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EDC 220--Educational Technology

2.0 semester credits, Spring 2024
Thursdays, 1:50 - 3:30 P.M., Meeting in Foss Center, Room 22B (lower level computer lab)

Course Objectives and Orientation:

Issues Addressed in This Course:

Program Portfolio:

Required Readings:

There is no required textbook to purchase for this course. On line texts as well as other documents describing the course assignment are available on this web site and are required reading for this course. See course schedule (below) for due dates.

Other readings may be required. Resources will be available in Lindell Library or through inter-library loan ordering. Announcements regarding this will be made in class.

Attendance Policy:

Many of the class activities and films cannot be made up, therefore regular class attendance is expected. You may be absent from only one class period without penalty. For each class period missed beyond that 0.5 grade points (4.0 = A, 3.0 = B, etc.) will be subtracted from your course grade. If you must miss a class meeting, please speak with the instructor ahead of time. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must document for the instructor. Other avoidable absences may not be made-up.

Whatever documentation you propose to make up an absence, it should be prepared in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the class, not simply copying what was said or shared in class. Don't summarize...analyze.

Academic Honesty Policy:

The Augsburg University policies on academic honesty apply to this course. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide's section on Academic Honesty Policies for details.

Grading Procedure:

Student performance will be evaluated on a 4.0-0.0 scale. Self-evaluation and instructor evaluation will be used to document progress towards course outcomes. All students will present evidence of their performance by preparing a Learning Portfolio at the end of the course which will contain documents and other evidence demonstrating proficiency in educational technologies. Students are responsible for reading all assignments thoroughly. The assignments in this course are evaluated based on the standards and formats described in these documents. Keep in mind that while some of the activities are not due until the end of the course, you may wish to begin them now to avoid a rush of work at the end of the term.

There are a total of 100 points available in this course. Your grade in this course is composed of several elements:

1. Technology Leaps (* efolio Assignment): Early in the course each student will self-evaluate their technology skill set and determine at least two major learning goals on which you will work independently during this course. In order to document your learning, each student will write two brief scholarly research papers (minimum of 1,000 words each) on the topics you choose. More information about these papers may be found here. These papers are scholarly research papers that are written in APA format. On the due date, you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TechLeap, but a slideshow is not required. The due dates for these papers and presentations are listed in the course schedule below. (worth up to 20 points; 10 pts. each for two papers/presentations). There are three possible due dates - you need to pick two (see below in course schedule).
   

2. Quiz(es): Students will be examined on the course readings and in-class presentations in one (or two) multiple-choice quiz(zes) depending on the length of the semester (one quiz in the summer and evening program, two quizzes during the day program). Students should prepare for the quiz(zes) by studying the course readings very carefully, taking notes during in-class presentations, and asking questions in class if any information is not perfectly clear. This component is worth up to 10 points.

3. Learning Application Assignments (* efolio Assignment): Approximately every other week during the semester (weekly during the evening and summer semesters), students will submit several learning application activities which are worth either 5 or 20 points depending on the length and complexity of the assignment. See due dates in course schedule (worth up to 60 points).

4. Learning Logs: Each week you will post a log of the time spent on the activities for this class (i.e., how much time you studied, worked on an assignment, etc.) and a brief reflection on your efforts. A format has been developed for this task and may be found at this link. This task will assist you in developing self-awareness of your own learning behavior and will motivate you to keep up with assignments. This is especially important in a course with so few face-to-face class meetings (worth up to 10 points).
   
   Class Participation: Regular class attendance is expected. You may be absent from only one class period. If you must miss a class meeting, please speak with the instructor ahead of time.
   
   Professional behavior is expected from participants in this course. Students are accountable for all instructions posted to this web site and should familiarize themselves with all expectations and deadlines outlined here. Direct any inquiries to the course instructor. Also, students should dress professionally (no caps, pajamas, or athletic uniforms in class please!) and be sure to deactivate wireless communications devices prior to the beginning of class. Use of personal digital devices and the lab computers for texting, checking email and Facebook during class activity time is not appropriate.
   
   * efolio Assignment: It is highly recommended that you put this assignment in your electronic portfolio.
   

Those students who earn 95-100 points on the exam and other assignments will receive an A for the course. Similarly: A- = 92-94, B+ = 90-91, B = 85-89, B- = 83-84, C+ = 80-82, C = 75-79, C- = 73-74, D+ = 70-72, D = 65-69, D- = 60-64, and F = 0-59. Students registered at the graduate level must earn a C+ or above to apply this course towards licensure. Students registered at the undergraduate level must earn a grade of C- to apply this course towards licensure. Students registered for the undergraduate version of this course are graded using the undergraduate grading scale and students registered for the graduate version are graded using the graduate grading scale.

EDC 220 Grade Tally Worksheet:

• Use this online GoogleSheets worksheet to record your scores during the semester. Details will be discussed at the first class meeting.

Learning Portfolio:

Students must show evidence of at least minimum competence in all outcomes (knowledge, skills, and attitudes) via their Learning Portfolio in order to pass this course. All portfolios and associated documentation are due no later than the final class meeting. Any exceptions to this deadline must be negotiated with the instructor prior to the final regular class period.

Electronic Document Submission:

All documents in this course are submitted digitally. The documents should be in GoogleDocs format and include all of the elements a physical paper assignment would include. Use the following sample as a guide. Note that in this sample document, the student's name has been deleted, but in your submission, make sure to include all identifying information! Also make sure to save the file with your name and the name of the assignment in the file's name, e.g., "Ima Auggie - Technology Leap #1." If you have any questions, please speak with the instructor. In some cases, documents are also submitted via moodle. Please refer to the course schedule for details

Late Work Policy:

Course assignments must be handed-in on time. On time means the assignment is handed-in (i.e., shared digitally) by the dates and times indicated on the course calendar. No late work will be accepted without prior arrangement with the instructor. Late assignments cannot be re-done.

Academic Alerts:

Augsburg University makes student success a priority. As a result, this course is participating in the Academic Alert initiative. As the instructor of this course, I may choose to refer you to your faculty adviser or other campus resources via the Academic Alert process if it is apparent that you are struggling with issues such as attendance, class participation/preparedness, and/or assignment/test preparation.

Academic Alert messages are sent via e-mail to your Augsburg e-mail address.  Additionally, alert messages are copied to your faculty adviser and other campus resources.  Your adviser may choose to contact you to discuss ways to improve your performance in these areas. You may also be contacted by campus resources regarding your situation. Referrals and departmental outreach are designed to maximize your chances of academic success at Augsburg, not as a punishment. 

Disability Accommodations, Accessibility and Other Student Rights:

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the CLASS Office at 612-330-1053 or stop by the Gage Center welcome desk on the link level of the Lindell Library as soon as possible to better ensure that such accommodations are implemented in a timely manner. All students have the right to use the Augsburg University Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab. This class affirms individuals of all gender identities and gender expressions. Students are expected to show respect to others, including referring to others using their preferred names and pronouns. 

Pre-Course Schedule (this schedule may change due to media availability and other considerations):

Session Zero Online: Before the first class, complete the Ed Tech Basic Skills Test. Also, before class, read the course syllabus and review the course moodle site.

A brief quiz on the syllabus and the moodle site will be administered at the first class meeting.

Jan 18 and 25    Unit I: Media Knowledge and Skills--What do you already know and what do you need to learn?

Key Concepts:

1. Setting Personal Learning Goals: At what ed tech skills am I weak and how do I strengthen myself?
2. The Pencil Metaphor
3. "Do to Learn, not Learn to Do"
4. Just-in-time resources
   
5. Moodle forum Settings
6. Self-regulation and the Learning Logs

Activities and assignments due:

• Week 1: 
  
• Quiz on course syllabus administered at first class meeting.
• Identify at least two Personal Technology Goals. Your goals are due before our second class meeting.
  
  
• Week 2:  
• Develop and discuss Personal Technology Goals. Prepare your goals before this class meeting.  Please submit these documents to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
• Sign up for presentation dates for your two TechLeaps. Click here to go to the online sign-up sheet.
  

Feb 1 and 8     Unit II: What are the history and purposes of technology in schools?

Key Concepts:

1. What aspects of digital technology are very fluid and what parts change very little?
   Video: Apple's Future Computer: The Knowledge Navigator
2. What is media literacy?
   
3. What is information literacy?
4. Historically, how has educational technology been integrated into learning? What does this experience tell us about tech integration today?
   Video: Schools of the Future, Pt. 1
5. What are the Internet and the World Wide Web, and how do I use them as a learning tools?
6. How will I integrate media and information literacy into my teaching?
7. Multiple Dimensions of Educational Technology

Activities and assignments due:

• Week 1:
  • Online readings due: The History and Purpose of the WWW and Can Computers Enhance the Work of Teachers? The Debate is On
    
  • Identify two key media and/or information literacy issues in your teaching field, then envision how you could integrate these issues into a learning activity. For next week's class, you will write about these ideas.
  • Ideas for how to integrate media and information literacy into classroom activities may be found at MediaSmarts.ca, TeachingThough.com and FacingHistory.org.
    
    
• Week 2: 
• A 500-word description of your two key issues and learning activities is due before our class meeting (5 points).
  
• If you haven't already done so, sign up for presentation dates for your two TechLeaps. Click here to go to the online sign-up sheet.

Additional resources on media and information literacy (not required, but recommended for additional depth):

Feb 15 and 22    Unit III: How do I select and evaluate technology in my classroom?

Key Concepts:

1. How do I select relevant digital media for my classroom?
2. How do I evaluate whether my technology use is enhancing learning?
   Video: SAMR Model of Technology Integration
3. Netiquette

Activities and assignments due:

• Week 1:
• Two online readings due: Evaluating Technology Use in Classrooms, and Evaluate Web Pages. Please read these items carefully as you will need to use these principles in your writing activity due next week.
• Computer Terms Jigsaw distributed this week.
  
  
• Week 2:  
• Website Evaluation Activity: Select an educational website to evaluate. In a 500-word report, identify and describe your chosen website, then describe whether this resource is valid and reliable using one or both of the evaluation approaches about which you read last week (5 points). Remember to submit these documents to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
• Computer Terms Jigsaw activity completed this week.
  
• Please complete Mid-term Student Questionnaire Activity and submit this document to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).

Feb 29 and Mar 7    Unit IV--How do I prepare technology-enhanced lessons in my classroom?

Key Concepts:

1. Two ways to think about technology in the classroom:
1. My use (teachers producing and using technology products--a necessary but not sufficient step)
2. Their use (students using technology to produce their own products--this should be your ultimate goal)
2. How do I differentiate instruction in my classroom to accommodate different learner circumstances?
3. What are some Web 2.0 resources available to me? (Google Classroom, WebCT, Blackboard, moodle, et al.)

4. Basics of document design and layout

5. Adding multi-media (calendars, maps, videos, etc.) to learning resources

6. URL shortening

7. Where will I find inexpensive or free software to use in my classroom?

Activities and assignments due:

• Week 1:
• Identify ideas for two lessons (use this lesson plan template to get started). The lesson plans are due in Week 2. In your lessons, you need to integrate both technology modalities we have discussed (i.e., you using technology to teach and your students using technology to learn). (Wait until the next unit to design the assessments for each lesson.) These lesson plans are due before our next class meeting (20 points). Be prepared to discuss your lesson ideas in class.
  
  
  • A sample lesson plan is available here.
  
  
• Week 2:
• Technology Leap Report Opportunity - first of three (10 points). Please contact the instructor at least three days prior in order to obtain the go-ahead regarding appropriate topics and to receive guidance and other assistance. Today you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TechLeap, but a slideshow is not required. In addition, please post all materials to Tech Leap Sharing Forum--accessed on the moodle home page for this course. Link to an example TechLeap paper and slideshow.
  
• Quiz on course readings and in-class presentations administered online this week (5 points). Please refer to our moodle site for the link to the quiz.
  
• Two lesson plans due (use this lesson plan template). In your lessons, you need to integrate both technology modalities we have discussed (i.e., you using technology to teach and the students using technology to learn). These lesson plans are worth up to 20 points. (Wait until the next unit to design the assessments for each lesson.) Remember to submit these documents to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
  
  

Some resources for writing lesson plans, integrating technology into your lessons, and developing assessments may be found at:

• Guidance for Writing Behavioral Learning Objectives
• How to Write Effective & Engaging Lesson Plans
• How to Make a Lesson Plan
• Backwards Planning Takes Thinking Ahead
• Planning Learning Objectives for Lesson Plans (in Physical Education)
• Writing Performance Objectives for Lesson Plans (in Physical Education)
• Take Three: 55 Digital Tools for Formative Assessment
• Know Students Better: 15 Tools for Formative Assessment 
• How I Got Started Using Technology To Assess Student Learning
• 25 Easy Ways to Use Technology in the Classroom
• 6 Tips for Selecting Tech Resources for Students

Some Sites that Review and Recommend Software for Teachers:

• Microsoft’s Education Software Page for Windows and Windows Phone
• Apple’s App Store: Education
• Google’s Google Play Store: Education
• Cindi Danner-Kuhn’s Education Technology Place website and Pinterest Page
  
• The Educational App Store
• Top 10 Reviews: Learn to Read Software

Spring Break, March 11-17, 2024

Key Concepts:

1. Define these key assessment and measurement terms:
1. Assessment
2. Measurement
   
3. Formative
4. Summative
5. Reliability
6. Validity
2. Tools for Digital Assessment:
1. Spreadsheets and Databases, e.g., GoogleForms
2. Quizlet
3. Kahoot
4. Plickr
5. WiseApp
6. Optical scanning using a smartphone or tablet
   

Activities and assignments due:

• Week 1:
• Identify two assessments for the lessons you prepared last week. These assessments should be closely aligned with your lesson objectives and should also integrate some use(s) of technology. Please employ at least two different tools or approaches for your assessments. The assessments are due next week (Week 2). These assessment activities will be worth up to 20 points.
  
• Some ideas for assessments using digital tools may be found at: Take Three: 75 Digital Tools for Formative Assessment, Know Students Better: 15 Tools for Formative Assessment and How I Got Started Using Technology To Assess Student Learning.

• Week 2:

• 2nd Technology Leap Report Opportunity (10 points). Please contact the instructor at least three days prior in order to obtain the go-ahead regarding appropriate topics and to receive guidance and other assistance. Please post all materials to Tech Leap Sharing Forum--accessed on the moodle home page for this course.
• Add assessments to the two lessons you prepared during the last unit (20 points). Make sure to employ at least two different tools or approaches (one for each lesson). Add your assessments to the lesson plans you developed last week. These assessments should be closely aligned with your lesson objectives and should also integrate some use(s) of technology. Remember to submit these documents to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
  
  

Key Concepts:

1. What is my academic/scholarly field of study?
2. What is (are) the professional association(s) for scholars in my field?
3. How do they stay connected and how do I join their conversations?
4. Savvy Searching: There's more to searching than hitting the enter key!
   
5. Some Tech Terms in this area:
1. Blogs/RSS Feeds
2. Online Journals
3. Listservs/Electronic Discussion Lists
4. The "filter bubble"
   

Activities and assignments due:

• Week 1:
  • Three online readings due: Electronic Discussion Lists (Listservs), Blogs, and RSS Feeds: How to Stay Up-To-Date In My Field, What Your Students Really Need to Know About Digital Citizenship, and Savvy Searching: There's more to searching than hitting the enter key!
  • Identify at least two scholarly and/or technology-oriented resources in your field of study. Next week, you will subscribe to at least two of these resources and show evidence of your subscription. Be prepared to discuss your ideas in class.
    
  • Some excellent teacher-made blogs, discussion lists, and RSS feeds may be found here:
  • TeacherTech (Blog of tech-savvy teacher Alice Keeler)
    
  • Best Teacher Message Boards
  • A-to-Z Teachers’ Stuff (discussion forums for teachers as well as a lesson plan archive)

  • Teach 100: A daily ranking of the top 100 education blogs

  • Cindi Danner-Kuhn’s Education Technology Place website and Pinterest Page

  • Edublog’s Community Directory that catalogs some of their most effective teacher blogs

  • We Are Teachers Blogs Showcase Just what the name says...

  • Google Search: Use Google to search for education-related blog sites, including Blogger, Live Journal, Edublogs, and many others.
    
    

• Week 2:
• Professional Subscriptions Activity: Subscribe to at least two scholarly and/or technology-oriented resources in your field of study. In a brief essay, please report on which resources you identified and to which you subscribed and why you think these resources are appropriate for you (minimum 250 words). Also submit evidence of that subscription (please use this form to document your work). This activity is due before class. On this form you will identify and describe the resources to which you subscribed and then provide evidence of your subscription (see form for details). This activity is worth up to 5 points. Be prepared to discuss your work in class. Remember to submit these documents to instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
  
  

 Online Assignment - Forum Responses Due by 10:00 am on Wed., Apr 17th  

This activity can be done anytime during the semester, but the responses to the questions need to be posted to the appropriate online forum the posted due date and time.

For this activity, pick one of the following two online PBS videos to watch and to which you will post responses to the questions in the online forum for that video.

• Online Option #1: Watch the online video: Digital_Nation
  
  • Respond to questions posted to Digital Nation Forum on moodle site
  • Your written response will be graded P/N
    
    
• Online Option #2: Watch the online video: School Sleuth: The Case of the Wired Classroom
• Respond to questions posted to School Sleuth Forum on moodle site
• Your written response will be graded P/N

    Apr 18 and 25    Unit VII: What are some future trends and ethical concerns in educational technology?

Key Concepts:

1. What are some of the major future trends and ethical concerns about using digital technology in the classroom?
• Artificial Intelligence (AI)
• Virtual Reality (VR)
• Mobile devices and distraction
• Safety and the Internet
  
• Where's the Internet going? How do I keep up?
  

Activities and assignments due:

Week 1: 

• Three online readings due: Digital Tools and Distraction in Schools, Safety and the Internet and Where's the 'Net Going?
• Identify two technology trends that are gaining popularity in your field of study and identify how you'll incorporate these trends into your teaching. A brief report (minimum 250 words, worth 5 points) on your findings will be due next week. Be prepared to discuss your work in class. 
• Quiz on course readings and in-class presentations administered online this week (5 points). Please refer to our moodle site for the link to the quiz.

Week 2: 

• 3rd Technology Leap Report Opportunity (10 points). Please contact the instructor at least three days prior in order to obtain the go-ahead regarding appropriate topics and to receive guidance and other assistance. Today you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TechLeap, but a slideshow is not required. In addition, please post all materials to Tech Leap Sharing Forum--accessed on the moodle home page for this course.
• Identify two technology trends that are gaining popularity in your field of study and identify how you'll incorporate these trends into your teaching. A brief report (minimum 250 words, worth 5 points) on your findings is due this week. Be prepared to discuss your work in class. Remember to submit these documents to the instructor via GoogleDocs by our regularly scheduled class meeting time (Thursday by 1:50 p.m.).
• Learning Portfolios due--Portfolios presented in class today -- portfolios posted to GoogleDrive--editing privileges shared with instructor and link sent to the instructor before the final class meeting
• Course evaluation completion
  
  There is no final exam scheduled for this course.
  

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