other
educators and the larger education
community for resource sharing,
networking, and developing
common policies and procedures.
Articulates the role of their
professional associations and
journals in their own professional
growth.
Is unaware of the potential for
benefits to their teaching from
making connections to the larger
education community.
Has limited or no understanding of
the role of professional associations
and journals in their professional
lives.
Instructional
Partner
Anticipates providing leadership to
school and district committees by
sharing expertise in the design of
appropriate instruction and
assessment activities with other
professional colleagues.
Acknowledges the importance of
participating on school and district
committees and in faculty staff
development opportunities.
Does not acknowledge the
importance of participating on
school and district committees and
in faculty staff development
opportunities.
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Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Educational
Leader
Develops an instructional plan that
reflects the best practices of
education.
Has a thorough understanding of
current trends and issues in
instructional technology.
Is able to articulate the relationship
of the educator with current
educational trends and important
issues.
Is unaware of basic trends and
issues in the field of education.
Review of Web 2.0 toolDue: TBD
Review a Web 2.0 tool that can be used in engaging students in local and global interdisciplinary units in which
technology helps students assume professional roles, research real-world problems, collaborate with others, and
produce products that are meaningful and useful to a wide audience.
Although the following paper is addressed to Higher Education, I believe the results are appropriate for K12 as well. It
also serves as a good example of a literature review. It defines Web 2.0 tools, supporting the use of technology and
provides examples (with links).
http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf
Conole, G., & Alevizou, P. (2010).A literature review of the use of Web 2.0 tools in Higher Education. Milton Keynes, UK:
The Open University.
Your Web 2.0 tool review should include
Description of tool
System requirements
Cost analysis compared to other options,
Analysis of ease of use and support
Functionality, how can it be used in a classroom to enhance learning?
How does it support the 4Cs (collaboration, creativity, critical thinking and/or communication)?
Summary of general review by others (how many stars, comments, concerns, etc.)
Conclusion (recommend or not?)
Requirements: Review of Web 2.0 tool
At least 500 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:
http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Your bibliography should include the site you are reviewing, the sites used to find general reviews by others, and any
articles or blogs used to find alternative solutions.
http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdfhttp://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdfhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf -
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Rubric: Review of Web 2.0 tool
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)Application to
Course
Web site clearly demonstrates an
understanding of effective strategies for
integrating technology into instruction
and/or professional practice.
Web site demonstrates some
understanding of effective
strategies for integrating
technology into instruction
and/or professional practice.
Web site demonstrates little or
no understanding of effective
strategies for integrating
technology into instruction
and/or professional practice.
Summary is
thorough
Summary is thorough and detailed,
including system requirements, cost
analysis and summary of reviews.
Summary discusses main
ideas, and includes at least 2 of
the following: system
requirements, cost analysis an
d summary of reviews.
Summary is brief and includes
only 1 of the following: system
requirements, cost analysis an d
summary of reviews
Educational
analysis
Description of functionality and how it
can be used in instruction and/or
professional practice is detailed and
includes how it supports collaboration,
creativity, critical thinking and/or
communication.
Description of functionality
and how it can be used in
instruction and/or professional
practice is detailed, but does
not address the 4Cs.
Description of functionality and
how it can be used in
instruction and/or professional
practice is brief and does not
address the 4Cs.
Personal Opinion Opinion(s) have been presented andsupported, demonstrating professional
reflection.
Opinion(s) are evident but not
supported by evidence of
professional reflection.
Opinions are not evident.
APA Style APA format is used accurately andconsistently in the paper and on the
"References" page.
APA format is used with minor
errors.
There are frequent errors in
APA format; or the format of
the document is not
recognizable as APA.
Composition-
Grammar,
spelling,punctuation
No grammatical, spelling, and
punctuation errors are evident
Few grammatical, spelling, and
punctuation errors are evident
Numerous mistakes in
grammar, spelling, and
punctuation are evident
Evaluation of Educational Technology BlogDue: March 20, 2013
Evaluate an educational blog that could serve as a resource for modeling design and implementation of technology-
enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and
assessment tools to address the diverse needs and interests of all students.
Your Web 2.0 tool review should include
Description of blog Why you chose to evaluate this particular blog
Strengths and Weakness
Who is this blogs audience?
Level of participation by visitorshow active do others comment or contribute to the activity of this blog?
Conclusion (Would this blog be useful to follow and add to your PLN?)
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Requirements: Evaluation of Educational Technology Blog
At least 350 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:
http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Your bibliography should include the blog site you are reviewing and any sites used to find general reviews by others.
Rubric: Evaluation of Educational Technology Blog
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Application to
Course
Web site clearly demonstrates an
understanding of effective
strategies for integrating
technology into instruction and/or
professional practice.
Web site demonstrates some
understanding of effective strategies
for integrating technology into
instruction and/or professional
practice.
Web site demonstrates little or no
understanding of effective
strategies for integrating
technology into instruction and/or
professional practice.
Summary is
thorough
Summary is thorough and
detailed, including audience, whythis blog was chosen for review
and level of participation by
visitors.
Summary discusses main ideas, and
includes at least 2 of the following:audience, why this blog was chosen
for review and level of participation
by visitors.
Summary is brief and includes
only 1 of the following: audience,why this blog was chosen for
review and level of participation
by visitors.
Educational
analysis
Strengths and weaknesses address
its value to instruction and/or
professional practice
Only one side (strength or
weakness) of the discussion of its
value to instruction and/or
professional practice is included.
Minimal or no discussion of its
value to instruction and/or
professional practice is included.
Personal Opinion Opinion(s) have been presentedand supported whether this blog
would be worth adding to your
PLN, demonstrating professional
reflection.
Opinion(s) are evident but not
supported by evidence of
professional reflection.
Opinions are not evident.
APA Style APA format is used accuratelyand consistently in the paper and
on the "References" page.
APA format is used with minorerrors.
There are frequent errors in APAformat; or the format of the
document is not recognizable as
APA.
Composition-
Grammar,
spelling,
punctuation
No grammatical, spelling, and
punctuation errors are evident
Few grammatical, spelling, and
punctuation errors are evident
Numerous mistakes in grammar,
spelling, and punctuation are
evident
Create a PodcastDue: TBD
Create a podcast that models the use of online and blended learning, digital content, and collaborative learning
networks to support and extend student learning as well as expand opportunities and choices for online professional
development for teachers and administrators.
Requirements: Podcast
The podcast is to be 10 minutes in length and focus on integrating technology into instruction and/or professional
practice. This is much shorter than a workshop and must be much more focused. Identify a specific skill, resource, or
task to focus your podcast.
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Rubric: Podcast
The following rubric was adapted from two rubrics by Bard Williams in Educator's Podcast Guide
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Organization Podcast content is clearly outlined,flows logically, and includes all
appropriate media and supplementalresources.
Podcast content is partly outlined
but is incomplete, flows logically,
and includes some appropriatemedia and supplemental resources.
Podcast outline doesn't clearly
express the content or
organization of the podcast;media and supplemental
resources are minimal.
Content Demonstrates a full understanding ofthe topic and is clear, concise, and
correct.
Demonstrates a good
understanding of the topic and is
clear and correct.
Demonstrates some
understanding of some of the
topic, is correct, but lacks clarity.
Introduction Catchy and clever introduction.Provides relevant information and
establishes a clear purpose engaging
the listener immediately.
Tells who is speaking, date the podcast
was produced, and where the speaker
is located.
Describes the topic and engages
the audience as the introduction
proceeds.
Tells most of the following: who is
speaking, date of the podcast, and
location of speaker.
Irrelevant or inappropriate topic
that minimally engages listener.
Does not include an introduction
or the purpose is vague and
unclear.
Alludes to who is speaking, date
of the podcast, and location of
speaker.
Presentation Delivery is interesting, polished,compelling, grammatically correct,
well-paced, and includes an
appropriate and effective introduction,
summary, and exit.
Delivery is somewhat interesting,
rehearsed, grammatically correct,
and includes an introduction,
summary, and exit.
Delivery is choppy, unrehearsed,
grammatically incorrect, not
compelling, and includes an
ineffective introduction,
summary, or exit.
Conclusion Conclusion clearly summarizes keyinformation.
Conclusion vaguely summarizes key
information
No conclusion is provided.
Audio/Video Audio and video are clear and error-free, without distractions or
extraneous noise or images. Music or
sound effects are used appropriatelyand enhance the content.
Audio and video are acceptable but
contain some noticeable
distractions or background noise.
Music or sound effects are presentbut ineffective.
Audio or video errors,
distractions, and background
noise are prevalent. Music or
sound effects detract from thecontent.
Management
Time
Podcast is within one minutes of
allotted time (10 minutes) +/-
Podcast is within two minutes of
allotted time (10 minutes) +/-
Podcast is outside of three
minutes of allotted time (10
minutes) +/-
Develop Online QuizDue: TBD
Design an online quiz that effectively uses technology tools and resources to continuously assess student learning and
technology literacy by applying an assessment aligned with content.
You are to develop an online assessment of student learning. The topic of the quiz is open to your own experience,
needs, and curriculum.
Your Online Quiz consists of two parts:
1.
Development of an online quiz and
2.
Paper reviewing the web 2.0 tool used to create, description of your quiz with the questions and feedback, link
to the quiz online and quiz results analysis
Requirements: Online Quiz
Your online quiz is to include the following:
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Contain at least 10 questions
Have at least 5 people take the quiz to collect data to demonstrate analysis capabilities.
Be created and completed online using a Web 2.0 tool of your choice
Provide appropriate feedback for students as they complete the quiz, including remediation if incorrect. This
does not require branching to additional questions as in computer based testing, but simply explanation of why
the answer is incorrect and how to find the correct answer. Ability to track and monitor individual student scores
Class wide formative assessment analysis for adapting instruction
Contain at least 3 questions that assess HOTS (Higher Order Thinking Skills) in the New Blooms Taxonomy
(http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools)
Paper should include:
Review of the web 2.0 tool used to create the quiz,
description of your quiz with the questions and feedback,
link to the quiz online
quiz results analysis
At least 350 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Rubric: Online Quiz
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Tool Appropriate Web 2.0 tool used tocreate and complete the quiz
online. Allows for questionfeedback to students.
Web 2.0 tool used to create and
complete the quiz online. Does not
support individual questionfeedback to students.
Web 2.0 tool used to only create the
quiz online. Does not provide for
students to complete the quiz online
Review of Tool
thorough
Review of tool is thorough and
detailed, including system
requirements, cost analysis and
summary of reviews.
Review of tool is brief, but includes
at least 2 of the following: system
requirements, cost analysis and
summary of reviews.
Review of tool is brief and only
addresses one of the following:
system requirements, cost analysis
and summary of reviews.
Personal
Opinion
Opinion(s) have been presented
and supported, demonstrating
professional reflection.
Opinion(s) are evident but not
supported by evidence of
professional reflection.
Opinions are not evident.
Quiz Contains at least 10 questions andat least 3 assess HOTS.
Contains at least 10 questions but
only 1 or 2 assess HOTS
Does not contain at least 10
questions or does not assess HOTS.
Analysis of quiz
results
The analysis moves beyond
simple description of the results to
an analysis of how the resultscontributed to assessment of
individual student learning, item
analysis for improving assessment
tool, and possible changes in
instruction.
The analysis includes simple
description of the results and a
minimal analysis of how the resultscontributed to assessment of
individual student learning, item
analysis for improving assessment
tool, and possible changes in
instruction.
The analysis is only a simple
description of the results.
Composition-
Grammar,
spelling,
punctuation
No grammatical, spelling, and
punctuation errors are evident
Few grammatical, spelling, and
punctuation errors are evident
Numerous mistakes in grammar,
spelling, and punctuation are eviden
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools -
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Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
APA Style APA format is used accuratelyand consistently in the paper and
on the "References" page.
APA format is used with minor
errors.
There are frequent errors in APA
format; or the format of the
document is not recognizable as
APA.
Class (or school) Technology ContractDue: TBD
Develop a class or school technology use contract that supports safe, healthy, legal, and ethical uses of digital
information and technologies
Requirements: Class (or school) Technology Contract
Rubric: Class (or school) Technology Contract
Develop and Offer a WorkshopWorkshops will be offered on Wednesday, 7:00 p.m. on the following dates: April 10
th, 17
th, and 24
th
Design, develop, and implement technology-rich professional learning workshop that models principles of adult learning
and promote digital-age best practices in teaching, learning, and assessment
Requirements: Workshop
Workshop is to be 30 minutes in length and focus on integrating technology into instruction and/or professional
practice. You may develop the workshop around the Web 2.0 site or blog that you reviewed.
The workshop will be presented online using a Google+ Hangout.
We will extend invitations to the College of Education faculty as well as people in your school to attend.
A workshop evaluation must be completed at the end of the workshop.
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Rubric: Workshop
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Subject The subject taught is directly correlatedto the use of technology in education.
The activity is meaningful and
appropriate for peer instructors.
The subject taught is correlated
to the use of technology in
education. The activity may not
be the best choice for
participants, time, or place.
The subject taught shows no
linkage to the use of
technology in education as a
instructor lesson.
Management
Instructional
Momentum
The instructor maintains instructional
momentum. There are smooth
transitions and minimal time is spent of
non-instructional activities.
The instructor maintains
instructional momentum. The
instructor experiences some
difficulty with transitions and
some time is spent on non-
instructional activities.
The instructor delivers a lesson
that is fragmented. A great
deal of time is spent on
transitions and non-
instructional activities
Management
Time
The instructor begins and ends
instruction promptly. Lesson is within
two minutes of allotted time (30
minutes) +/-
The instructor experiences some
difficulty beginning and ending
instruction promptly. Lesson is
within four minutes of allotted
time (30 minutes) +/-
The instructor shows little
adherence to time guidelines.
Lesson is outside of five
minutes of allotted time (30
minutes) +/-
Management
Questioning
The instructor consistently uses
questions that effectively guide studentlearning
The instructor uses questions
sometimes that effectively guidestudent learning
The instructor is ineffective in
using questions to guidestudent learning
Presentation
Content
The instructor presents content material
accurately that is appropriate and makes
accommodations for participants
working at various levels.
The instructor presents content
material accurately with
minimal errors and makes some
accommodations for participants
working at various levels.
The instructor presents content
material that is not accurate
and appropriate. No
accommodations are made for
participants working at various
levels.
Communication
Attitude
The instructor consistently displays a
positive and enthusiastic attitude that
engages participants in the learning
process.
The instructor displays a
positive and enthusiastic attitude
that engages participants in the
learning process during the
majority of the lesson.
The instructor appears
unenthusiastic and does not
engage participants in the
learning process.
Use Of Google+Hangout
The instructor took advantage of the 3-4features of Google+ Hangouts to
enhance learning and engagement,
including streaming using Hangouts On
Air, chat, screen share, sharing
documents and collaborating using
Google Drive.
The instructor took advantage ofonly 2 features of Google+
Hangouts to enhance learning
and engagement.
The instructor took advantageof only one feature of Google+
Hangouts to enhance learning
and engagement.
Preparedness The instructor is completely preparedand has obviously rehearsed.
The instructor is somewhat
prepared, but it is clear that
rehearsal was lacking.
The instructor does not seem at
all prepared to present.
Comprehension The instructor is able to accuratelyanswer most questions posed by
classmates about the topic.
The instructor is able to
accurately answer a few
questions posed by classmates
about the topic.
The instructor is unable to
accurately answer questions
posed by classmates about the
topic.
Workshop EvaluationThe evaluation form (online survey) must be created prior to the workshop date.
The reflection paper is due: TBD
Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning
Your workshop evaluation consists of two parts:
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3.
Development of an online survey and
4.
Paper including self-assessment and survey analysis
You are to develop an online workshop evaluation survey using QuestionPro.
(http://tinyurl.com/SpaldingCOEQuestionPro). The link to this survey should be given to all participants at the end of
the workshop and they should be encouraged to complete the form.
Requirements: Online SurveyConsist of at least 10 items (please note that items and questions can be counted differently in QuestionPro. A Matrix in
QuestionPro is counted as a single question, but can in fact consist of many evaluation items.)
Your workshop evaluation paper should include
Personal reflection on self-assessment
Analysis of workshop evaluation data
At least 350 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:
http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Rubric: Workshop Evaluation
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Reflection The reflection moves beyondsimple description of the
experience to an analysis of how
the experience contributed tostudent understanding of self,
others, and/or course concepts.
The reflection demonstrates
student attempts to analyze the
experience but analysis lacks
depth.
The reflection is only a simple
description of the experience.
Self-
assessment
The reflection demonstrates
ability of the student to question
their own biases, stereotypes,
preconceptions, and/or
assumptions and define new
modes of thinking as a result.
The reflection demonstrates
ability of the student to question
their own biases, stereotypes,
preconceptions.
There is some attempt at self-
criticism, but the self-reflection
fails to demonstrate a new
awareness of personal biases,
etc.
Analysis of
survey results
The analysis moves beyond
simple description of the results
to an analysis of how the results
contributed to reflection, self-
assessment and possible changesif offered in the future.
The analysis includes simple
description of the results and a
minimal analysis of how the
results contributed to reflection,
self-assessment and possiblechanges if offered in the future.
The analysis is only a simple
description of the results.
APA Style APA format is used accuratelyand consistently in the paper and
on the "References" page.
APA format is used with minor
errors.
There are frequent errors in APA
format; or the format of the
document is not recognizable as
APA.
Composition-
Grammar,
spelling,
punctuation
No grammatical, spelling, and
punctuation errors are evident
Few grammatical, spelling, and
punctuation errors are evident
Numerous mistakes in grammar,
spelling, and punctuation are
evident
http://tinyurl.com/SpaldingCOEQuestionProhttp://tinyurl.com/SpaldingCOEQuestionProhttp://tinyurl.com/SpaldingCOEQuestionProhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://tinyurl.com/SpaldingCOEQuestionPro -
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Identify PLNDue: TBD
Engage in continual learning through identifying and developing a PLN (Personal Learning Network) to deepen content
and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively
implement the NETSS and NETST
A PLN (Personal Learning Network) is often considered synonomous with a PLC (Personal Learning Community) but I like
to differentiate them in this way: unlike a PLC which is based primarily on face-to-face interaction, a PLN consists of
online resources and connections.
There are four key elements to developing your PLN:
ConnectThe growth engine of your learning network is your willingness to reach out and make connections with new
people. Leave a comment on a blog post or podcast, reply to a question on twitter, or +1 a post on Google+ (or like
something on Facebook). Merely reading, listening, or watching is not connecting.
ContributeIf you have something to share, post it online where it may be accessible and useful to others. Your
expertise (and even your struggles) are valuable to others who dont have your experience. Making contributions is a
way to offer something of value to the new people you are connecting with.
ConverseOver time the connections and contributions you make online will evolve into conversations as others
respond to you as well. These conversations will in turn grow into relationships, if not friendships.
RequestIf youve made connections, offered contributions, and cultivated relationships over time, then when you
make requests, they are more likely to fall on fertile soil. In professional circles, making a request is acceptable and
welcome. Youll find that youll receive much higher quality answers and support by asking your network, than you will
by simply searching online.
References:
50 Great Ways to Grow Your Personal Learning Network > Online College Search - Your Accredited Online Degree
Directory. (n.d.).Accredited Online Colleges - Online College.org. Retrieved September 27, 2012, from
http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/
How to Use Twitter to Grow Your PLN | Edutopia. (n.d.). K-12 Education & Learning Innovations with Proven Strategies
that Work | Edutopia. Retrieved September 27, 2012, fromhttp://www.edutopia.org/blog/twitter-expanding-pln
How to cultivate a personal learning network. (n.d.). The Mind Mapping Software Blog. Retrieved September 27, 2012,fromhttp://mindmappingsoftwareblog.com/ personal-learning-network/
Sanders, r. (n.d.). Personal Learning Networks for Educators: 10 Tips - Getting Smart by Dr. Mark Wagner - edchat,
EdTech, PLN. Home - Getting Smart. Retrieved September 27, 2012, fromhttp://gettingsmart.com/news/ personal-
learning-networks-for-educators-10-tips/
Social Media for PR Class: Incorporating Personal Learning Networks into Course Projects. (n.d.). Social Media for PR
Class. Retrieved September 27, 2012, fromhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-
learning.html
http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/http://www.edutopia.org/blog/twitter-expanding-plnhttp://www.edutopia.org/blog/twitter-expanding-plnhttp://www.edutopia.org/blog/twitter-expanding-plnhttp://mindmappingsoftwareblog.com/%20personal-learning-network/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://www.edutopia.org/blog/twitter-expanding-plnhttp://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/ -
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The Social Media Guide to Growing Your Personal Learning Network Online College Search - Your Accredited Online
Degree Directory. (n.d.).Accredited Online Colleges - Online College.org. Retrieved September 26, 2012, from
http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/
What Are Hashtags ("#" Symbols)?. (n.d.). Twitter Help Center. Retrieved September 27, 2012, from
https://support.twitter.com/articles/49309-what-are-hashtags-symbols
What is a Professional Learning Network (PLN)?. (n.d.). LiveBinders: Tools for Building your Personal Learning Network.
Retrieved September 27, 2012, fromhttp://www.livebinders.com/play/play_or_edit?id=207036
Tips & Ideas
Get started developing your social media PLN with these tips and ideas for great ways to make use of social tools.
Actively make ties:Its not enough to just follow and read, you need to connect. Leave comments, reply to
questions, and start your own conversations.
Join Twitter chats:Educators can chat, collaborate, and connect through Twitter chats using hashtags. To find
hashtags to follow check outhashtags.org.To participate in a live twitter discussion you may find a tool such as
TweetChathelpful. Share your presentations and documents:Use services like Tumblr, Edublogs, or Facebook to share documents
with your learning network.
Discover new people to add to your network:Network through social media.
Start conversations:Use your social media accounts to ask questions and spark conversations that encourage new
thinking.
Find new resources to follow using social bookmarking:Social bookmarking services like Diigo and Delicious can
help you not only find great resources, but also get your connected with other professionals to add to your
network.
Tools & Resources
Want to really make the most of your PLN? Use these popular social media tools for learning to grow and take
advantage of your network with the latest technology.
Facebook:Another powerhouse for PLNs, Facebook is a great place to connect, share, and grow your network.
Check out:Spalding-Faculty-Techspiration on Facebookhttp://tinyurl.com/8gg726e
Twitter:Because Twitter integrates with so many other tools, a Twitter account is recommended for growing you
PLN.
Diigo.com: Collect, highlight, remember, and share all of the great resources you find online with your PLN on
Diigo.
Check out:http://groups.diigo.com/group/spaldingfaculty
http://groups.diigo.com/group/spaldingcoe
LinkedIn.com: The gold standard in professional networking, LinkedIn is a great place for professionals to get
connected.
Pinterest.com: Create a board to pin pictures from websites as a visual collection of resources.
ning.com: On Ning, you can create your own social website.
Google Reader:With Google Reader or any other great RSS tool, you can subscribe to blogs and stay on top of it all
slideshare.net: On SlideShare, you can upload presentations to share with your personal learning network.
http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/https://support.twitter.com/articles/49309-what-are-hashtags-symbolshttps://support.twitter.com/articles/49309-what-are-hashtags-symbolshttp://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/https://www.learnboost.com/blog/social-media-in-education-5-ways/https://www.learnboost.com/blog/social-media-in-education-5-ways/http://hashtags.org/http://hashtags.org/http://hashtags.org/http://tweetchat.com/http://tweetchat.com/https://www.learnboost.com/blog/share-your-lesson-plans/https://www.learnboost.com/blog/share-your-lesson-plans/http://mindmappingsoftwareblog.com/personal-learning-network/http://mindmappingsoftwareblog.com/personal-learning-network/http://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttps://www.facebook.com/https://www.facebook.com/http://www.facebook.com/pages/Spalding-Faculty-Techspiration/177303122326060http://tinyurl.com/8gg726ehttp://tinyurl.com/8gg726ehttp://tinyurl.com/8gg726ehttps://twitter.com/https://twitter.com/http://www.diigo.com/http://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingcoehttp://groups.diigo.com/group/spaldingcoehttp://www.linkedin.com/http://pinterest.com/esheninger/personal-learning-networks/http://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://pinterest.com/esheninger/personal-learning-networks/http://www.linkedin.com/http://groups.diigo.com/group/spaldingcoehttp://groups.diigo.com/group/spaldingfacultyhttp://www.diigo.com/https://twitter.com/http://tinyurl.com/8gg726ehttp://www.facebook.com/pages/Spalding-Faculty-Techspiration/177303122326060https://www.facebook.com/http://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://mindmappingsoftwareblog.com/personal-learning-network/https://www.learnboost.com/blog/share-your-lesson-plans/http://tweetchat.com/http://hashtags.org/https://www.learnboost.com/blog/social-media-in-education-5-ways/http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/http://www.livebinders.com/play/play_or_edit?id=207036https://support.twitter.com/articles/49309-what-are-hashtags-symbolshttp://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/ -
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Scribd.com: Read, publish, and share documents on Scribd with your PLN. Plus, you can find documents and get
connected with their owners.
Google+:Google+ is a growing network that offers lots of great possibilities for developing PLNs.
Delicious:One of the most popular social bookmarking sites on the web, Delicious makes it easy to share what
youve found and find new followers for your PLN.
Paper.li:Publish Twitter, Facebook, Google+ or any web content into an online newspaper..
Scoop.it:Like Paper.li, Scoop.it is a great tool for curating an engaging PLN magazine based on resources from your
network.
Literature Review PaperDue: TBD
Develop and communicate a vision for a technology integration issue by writing a literature review of a hot topic in
instructional technology
http://guides.library.ucsc.edu/write-a-literature-review
http://writing.wisc.edu/Handbook/ReviewofLiterature.html
http://library.stkate.edu/pdf/litreview.pdf
A good literature review will look at the research that has been done and synthesize or pull together those elements
that are similar or most pertinent to the theme you have chosen.
Do not consider a literature review a simple summary of an unrelated group of articles.
Topics should be selected from current technology education issues such as (but not limited to):
1:1 programs
BYOD (Bring Your Own Device)
Social Media in the classroom
Online publishing (blogging, writing books, etc.)
Game based learning
Flipping the classroom
Online learning
Digital Citizenship
Ebooks
Requirements: Literature Review Paper
At least 1500 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:
http://www.wordstopages.com/)
You must follow the guidelines set forth in the Spalding College of Education Style Sheet
(http://tinyurl.com/SpaldingCOEstylesheet). A Word template including the cover page and assignment following the
Style Sheet can be downloaded athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx
Page size: 8 inches by 11 inches
http://www.scribd.com/https://plus.google.com/https://plus.google.com/http://delicious.com/http://delicious.com/http://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://www.scoop.it/http://www.scoop.it/http://guides.library.ucsc.edu/write-a-literature-reviewhttp://guides.library.ucsc.edu/write-a-literature-reviewhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://library.stkate.edu/pdf/litreview.pdfhttp://library.stkate.edu/pdf/litreview.pdfhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://library.stkate.edu/pdf/litreview.pdfhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://guides.library.ucsc.edu/write-a-literature-reviewhttp://www.scoop.it/http://www.livebinders.com/play/play_or_edit?id=207036http://delicious.com/https://plus.google.com/http://www.scribd.com/ -
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Margins: 1 inch top,right and bottom; 1 inch, left
Font:Times New Roman
Font size: 12 point
Line spacing: Double space
Alignment: Left with ragged right margin. Exceptionjustify abstracts
Paragraphs: Indent first line .5 inch (use tab). Do not add space between paragraphs. Tabs: Use tabs for alignment, do not use spaces
Page numbers and pagination: center page numbers at the bottom of the page. Front matter (use roman
numerals; main text, use Arabic numbers beginning on first page of chapter 1; back matter, use roman
numerals)
Headers and footers: follow APA Style
Cover pages: Use a cover page on every assignment that includes, properly centered and spaced, name of
assignment, student name, class descriptor, professors name, Spalding University, Louisville, Kentucky, and date
(see attached sample)
Plagiarism: Using some elses words or ideas as your own and without proper acknowledgement is unacceptable
practice for this class as well as for Spalding University. It is grounds for failing the class and being expelled from theschool! Turn-it-in will be used to check for plagiarism.
If you would like someone to review your paper or give assistance in the writing paper, please take advantage of the
services provided by the Spalding Writing Center
(http://blog.spalding.edu/arc/writing-center/)
A good place to start your scholarly research ishttp://scholar.google.com(unlike a general Google search, Google
Scholar searches scholarly literature (articles, thesis, books, and abstracts).
Our Spalding Library can get you a copy of just about any article you need for your research topic. They are a great
resource to help you in getting started with your research. (http://spalding.edu/library)
Rubric: Literature Review Paper
Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Use of
References
Used seminal readings in a
meaningful way to create an original
product that clearly addresses the
topic with accuracy, detail and
understanding. Compelling evidence
from professionally legitimate
sources is given to support claims.
Attribution is clear and fairly
represented.
Used seminal readings in a way
that reflects learning using
some detail and accuracy.
Professionally legitimate
sources that support claims are
generally present and
attribution is, for the most part,
clear and fairly represented.
Work does not reflect seminal
readings and only answers part of
the question. Although attributions
are occasionally given, many
statements seem unsubstantiated.
The reader is confused about the
source of information and ideas.
Quality of
References
References are primarily peer-
reviewed professional journals or
other approved sources (e.g.,
government documents, agency
manuals, etc.). The reader is
confident that the information and
ideas can be trusted.
Although most of the
references are professionally
legitimate, a few are
questionable (e.g., trade books,
internet sources, popular
magazines, etc.). The reader is
uncertain of the reliability of
some of the sources.
Most of the references are from
sources that are not peer reviewed
and have uncertain reliability. The
reader doubts the accuracy of
much of the material presented.
http://blog.spalding.edu/arc/writing-center/http://blog.spalding.edu/arc/writing-center/http://blog.spalding.edu/arc/writing-center/http://scholar.google.com/http://scholar.google.com/http://scholar.google.com/http://spalding.edu/libraryhttp://spalding.edu/libraryhttp://spalding.edu/libraryhttp://spalding.edu/libraryhttp://scholar.google.com/http://blog.spalding.edu/arc/writing-center/ -
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Mastered (3 pts) Developing (2 pts) Emerging (1 pt)
Content Balanced presentation of relevantand legitimate information that
clearly supports a central purpose or
argument and shows a thoughtful, in-
depth analysis of a significant topic.
Reader gains important insights.
Information provides
reasonable support for a central
purpose or argument and
displays evidence of a basic
analysis of a significant topic.
Reader gains some insights.
Information supports a central
purpose or argument at times.
Analysis is basic or general. Reader
gains few insights.
Organization The ideas are arranged logically tosupport the purpose or argument.
They flow smoothly from one to
another and are clearly linked to each
other. The reader can follow the line
of reasoning.
The ideas are arranged logicallyto support the central purpose
or argument. They are usually
clearly linked to each other. For
the most part, the reader can
follow the line of reasoning.
Occasionally ideas fail to makesense together. Concept and ideas
are loosely connected; lacks clear
transitions; flow and organization
are choppy
APA Style APA format is used accurately andconsistently in the paper and on the
"References" page.
APA format is used with minor
errors.
There are frequent errors in APA
format; or the format of the
document is not recognizable as
APA.
Composition-
Grammar,
spelling,punctuation
No grammatical, spelling, and
punctuation errors are evident
Few grammatical, spelling, and
punctuation errors are evident
Numerous mistakes in grammar,
spelling, and punctuation are
evident
PortfolioDue: TBD
Model developing proficiency in the ISTE NETS-C (National Educational Technology Standards for Coaches) through
creation of an online portfolio
Requirements: Portfolio
The portfolio is to be completed in LIveBinder include all of the assignments.
Rubric: Portfolio
The course assignments will be submitted in LiveText as part of a technology portfolio. Each assignment will be added to
the portfolio and resubmitted for assessment.
Grade Distribution
A = 91100
B = 8190
C = 7180
D = 6570
F < 65
Tentative Course Outline
Participate online in Google+ Hangout: Feb. 20, 27, March 6, 20, 27, April 10, 17, 24
March 6: Creating Podcasts
March 20: Creating Online Quiz
March 27: Creating Online Survey using QuestionPro
April 10, 17, 24: Student workshops
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Resources/Bibliography (Optional)
See Moodle Course for resources
Academic Policies and Procedures
The current University Catalog delineates pertinent academic policies, including academic and professional integrity. Each
student is responsible for compliance with these policies, as well as the regulations, requirements, and information
contained the relevant College of Education handbooks. Undergraduate and Graduate Academic Policiesmay be found inthe University Catalog athttp://www2.spalding.edu/catalog/
Grades as Defined by the University Catalog - Graduate
The interpretation of grades in graduate work is as follows. Please note that "plus and minus" (e.g., A-, B+) grades have no
effect on GPA.
A indicates work of excellent quality: a superior grasp of the content of the course, initiative in doing work beyond
ordinary assignments, originality in problem-solving, and ability to relate the knowledge of the course to other
knowledge.
B indicates work of acceptable quality for the graduate level: a grasp of the essentials of the course, the satisfactory
completion of the work assigned, and average ability to see relationships and to make applications.
C indicates grasp of only the minimum essentials of the course: it is passing but indicates work below the level
acceptable for a graduate student. Students who earn a grade of C may be dropped from their program.
F indicates failure to master the minimum essentials of the course or unauthorized withdrawal from a course. One
course grade of F in a graduate program is cause for automatic dismissal.
Class Attendance
According to Spalding policy, a student is expected to attend a minimum of 75-percent of the scheduled class meetings and
laboratory meetings for a course to receive a passing grade.
http://www2.spalding.edu/catalog/
Attendance Policy
A student is expected to attend all meetings of the class in which he or she is enrolled. To receive academic credit, a studenmust earn a passing grade that is determined by the combined results of class assessments, class assignments, and
compliance with attendance requirements as specified in the class syllabus.
In addition to meeting the academic expectations of the class as outlined in the class syllabus, a student must attend a
minimum of 75 percent of the scheduled class and laboratory/practicum (if applicable) meetings of a class to receive a
passing grade. A student registered for a face-to-face undergraduate day class must attend a minimum of half the class
meetings during the first week of class. Instructors of all undergraduate day classes and AAP classes must clearly define the
policies and procedures for attendance and grading in the class syllabus and must include the minimum number of classes
and hours required (no less than 75 percent and, for AAP classes, no fewer than four class meetings) in order for a student
to earn a passing grade. The student is responsible for knowing the attendance and grading policies for each class, as they
may differ from instructor to instructor.A.
Excused Absences
1.
With advance written notice provided to the instructor by the student, the University excuses absences from class
for major religious holidays, University-sponsored activities or events, required court attendance as certified by the
Clerk of Court, or military duties as certified by the students commanding officer.
a.
A major religious holidayis a day that is traditionally celebrated within one of the worlds majorreligions.
Retreats, conventions, or other functions specific to a particular congregation or denomination are not
considered major religious holidays.
b.
A University-sponsored activity or event (e.g., an athletic competition supervised by the Department of
http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/http://www2.spalding.edu/catalog/ -
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Intercollegiate Athletics), including post-season tournaments, must be endorsed by the advisor or supervisor of
the organization sponsoring the activity and have a clear educational purpose in order to qualify under the
Universitys excused-absence policy. Practice sessions or other meetings of campus organizations that can be
scheduled or rescheduled at the discretion of the organization without great inconvenience do not qualify as
excused absences.
c.
The total number of absences, excused and unexcused combined, may not exceed 25 percent (or, in the AAP,
one class meeting) of the scheduled class meetings.
2.
In the undergraduate day program, instructors also may choose to create written policies allowing for excused
absences involving family or personal emergencies and/or work-related emergencies.
3.
The student is responsible for contacting the instructor about making up and turning in work missed due to an
excused absence. Unless an exception is made in writing by the Provost, all absences, excused and unexcused, will
be used by the instructor to determine whether a student has met the class attendance requirement.
B.
Student Responsibilities
1.
Prior to enrolling in classes, students in all University programs should anticipate the number of class meeting
absences that may result from family obligations, work-related responsibilities, and such other University-
sponsored activities as Debate Team and athletic events. Once a class has begun, a student who anticipates that heor she will not meet the attendance requirements to earn a passing grade should withdraw from the class.
According to University policy, a student must follow official procedures for withdrawing from a class in order to
receive a tuition refund. Any student who stops attending a class without having officially withdrawn from that
class will receive the grade of Fand must assume any remaining financial obligations for the class. Please see the
Withdrawal Policy for additional information.
C.
Appeal Process
1.
Questions regarding the enforcement of a class attendance and grading policy must first be discussed with the clas
instructor. Appeals to decisions shall be made in accordance with the Universitys appeal process.
Graduate & Undergraduate
W indicates approved withdrawal from class, in accordance with published university policies. See the University'sWithdrawal Policy for more information.
I indicates a student's achievement in the course has been satisfactory but, for some good reason, the work is
incomplete and permission has been given to complete the work within a given period (not to exceed 90 days). A
contract between the student and the faculty member, stipulating the work to be completed and the date on which
the work must be completed, must be filed with the registrar. If the work is not completed within the time stipulated
a grade of F is recorded. Students should note that the grade of I is given only in cases of emergency and not as a
matter of convenience to the student. Any extension of the three-month period for course work completion requires
the written approval of the Senior Vice President for Academic Affairs.
X indicates course work that has not been completed because of the nature of the study. Only academic courses that
have an internship or practicum as the primary course content are eligible for this category. If the work is notcompleted within 12 months of the initial assignment of the X grade, a grade of F is recorded. Any extension of the
12-month period for course work completion requires the written approval of the Senior Vice President for Academic
Affairs.
College of Education Policy Plagiarism
The College of Education is committed to the highest ethical standards, which include academic integrity. Instances of
plagiarism and other unethical behavior at the undergraduate level will be handled according to the policies and procedure
found in the University Catalog. As graduate work is at a higher level of study than undergraduates, students who plagiarize
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in graduate programs are held to a higher standard of conduct.
Graduate students are expected to produce original work; turning in work produced by others is unacceptable. A student
who plagiarizes at this level receives an "F" for the assignment and the course, and is dismissed from the program.
Turnitin.com will be used as a tool to test for plagiarism.
Academic IntegrityCharacteristics of academic integrity include fairness, respect for others, personal responsibility, and proper recognition an
acknowledgement of resources used in all educational activities. In order for this diverse community of learners to fulfill its
mission of shared exploration, creativity, and justice, all members must feel free to participate in an atmosphere of trust. A
goal of the University is for the concept of integrity to become a habit of the mind and a reality in performance, enriching
and guiding all members of the community. Members of the Spalding University community will demonstrate a high
standard of integrity in all areas of academic work and university experiences. Faculty are held to high expectations of
integrity through professional and disciplinary practices and through policies outlined in the Faculty and Employee
Handbooks. In this same spirit, students who breach the University's Policy on Academic Integrity are subject to disciplinary
action.
Students, faculty and staff have the duty to report any instance of academic dishonesty to the appropriate authority (i.e.,
faculty member, dean, chair, program director, etc.). Penalties for academic dishonesty may vary or be more stringent in
particular academic units.
Definition of Academic Dishonesty
"Academic dishonesty" includes academic lying, stealing, or cheating for the purpose of affecting one's grade, course
credit, or status, including but not limited to the following:
Submitting another person's work as one's own and misrepresenting assigned work as the product of one's sole
independent effort;
Fabricating work and/or resources as authentic material;
Submitting work for more than one course without the prior approval from each faculty member involved;
Plagiarizing (i.e., using verbal, written, or visual representations of ideas, works, phrases, paragraphs, or entire
documents by others as though the work were one's own); NOTE:This includes presentation handouts, PowerPoint
presentations, etc.).
Conducting research that does not comply with the established university policies (see the Policy on the Use of
Human and Animal Subjects);
Fabricating or falsifying data;
Assisting student(s) in engaging in academic dishonesty;
Using any unauthorized assistance in completing quizzes, tests, or examinations, or specific course
assignments/projects;
Acquiring, without permission, any academic evaluative or testing materials;
Influencing or attempting to influence through the use of bribery, threats, or any other means of coercion, any
Spalding University official, faculty member, graduate student, or employees responsible for processing grades,
evaluating students, or maintaining records;
Unethical activities related specifically to professional standards and practices (i.e., expectations regarding
internships, externships, etc.). These violations are governed by individual school or program policies and guideline
and the Policy on Professional Integrityhttps://www.spalding.edu/catalog/catalog.asp?cat_id01=4301for
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graduate students and students in professional education programs.
Procedures for instances of possible breach of academic integrity
https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087
Student Appeal Procedures
https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297
https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087