If you are
taking this course to meet the technology requirement for recertification,
besides meeting all of the course requirements appropriately, you will also
need to have your school's administrator complete, sign, and send the
Technology Integration On-the-Job Assessment Instrument to the course
instructor before the end of the semester (This is a PDF document. You will
need Acrobat Reader, available for free from Adobe, to open and
print the form).
Spring, 2010
Thursdays, 5:00-7:45 pm
ChanMin Kim
Instructor
chanmin@uga.edu
605A & 614E Aderhold
Hall
706-542-3954
Office Hrs: After class and by
appointment
Course Website:
http://www.nowhereroad.com/technology_integration/
This
Website has been designed and developed by Dr. Lloyd Rieber. A lot of his
outstanding materials will be used for this course.
Quick Links: Course
Procedures | Course Requirements
This
course introduces educators to the range of educational computing applications.
This course introduces ideas, concepts and strategies for integrating computers
into classroom teaching. The focus of the course is on models for integration,
but specific applications and how they can be used in the classroom will also
be explored thoroughly. Particular emphasis is placed on the use of technology
in K-12 schools, but the concepts and principles readily apply to most learning
and training contexts. Students are expected to either gain technical skills
during the class or have them prior to class. This course is designed to meet
the Georgia Technology Standards for Educators as mandated by the Georgia
Professional Standards Commission (http://www.gapsc.com/).
This
is an online class. A variety of synchronous
(in real time) and asynchronous
technologies (not in real time; e.g. email) will be used to teach this class.
Of these, two deserve special notice: 1) Horizon Wimba - a virtual classroom
which permits synchronous sessions and interactions between the instructor and
students with 2-way Internet audio; and 2) Pre-recorded presentations using two
streaming video technologies - "Articulate" and "Flash". (Click here for
more information about the Horizon Wimba classroom; more information about the
pre-recorded Impatica presentations is below.)
If
you have a disability and would like to request accommodations, please contact
the instructor.
All
academic work must meet the standards contained in “A Culture of Honesty.”
Students are responsible for informing themselves about those standards before
performing any academic work. See the following web site for more information:
http://www.uga.edu/honesty/ahpd/culture_honesty.htm
Goals
Standards-based
Instructional Objectives (taken from the Georgia Professional Standards Commission)
Hardware
and software
Please refer to http://chanmin.myweb.uga.edu/edit6150/GettingReady
for required hardware and software.
You will need a gmail account for
many of the activities planned. To obtain one, go to the following site:
http://mail.google.com
You will also need a facebook
account. To obtain one, go to the following site:
http://facebook.com
Required Online
Being an
Online Learner
West, R.
(2007). A Student's Guide to
Succeeding within an Online Community of Graduate Students. The
PDF
Introduction
to Technology Integration
Shattuck, G.
(2007). The Historical
Development of Instructional Technology Integration in K-12 Education.
The
PDF
Charp, S. (2002).
Educators' Acceptance of Computer Technology?. T.H.E. Journal , 29(9) [On-line]. Available: http://thejournal.com/articles/2002/04/01/educators-acceptance-of-computer-technology.aspx?sc_lang=en
Assessing
Teachers' Use of Technology
Moersch, C. (2002).
Measures of success: Six instruments to assess teachers' use of technology. Learning & Leading with Technology,
30(3), 10-13, 24.
[Online] Available: PDF
Project-Based
Learning
Grant, M. (2002).
Getting a grip on project-based learning: Theory, cases, and recommendations.
Using
technology for authentic learning
Mims, C. (2003).
Authentic Learning: A practical introduction and guide for implementation.
WebQuests
March, T. (1998). Why WebQuests? An introduction.
[Online] Available: http://www.ozline.com/webquests/intro.html
Using
Technology for Constructionist Learning
Papert, S. (1991). Situating
constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 1-11),
Rieber, L.P. (2004) Homemade PowerPoint Games: A
Constructionist Alternative to WebQuests [On-line]. Available: http://it.coe.uga.edu/wwild/pptgames/ppt-games-paper.html
Interactive Courseware
Modules
This course provides everyone
with access to online interactive courseware (also known as web-based
tutorials) through ElementK. These online resources are available to all UGA
students at no charge at the following web site: http://innergeek.uga.edu/
Integration
Concepts
Technical
Skills
The instruction on how to learn these technical
skills is delivered through the following three means: interactive courseware
modules (see above), the instructor (via class presentations and individual
help), and lots of practice. Participants must use all three means to meet the
technical skills of this course. You will not be able to learn the technical
skills solely by coming to class. In fact, class time will NOT be used to
introduce any skills, instead we will use class time to teach difficult
skill-related concepts and to answer questions. The primary means of
introducing these skills is via the books and online tutorials.
The instructor is available to
meet with you individually throughout the course to help you with technical
skills. Of course, this means you will need to travel to
There are both synchronous and
asynchronous aspects to this course. The primary course content is delivered
asynchronously in two ways - online readings and pre-recorded presentations.
One of the most important asynchronous tools is a special web site has been
created containing a Learning
Plan for the course. This learning plan lists all course
activities, along with due dates, in the general order in which they should be
completed. A user account has been created for you. Your username is
constructed as "first_last", and your password is the last 4 digits
of your UGA Card Number (not your social security
number). Think of your learning plan as your "headquarters"
for completing the course.
We will meet weekly at our
assigned time online in a "virtual" live classroom called Horizon
Wimba (described more below). Each participant needs to complete all of the
activities on the learning plan with a due date prior to the date of the respective live
class.
The pre-recorded presentations
are designed and narrated by the instructor. The average length of the
pre-recorded presentations is about 45 minutes. Pre-recorded presentations can
be found on the course learning plan. Again, all of the pre-recorded
presentations, readings, and other activities on the course learning plan need
to be completed with care prior
to the respective scheduled class because they are your main means for
acquiring the course content.
Each week, the entire class will
then meet online in the Horizon Wimba Virtual Classroom at our assigned time. Completing all of the course learning
plan activities is crucial to having a successful experience in each scheduled
synchronous class meeting. The instructor will prepare a
special interactive session based on the assumption that all participants are
fully prepared. If you do not "read, view, and do" the material ahead
of time, you will likely be confused and disoriented.
Each weekly class is scheduled
from 4:40-7:40 pm. We will begin promptly at 4:40 pm, so please log onto the UGA
Horizon Wimba server about 15 minutes prior to this time to ensure you are all
ready to go. Each class will begin with brief class updates and time for
questions and answers. The instructor will then conduct an interactive session
on the topic scheduled for that day. The purpose of the interactive session is
to explore general themes and difficult concepts of the weekly topic.
An advantage of using the
pre-recorded presentations is that a significant part of the scheduled class
time - about half - will be yours to organize and use as you wish. Special time
has deliberately been scheduled into the second half of the course calendar
exclusively for work on your major course projects.
I recommend you discipline
yourself to work at least until 8 pm each day, even though the formal part of
the class will almost always end much earlier.
Student Support of Horizon
Wimba
UGA provides special support to
students enrolled in classes that use the Horizon Wimba classroom. Students may
get assistance by e-mailing hlive@uga.edu or calling Student Technology Support
(STS) at 706-542-3333. The STS help desk is open from 9am-10pm Monday through
Wednesday, 9am-5pm Friday, and 1-7pm Saturday and Sunday.
All assignments are due as per
the schedule distributed in class. No points are deducted if late, but
assignments turned in on time can be revised and resubmitted one time
within two weeks from the time you are given feedback if you are not satisfied
with your grade. The WebQuest and Open-Ended projects may be submitted no later
than two weeks prior to the last day of class for a preliminary review
(however, only complete projects will be reviewed). The implementation
of these two projects do not need to be completed to get a preliminary review
(Participants should not underestimate the time it takes to implement the
WebQuest and Open-Ended projects. Start early!).
All students will create an
online portfolio as part of the class. The elements of that portfolio and the
portion of your final grade are as follows:
|
5% |
|
|
10% |
|
|
15% |
|
|
5% |
|
|
5% |
|
|
25% |
|
|
25% |
|
|
10% |
Grading Scale
|
A |
95-100% |
|
A- |
91-94.99% |
|
B+ |
87-90.99% |
|
B |
84-86.99% |
|
B- |
81-83.99% |
|
C+ |
77-80.99% |
|
C |
74-76.99% |
|
C- |
71-73.99% |
|
D |
61-70.99% |
|
F |
Below 61% |
Below you will find the details
about what is expected for each assignment in this class. I will follow these
rubrics closely, so you should too.
You are expected to lead two
discussions on your two projects and also participate in other people's
discussions. Each discussion will take place over the span of 4 days, so you
are expected to participate in that discussion in a timely manner. The purpose
of these discussions is to help the designers create the best projects
possible. It's important that the comments be critical, but not negative or
inflammatory. Comments such as "that's a bad idea" are inappropriate,
but comments such as "I think the second part is undeveloped,"
"children of that age would have a difficult time understanding those
directions" are expected and encouraged.
Here is the rubric for grading
participation in the online discussions:
|
Criteria |
Points |
Score |
|
Participation
in discussions of at least 3 projects (WebQuests or Open-ended) of other
people. |
1.25 |
|
|
Participation
in one's own design discussion of the open-ended project: Discussion begins
with a "kick-off" note (see explanation
below) that you compose and submit by 9:00 a.m., Wednesday of your
week, followed by appropriate replies to people's reactions over the 4 day
period of the discussion. |
1.25 |
|
|
Participation
in one's own design discussion of the WebQuest project: Discussion begins
with a "kickoff" note (see explanation
below) that you compose and submit by 9:00 a.m., Wednesday of your
week, followed by appropriate replies to people's reactions over the 4 day
period of the discussion. |
1.25 |
|
|
Post at least
15 comments or critiques of other people's projects (accumulated over the 3
project discussions in which you participate but not lead). |
1.25 |
|
|
Total out
of 5 |
|
|
Your "kickoff" note should consist of at
least two paragraphs: 1) a general introduction; 2) description of your project
idea. But feel free to add other information, such as questions you have about
your design that you want input about.
In this assignment, you will use
the various applications contained within Microsoft Office, primarily Word,
PowerPoint, and Excel to create a variety of useful classroom resources (e.g.
brochure, seating chart, calendar, business cards, hall pass, etc.). This
activity is presented in the hypothetical context that you are a teacher about
to start a new school year who finds out at the last minute that many necessary
resources are not ready and must be created as quickly as possible. As a
consequence, you will be shown where to find ready-made educational templates
online in order to allow you to create each resource quickly. The idea is to
learn how to find and use pre-existing educational templates for Microsoft
Office in order to "work smarter, not harder"! (If you are not a
classroom teacher and do not expect to be a classroom teacher, you are free to
propose similar tasks for a different context to the instructor.)
When finished, you will use the Assignment
Tool in eLearning Commons to
submit your project for evaluation. Please note that you will also need to
include the resources you create during this assignment eventually to your
online portfolio, so be sure to keep all of the files safe and sound during the
course.
The details of this assignment can be found on the course learning plan. When
you read the assignment details, you should note that it was written as a
WebQuest. You will be creating your own WebQuest later in the course, so you
are encouraged to pay attention to the way that the assignment is constructed.
In particular, note how it presents a motivating context for completing the
tasks it describes. (The evaluation rubric for this assignment is also
contained in the assignment itself.)
In this project you will use MS
Excel (spreadsheet/numbers) or MS Access (database/words) to create a tool that
your students can use to grapple with difficult concepts in your classroom. The
computer allows you to do things you would not otherwise be able to do
(affordance), so make sure that you choose something that exploits the technology.
There will not be a proficiency element to this grade. Submit the file along
with project documentation (as a Word document) for this assignment for grading
using eLearning Commons. The
project documentation should describe the lesson, list the lesson goals,
describe the procedures for how the students will use or work with the
spreadsheet or database, and explain how the affordances of the spreadsheet or
database activity will enhance student learning.
The idea is to develop a lesson
plan that integrates either a database or a spreadsheet in a meaningful way to
accomplish the learning goals of the lesson. The computer tool should be
central to your lesson plan such that the lesson would not be possible without
the tool. The goal of this lesson plan is not to teach the tool, but to use the tool
to help teach about the content (e.g. using a spreadsheet to teach about
economic principles). The lesson plan must be accompanied by at least one
sample/example of the computer tool "at work" in your lesson.
You are to submit two things for
this assignment: 1) lesson description (a Word doc is fine) and either an Excel
file or an Access file showing either an example of what the students are
either to create or use with the SS or DB; 2) a sample of the tool (Excel or
Access) at work. The lesson description should just contain the basics of any
lesson, such as the objectives for the lesson and the procedures to be carried
out by the teacher with the students. Also include in the lesson a description
of how the activity will take advantage of the affordances of the spreadsheet
or database to enhance student learning. Be sure to include in your lesson
description the steps students are going to use Access/Excel to complete the
lesson. The sample document should be an example of what you ultimately would
expect your students to create from scratch. (The purpose of the sample is to
show students what you expect them to create, in case they do not understand
what to do.)
You do NOT have to actually
implement this assignment, but it could be the basis of your open-ended project
if you wish (the open-ended project DOES have to be implemented).
|
Criteria |
Points |
Score |
|
Spreadsheet or
database file submitted and works |
2 |
|
|
Lesson
Description |
2 |
|
|
Lesson Goals |
2 |
|
|
Lesson
Procedures |
2 |
|
|
Computer
Affordance |
2 |
|
|
Total out
of 10 |
|
|
Although we will teach and
support Dreamweaver and "Google
Sites" in this class, you may use whatever tool you wish to create and
maintain your web-based portfolio. Every course assignment needs to be
represented in your online portfolio. You need to create and upload a first
draft of your portfolio to a web server (e.g. Google Sites or UGA's MyWeb) by
the due date indicated in the learning plan. Be sure to add the URL of your
online portfolio to your class profile right after you upload the first draft
because this is the way your instructor and your classmates will have access to
your web site. (An informal peer-critiquing activity will take place shortly
after the due date for the first draft, so it is important that everyone's web
sites be up and running on time.)
You then update your online
portfolio continually until the end of the course, at which time it will be
formally evaluated by the instructor. Please note that you are required to
write a reflection of at least one paragraph (minimum of 4 sentences) for each
course assignment. Indicate what you learned, what were the challenges, the
impact on your students, and what you might do differently the next time (see
portfolios from previous semesters for examples). Write your reflection in an
appropriate place directly in your online portfolio.
Although a first draft of your
portfolio is due during the course (by the date indicated on the course
learning plan), it is understood that several projects will not be ready, such
as the WebQuest and Open-ended projects. You should create
"placeholders" in your online portfolio for those projects which
would be updated by the time all projects are due at the end of the course.
Again, your portfolio will only be formally graded at the end of course.
Dreamweaver
or Google Sites?
A critical decision you need to
make soon is whether you are going to create your web-based portfolio using
Dreamweaver or Google Sites. Here is some advice to help guide you to making
this decision.
Google
Sites is a free tool
offered by Google for creating a web site. It is very easy to learn and use.
This tool will be sufficient for participants who do not want or need to know
how to create and maintain a Web site using file transfer protocol (FTP)
concepts and principles. A Web site created with Google Sites is created
entirely online on the Google server. Google Sites is very easy to learn, but
you will not learn anything about FTP or "true" web hosting. Instead,
Google Sites manages all of the files for you and creates a web site seemingly "by
magic."
If you decide to use Google
Sites, you are strongly encouraged to make whatever back-ups of your work you
can, even if this means choosing the "Save as..." feature in most Web
browsers to save each and every page of your site to your hard drive -- having
a copy of your intellectual effort in such a text form would be a huge help in
recreating a Web site later using some other tool.
Dreamweaver is a web editor, and a powerful one at
that. It is used by professional web designers. Though Dreamweaver itself is
easy to learn, it requires you to learn and master FTP concepts and principles.
FTP refers to the act of creating a Web site's files on a local disk (e.g.
one's hard drive) and then uploading the files to a Web server. Individual
pages, or files, are consequently uploaded to the web server again and again
whenever they are changed or updated. If you really want or need to know how a
Web site works -- understanding "the magic" -- then learning
Dreamweaver is an excellent choice. If
you are going to take more courses in instructional technology, such as EDIT
6190, you will be expected to know a Web editor such as Dreamweaver along with
the FTP concepts and principles on which it is based.
Both Google Sites and
Dreamweaver have excellent templates you can use for your Web sites. Using
these design templates is encouraged and will help you meet the aesthetic
design criteria of your final Web-based portfolio.
|
Projects and Project
Documentation |
All projects and accompanying
project documentation is included. (9-10) |
One or more projects is
missing. Not all project documentation is included. (7-8) |
Many projects are missing.
Project documentation is missing or poorly written. (0-6) |
________/10
|
|
Reflections |
Each project is accompanied by
a well-written reflection. The reflection provides good insight to what was
learned, what were the challenges, the impact on your students, and describes
what you might do differently the next time. (9-10) |
Each project is accompanied by
a reflection. The reflections are written appropriately. (7-8) |
One or more reflections are
missing. Many of the reflections are written poorly or with little thought. (0-6) |
________/10
|
|
Graphics |
Portfolio contains
well-designed graphics; all graphics appear (no broken graphics links); all
graphics have a purpose; cosmetic graphics do not distract or mislead. (9-10) |
Portfolio contains graphics;
all graphics appear (one or no broken links); most graphics appear to have a
purpose. (7-8) |
No graphics are used; two or
more graphics do not appear due to broken links; many graphics are not
related to the content. (0-6) |
________/10
|
|
Navigation |
All relative and absolute
links work; it is easy and intuitive to move around web site; links to other
web sites open in new browser windows; links are well-named and well-placed
on pages; links are placed in consistent locations on all pages to meet user
expectations; graphics used as links are easy to understand or have labels. (9-10) |
All links work; little or no
disorientation as user moves around web site. (7-8) |
One or more links do not work;
names of links are vague or confusing; users get disoriented and find it
difficult to get from one page to another. (0-6) |
________/10
|
|
Cosmetics/Aesthetics |
Web site has an interesting
look and feel; exhibits a positive mood or attitude; web site does not seem
dull or boring; graphics used to enhance aesthetics do not interfere with
learning or navigation; excellent graphic design; excellent use of limited
number of fonts and font styles; excellent use of color (9-10) |
Good over-all design as
expected by a new designer. (7-8) |
Web site is unattractive or
unpleasant looking; overuse or poor use of background images; busy looking
pages; too many fonts or inconsistent use of fonts, font styles, or font
sizes; parts of a page all run together (no use of sections or zones); poor
use of color (such as placing dark letters on a dark background) (0-6) |
________/10
|
|
Total out of 50 ____ |
||||
Technology
Integration Literature Summary and Critique
The purpose of this assignment
is to introduce you to the technology integration literature and to apply this
literature in your classroom practice. To complete this assigment, you need to read 5-10
articles relevant to technology integration. You are free to choose your own
articles. However, it's recommended that you use the online readings listed
above unless you already have other readings selected.
To submit this paper for
evaluation by the instructor, simply put a link to it in an appropriate place
somewhere on your online portfolio.
Here is the evaluation rubric:
|
Excellent |
Adequate |
Poor |
|
Excellent overview and
critique of technology integration models and literature; explicitly cites
specific literature; thoughtful critiques of concepts and principles from the
literature; Well-written (no spelling or grammar errors) using a strong
narrative structure (effectively introduces and explains thesis using
literature as support, ending with conclusions/implications); formatted
properly using APA guidelines; meets minimal length requirements of 1500
words (approximately 5 pages, excluding title page and references) (15) |
Provides a good summary of
integration models; Adequately cites specific literature; Narrative style is
somewhat choppy or fragmented; some grammar errors. Reads like a first draft.
Or, paper uses simpler alternative structure where each article is summarized
and critiqued individually without an overall thesis. (8-14) |
Paper is poorly written and
poorly conceptualized; literature not integrated; literature not cited
properly. (0-7) |
|
Total out
of 15____ |
|
|
Critique of Web 2.0
and Its Implications in Education
Technology
changes rapidly and the most recent examples of Internet technology
collectively go by the name of Web 2.0. Whereas Web 1.0 technologies are
characterized by the first generation of Web applications where static
information is presented to users in a top-down fashion, Web 2.0 is
characterized by very dynamic content generated, maintained, and shared by we,
the users.
The
goal of this assignment is simply to have you explore Web 2.0 technologies. As
you do so, you will have two objectives: 1) gain first-hand experience with
them so that you can talk intelligently about what they are and how they work;
and 2) critique these technologies from an educational point of view. Due by October
20, submit a short written reflection that addresses both of these objectives.
The reflection should be at least 1000 words. Title this as "Critique of
Web 2.0 and its Potential in Education" and add it to your online
portfolio. In addition, you will be required to participate in a variety of
other class activities related to Web 2.0 sites.
Goals
based on exploration are necessarily vague, so here are a few more parameters
to help guide you. Everyone in the course will be required to experience and
participate in Second Life
and Facebook.
Everyone is then free to choose at least four other Web 2.0 technologies to
critique (below is a short list). The total time you devote to your actual use
of all the Web 2.0 tools should be at least 20 hours. For those participants
who are teachers or work with students in K-12 settings, your first step should
be to talk to your students about what Web sites they belong to or participate
in (it is unlikely they would refer to them as Web 2.0). For others who do not
currently use these technologies, you should talk to people who do (and if you
are over 35, you should definitely talk to people who are 18-25).
Alert! Because Web 2.0 is made
up of user defined and user generated content, you will likely and accidentally
come across material that you will find offensive. When this happens, just
avert your eyes (or ears) and move on. (Remember, you can always close the
browser or computer window if it gets really bad.) The social connectivity of
the Internet makes it increasingly a reflection of the range of diverse
interests and topics. While some are blatantly offensive, such as pornography,
most depend on values and attitudes that some people find appropriate and others
do not. One might say that is the nature of the world around us. In this
course, we assume you are adults who can make good choices about where you go
on the Internet and can leave any site you find offensive.
For
very informative and entertaining video explanation of many Web 2.0 resources,
visit commoncraft
(http://commoncraft.com/). For example, here is a link to an excellent
explanation of a wiki: http://commoncraft.com/video-wikis-plain-english
Here
are just a few examples of the most well-known Web 2.0 technologies:
|
Social
and Virtual Environments |
|
|
|
Second
Life |
|
|
MySpace |
|
|
Facebook |
|
|
YouTube Note: Check out TeacherTube.com for an independent
educational version of this. |
|
|
Flickr |
|
|
|
|
Web
Logs (blogs) & News Feeds |
|
|
|
Blogger |
|
|
Wordpress |
|
|
Google
Groups |
|
|
RSS
News Feeds |
|
|
|
|
Community portals (moderated): |
|
|
|
Craigslist |
|
|
Wikipedia |
|
|
|
|
Organizers: |
|
|
|
Plaxo |
|
|
del.icio.us |
|
|
|
|
Other |
|
|
|
Google
Labs |
The Open-Ended Project is one of
the two major projects in this course. As the name implies, the topic for this
project is open, that is, you have the freedom to choose just about anything
you want for this project. The assignment itself should cover between 1 and 5
class periods. You can design and implement a Homemade PowerPoint Game or a
second WebQuest. You can find some instructional software and integrate it into
a unit of your teaching. It is also permissible to implement the cognitive tool
assignment you did earlier in the course.
Whatever topic you choose, you
should discuss well the design for this assignment in eLearning Commons before implementing. You should have a
lesson plan and an evaluation of the project included in this assignment. The
materials provided should allow other teachers to do this project with little
effort in their classrooms.
There are three parts to this
assignment: Design, Implementation, and Evaluation. First, you need to design
or find the materials to be used, then design an instructional plan for their
use (integration) in a classroom. Second, you need to actually implement, or
try out, the materials with learners in the target audience. Third, you need to
evaluate the instructional effectiveness of the materials and design by
collecting data during the implementation phase, such as test scores, analyzing
and interpreting these data, and reporting your evaluation in a clear way. The
implementation can be on a small scale, just 3-5 students in the target
audience are sufficient. However, the students MUST be representative of the
target audience. For example, if you are designing for third graders, then you
must use third graders in your implementation.
Here is the evaluation rubric:
|
Criteria |
Points |
Score |
|
Lesson Objectives (Part of lesson plan)
|
2 |
|
|
Lesson
Prerequisites (Part of lesson plan) |
2 |
|
|
Materials and
Resources (Part of lesson plan) |
1 |
|
|
Lesson Strategies
(Part of lesson plan) |
2 |
|
|
Evaluation Plan (Part of lesson plan)
|
2 |
|
|
Project Implementation
|
2 |
|
|
Evaluation Results
|
2 |
|
|
Total out
of 13 |
|
|
Click here for
tips for completing the lesson plan for the open-ended project.
The WebQuest Project is one of
the two major projects in this course. Your WebQuest should be designed
according to the criteria advocated by Bernie Dodge. The WebQuest itself should
be developed as one or more webpages (HTML). It is also permissible, in fact it
is encouraged, to use the QuestGarden feature of the WebQuest Web site:
QuestGarden is a completely
online approach for creating WebQuests. Not only does this resource make the
creation of a WebQuest easier, it allows you to do so without any Web authoring
skills. You are guided through the design process and the resulting WebQuest
stored on the WebQuest.org server. Although not a free resource, it is very
affordable and well worth the cost of $20 for a two-year subscription. There is
also a 30-day trial period available. If you do not use QuestGarden, then you
will need to create your own WebQuests from scratch (templates are available on
the WebQuest Web site).
You should discuss well the
design of your WebQuest topic in eLearning Commons before implementing. The WebQuest you
design should have a student section and a teacher section. The materials
provided should allow other teachers to do this project with little effort in
their classrooms.
There are three parts to this
assignment: Design, Implementation, and Evaluation. First, you need to design
or find the materials to be used, then design an instructional plan for their
use (integration) in a classroom. Second, you need to actually implement, or
try out, the materials with learners in the target audience. Third, you need to
evaluate the instructional effectiveness of the materials and design by
collecting data during the implementation phase, such as test scores, analyzing
and interpreting these data, and reporting your evaluation in a clear way. The
implementation can be on a small scale, just 3-5 students in the target
audience are sufficient. However, the students MUST be representative of the
target audience. For example, if you are designing for third graders, then you
must use third graders in your implementation.
In order to get both points for
"implementation results", you must report and interpret results of
each of your implementations. Your results need to be based on data related
directly to student learning. For example, each item in your evaluation rubric
needs to be represented and data for each criterion found in the rubric needs
to be presented. (You do not need to provide all raw data -- overall summaries
of the data are sufficient.)
Your WebQuest needs to have each
of the building blocks listed below in the evaluation rubric as subtitles in
your webpage(s) that represent your WebQuest. You are encouraged to use one of
the pre-existing templates made available on the WebQuest home page.
|
Criteria |
Points |
Score |
|
Introduction |
2
|
|
|
Task |
2
|
|
|
Process |
2
|
|
|
Evaluation |
2
|
|
|
Conclusion |
2
|
|
|
Teacher Page
|
2
|
|
|
Project Implementation
|
2 |
|
|
Implementation Results
|
2 |
|
|
Total out
of 16 |
|
|
Note
about Identity Protection
Be
absolutely sure that no personally identifying information about any of your
students or school employees from your school district are part of any publicly
available web site, such as your online portfolios, unless you have written
permission from them and your school district to do so.
Similarly,
be sure that no personally identifying photos or videos involving students or
school employees are uploaded to any publicly available web site.
Make
sure that you have not disclosed any personal information about a student in
any of your course projects, such as the evaluations of your WebQuest or
Open-ended projects.
Finally,
make sure that you understand and follow all of your school district's
policies. If you feel any requirement for EDIT 6150 violates any school policy,
check with the course instructor immediately.
(If you do not work
for a school district, be sure to use similar judgment for whatever your
professional context might be.)
Course
Schedule
This
schedule is subject to change throughout the semester - the webpage containing
your individual learning plan will reflect any changes or updates.
|
Week |
Date |
Topic |
Major Assignment |
Due |
|
1 |
1/7 |
Course Introduction Demonstration of online technologies |
|
|
|
2 |
1/14 |
Course Introduction (con't) |
|
|
|
3 |
1/21 |
Technology
Integration Discussion |
|
|
|
4 |
1/28 |
Productive
Tools |
|
|
|
5 |
2/4 |
Cognitive
Tools |
2/3 |
|
|
6 |
2/11 |
Graphics in
Education Media
Selection |
2/10 |
|
|
7 |
2/18 |
GoogleDocs GoogleSites |
|
|
|
8 |
2/25 |
WebQuests |
Post First Draft
of Portfolio Web Site |
2/24 |
|
9 |
3/4 |
Enhancing
Learner Motivation Portfoilio |
|
|
|
10 |
3/11 |
Spring Break |
|
|
|
11 |
3/18 |
SecondLife Field Trip |
3/17 |
|
|
12 |
3/25 |
Inquiry-based learning |
|
|
|
13 |
4/1 |
Project Work |
|
|
|
14 |
4/8 |
Advanced Uses
of Computers in Education |
4/7 |
|
|
15 |
4/15 |
Project Work |
|
|
|
16 |
4/22 |
Q&A |
|
|
|
17 |
4/29 |
Wrap-up |
Make final
Revisions of Portfolio Web Site |
4/29 |