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EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Azusa Pacific University School of Education

Spring 2013, Session 1 – San Diego Regional Center Mark Rou nds Azusa Pacific University School

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Azusa Pacific University School of Education

About EDUC 515…

This course looks at the evolution of educational technologies in their present and historical contexts. Students explore how and why some technologies endure while others do not. Attention is given to current technologies and how they can be successfully implemented into the classrooms in order to enhance both teaching and learning strategies.

Azusa Pacific University School of Education Department of Innovative Education Technology (IET) and Physical Education Masters of Arts in Education: Digital Teaching and Learning Masters of Arts in Educational Technology and Learning

Instructor: Mark Rounds, M.A.

mrounds5@gmail.com www.markrounds.com/apu-edtech/

@markrounds5 on Twitter

Cell/iMessage: 619-347-0491

Required Resources…

iPad 2 or newer Possible apps for iPad (no more than $20 total) Class Website: http://www.markrounds.com/apu-edtech/educ-515/

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Azusa Pacific University School of Education

Student Outcomes and Expected Competencies…

Measurable Learning Outcome

Accreditation Standards

Activities to Assess Learning Outcome

Analyze and evaluate successful social media practices.

1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Development of PLN using Twitter and Ning.

Participate in a Twitter #edchat

 

3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

Use web-based tools to collaborate with students and colleagues.

3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

Blog

Edmodo

Google Docs

Copyright, security, and safety issues in media.

4c. Promote and model digital etiquette and

Classroom Website

responsible social interactions related to the use of technology and information.

Blog Posts

 

5c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Reflect upon how

5a. Participate in local and global learning

Faith Integration Project

missionary

communities to explore creative applications of

organizations can

technology to improve student learning.

reach out to

communities using

5b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

social media.

Present an emerging technology case study.

2b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

Case Study

Presentation

 

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Course Calendar…

Azusa Pacific University School of Education

Week

Topics

Assignments

Week 1

Introduction to Professional Learning Networks (PLN), Twitter, Educator’s PLN, establishing online presence, Student and Educator Blogging, Edmodo

Blog, Intro letter, Blog responses

2/5/13

f2f

 

Week 2

The Social Network, #edchat, Online collaborative spaces, Social bookmarking, Prezi, Symbaloo, Audio

#edchat transcript, blog responses, SymbalooEDU certification

2/12/13

f2f

 

Week 3

All Things Google: Google+, Google Drive, Gmail, Calendar, YouTube, Picasa, Google Apps for Education,

Faith integration paper, YouTube, Picasa, blog responses

2/19/13

f2f

 

Week 4

Flipped Classroom, Delivering Instruction Online, Screencasts (screenr), Step-by steps (tildee.com), Sharing content with students and colleagues

Screencast, Step-by-step, blog responses

2/26/13

f2f

 

Week 5

BYOD, iPad, Android, Apps for teachers, Apps for students, Word Clouds

Blog responses, App prezi, Word cloud

3/5/13

f2f

   

Week 6

Online/Blended Learning (synchronous/asynchronous), Backchanneling, Virtual spaces, LMS’s, Video Streaming, Audio, Podcasting

Blog posts, Today’s Meet transcript, Audio Podcast

3/12/13

f2f

 

Week 7

Google Sites, Classroom workflows, free webapps, IFTTT, Evernote

Classroom Website

3/19/13

f2f

 

Week 8

EdTech trends, infographics (infogr.am), Creative Commons, Home-School Connection, Classroom management

Infographic

3/25/13

online

 

Week 9

Authoring, Distributing Content, Student-Led Hangout

Case Study, Presentation

4/2/13

f2f

Course schedule, topics, evaluation, and assignments may be changed at the instructor’s discretion. Check http://www.markrounds.com/apu-edtech/educ-515/ regularly for current schedule and class happenings…

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Assignments…

1. EdTech Blog

Azusa Pacific University School of Education

Create a media-rich educational technology blog to respond to weekly EdTech prompts and to share best practices. 100 Points (Including blog aesthetics, content, posts, and comments)

2. Twitter/PLN

Establish a Twitter account with the goal of connecting with educators about EdTech. Create a profile on The Educator’s PLN Ning network.

50 Points (Including profile customization, following tweeters, relevant tweets, links to

your blog posts, #edchat participation)

3. Faith Integration Paper

Reflect on how church or missionary organizations reach out to the community. Include a

reflection on what you learned talking to people of other faiths, and how you can share your faith in the future. Write a summary using the knowledge and ideas gleaned from your forum

conversations.

30 Points

4. Screencast

Create a tutorial screencast with the intention of training students in a particular technology- based skill. Publish the video and embed it in your blog.

30 Points

5. App Prezi

Create a Prezi showcasing two iOS or Android apps that can be used in teaching and learning

20 Points (Including one teacher app and one student app)

6. Audio Podcast

Create an audio podcast reflecting on one of a few EdTech resources, summarizing and giving an opinion, 3-5 minutes.

40 Points (Including voice and music editing and linking from your blog)

7. Classroom Website

Create a media-rich educational technology website using Google Sites

40 Points (Including photos, video, and educational content)

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

8. Infographic

Mark Rou nds

Azusa Pacific University School of Education

Create a simple infographic based on some current EdTech statistics or information

20 Points

9. Case Study and Presentation

Select a current, historical, or emerging technology not discussed in class. Submit your case study proposal by week four, indicating the focus of your case study. Write a 2-3 page paper on Google Docs about the selected technology, and share the document on your blog. Develop a case study to include a written and visual component.Present your finding to the class as you lead a five minute Google Hangout. Focus on your researched technology, and address your paper in the presentation. Include necessary videos, links to a blog site, and other applications to enhance your message.

70 Points (Including voice and music editing and linking from your blog)

Assorted Assignments

The myriad weekly assignments, such as YouTube, Symbaloo, Tildee, today’s Meet, etc

50 Points

Grading Scale…

427

- 450 points

A

414

- 426 points

A-

400

413 points

B+

378

399 points

B

365

377 points

B-

330

364 points

C

A

Superior knowledge regarding details, assumptions, implications, history; superior thinking with information relevant to application, critique and relationship to other information.

B

More than adequate knowledge regarding technical terms, distinctions, and possesses an ability to use information.

C

Basic knowledge needed to function and carry on learning regarding major principles, central terms, major figures, also possesses an awareness of field or discipline. Note that a grade of C- may not be eligible for transfer and in most programs does not constitute a passing grade.

D & F

Credit not given for the grades of D or F.

EDUC 515 – Evolving Educational Technologies

Spring 2013, Session 1 San Diego Regional Center

Mark Rou nds

Azusa Pacific University School of Education

Course Policies

Regular attendance and participation is expected of all students. Please contact me as soon as possible if there is an emergency situation that keeps you from attending. Students missing more than two class meetings will not receive credit for the class.

All assignments for the course are to be completed and submitted on time in order to receive full credit. Late assignments will be penalized 10% of the total points available per assignment for each week late, or portion thereof. Permission for late work is granted only by special request. Incompletes are rare and are available only in “special or unusual circumstances” as negotiated with the instructor prior to the end of the term. See Student Handbook for policies regarding Withdrawals and grade record permanence.

Students interested in proposing other means of demonstrating their comprehension, inquiry, and skill relative to the purposes of this course may do so upon the instructor’s discretionary consent. Proposals for projects that support APU’s Four Cornerstones (Christ, Scholarship, Community, Service) are encouraged.

Make up work and extra credit work is not accepted.

Plagiarism/copying violate APU’s Standards of Student Conduct. Students are expected to produce work that reflects graduate-level standards. An automatic failure of the course will result if a student violates this code of conduct.