Learning and teaching with tech 9 week syllabus

1. Catalog Description
This 9 week course is based on best practice designed to help teachers to create a cogent program
that integrates a variety of technological resources. Participants will learn how to use technology
to promote the development of concepts, to build knowledge and skills, to engage learners in
critical thinking and to foster collaboration. Students will learn a variety of Web 2.0 tools that
will be used to research and influence a unit of curriculum. The tools will be utilized within the
unit and help with the assessment of the unit.
2. Catalog Overview
Students will walk through a sequential process of learning how to learn and teach with
technology that will expand upon their own personal learning strategies, their use of technology
within their classroom, and how technology can improve education as a whole. The course will
be broken into five phases. Phase one is archiving, sharing, and organization. Students will
learn how to save, share, and organize information on the web for professional and class use.
Phase two is Media Literacy or how to find new media resources to incorporate in class. Phase
three is Information Literacy including advance research and evaluation techniques. Phase four
is reflection and collaboration in the digital age using blogs, wikis, multimedia podcasts, and
screencasts (Read/Write Web). Phase five is participation for learning. Students will learn about
the value of building a personal learning network using social media networks like Ning,
Facebook, and Twitter. Upon completion of this course, students will have built a foundation of
learning that will provide them with a new context with which to utilize technology in the
learning process. The final product of the learning experience will be a technology infused unit
of curriculum that incorporates the use of a variety of technology tools including: tagging,
Delicious, Diigo, Creative Commons copyright, RSS readers, custom search engines, website
evaluation resources, advance search, blogs, wikis, podcasts, video sites, screencasts, multimedia
presentation tools, and social networks.
3. Student Learning Objectives:
As a result of this course, participants will be able to:
• Select appropriate uses of technology in the classroom.
• Identify a gap between student performance and NETS; then create a unit of study to
address that gap.
• Use the latest technology tools to present material, create activities and assess student
achievement.
• Create and implement learning activities that enhance the identified NETS for students.
• Enhance current teaching practices via the NETS for teachers.
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
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Course Number:
Course Title:
Building a Technology Tool Belt
Maximizing the potential of technology in the classroom
9 Week Course 3 Semester Hours Graduate Credit
Christopher Polizzi christopherpolizzi@gmail.com

4. Teaching Method/Class Format
The majority of class time will be working with technology in a hands-on lab setting. Some
direct instruction will be followed immediately by application of the new skill. Instruction will
be differentiated as needed, to meet the needs of the group. Small flexible groups will be created
as needed to explore the emerging technologies and learning processes.
Class meetings will involve a combination of presentation, discussion, hands-on laboratory, and
personal reflection. In addition, students are encouraged to participate in class discussion. Each
student will have access to a computer connected to the Internet as well as an opportunity to use
various other pieces of multimedia technology including an LCD projector connected to a
computer.
5. Provided Texts and Required Readings
The Horizon Report (2010). Emerging technologies likely to have considerable impact on
teaching, learning, and creative expression within higher education. Retrieved April 21,
2010 from http://wp.nmc.org/horizon2010/.
ISTE. (2008). National Educational Technology Standards. Retrieved February 9, 2010 from
http://www.iste.org/AM/Template.cfm?Section=NETS.
US Department of Education National Educational Technology Plan. American Education:
Learning Powered by Technology. Retrieved April 21, 2010 from
http://www2.ed.gov/about/offices/list/os/technology/techreports.html.
Hogan, K. (Ed.). (2010). Tech and Learning Magazine (Several current articles)
Bushweller, K. (Ed.). (2010) Digital Directions. Education Week, (Several current articles)
Other Suggested Texts:
Brooks-Young, S. (2007). Digital-Age Literacy for Teachers Applying Technology Standards to
Everyday Practice. Washington D.C.: Intl Society for Technology in.
Brooks-Young, Susan. Making Technology Standards Work for You: a Guide to the NETS-A for
School Administrators with Self-assessment Activities. Eugene, Or.: International Society
for Technology in Education, 2009. Print.
Coyle, D. (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. New York,
NY: Bantam Dell.
November, A. (2009). Web Literacy for Educators. Thousand Oaks, California: Corwin Press.
Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.
Thousand Oaks, California: Corwin Press.
Tapscott, D. (2009). Grown up digital how the net generation is changing your world. New
York: McGraw-Hill.
Warlick, D. (2004). Redifing Literacy for the 21st
Century. New York: Linworth Publishing.
2

6. Units of Work
Phase 1: Foundational work on the overall scope and sequence of the course. Implementation
of the foundational skill of Archiving as phase one. The invention of the web has created a new
Dewey Decimal System. This first phase will go over how to archive, share, and organize the
abundance of information on the web to find current and relevant information for personal
development and classroom use. The web organization “tagging” will be discussed as well as
tools to perform this organization.
Activities:
Week One
1. Introduction to the course.
2. Set up a website to create a technology integrated curriculum unit.
3. Presentation on the impact of Archiving and what that means for online learning today.
4. Take control of the abundance of information online.
5. Signup, overview, and implementation of Delicious.com.
6. Assignment #1 Overview - Archiving tool and participation in classroom unit archive.
Week Two
7. Signup, overview, and implementation of Diigo.com.
8. Demonstration of the capabilities of Evernote.com.
9. Assessment of Assignment #1 - Archiving tool and participation in classroom unit
archive.
10. Introduction into Media Literacy, phase.
11. Assignment #2 – Set up a collaborative wiki classroom assignment using
Wikispaces.com (10 Points).
NETS Standards Addressed:
Phase 2: Implementation of Media Literacy, phase two while emphasizing the overlap with
Archiving or phase one. Media Literacy is the ability to find accurate, relevant, current,
informative resources from old and new media to foster learning on a topic. Examples of new
media are websites, blogs, podcasts, social networks, and video sites. New media resources will
be organized using an RSS feed online “reader”.
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Activities:
Week Three
1. Sharing and follow-up from phase one.
2. Presentation on the overlap and conjunction of Archiving and Media Literacy.
3. Assignment #3 - Development of online RSS feed “reader”; feed will contain unit
information/research for students.
4. Installation, signup, and implementation of Google Reader.
5. Compare Google Reader with Bloglines.com or Netvibes.com.
Week Four
6. Sharing of Archiving techniques in conjunction with Media Literacy.
7. Demonstration of the power of video and podcasts in the learning process.
8. Practice collecting, sharing, and utilizing online video and podcasts.
9. Assessment of Assignment #3 - Informal demonstration of their online “reading tool of
choice” - Development of Online “Reader”.
10. Assignment #4 – Persuasive Blog Post (10 Points)
Phase 3: Implementation of the Research phase three or Information Literacy portion of the
course. Information Literacy includes advance web search techniques and website evaluation.
Research has taken on a completely new meaning because of phase one, Archiving, and phase
two, Media Literacy. Students will learn how to set up Custom Search Engines for their
classrooms and search more effectively with advance techniques. Can “new media” resources
like blogs and podcasts serve as a research source? How does Wikipedia and copyright fall into
the research process?
Activities:
Week Five
1. Sharing and follow-up from the Media Literacy phase.
2. Presentation on Wikipedia and Creative Commons Copyright.
3. Find Creative Commons materials for classroom use.
4. Presentations on the Google Empire and taking advantage of all they have to offer for
educators.
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Week Six
5. Demonstration of moderate and advanced research techniques within Google.
6. Practice research techniques while utilizing Archiving and Media Literacy skills.
7. Introduction of final assessment.
8. Demonstration of Voicethread – Voicethread Assignment #5 (10 Points).
Phase 4: Phase four is Reflection and Collaboration the Digital Age. This phase is focused on
evaluating the learning process and choosing the best path moving forward. The foundational
skills provided in the first three phases are essential to establishing quality reflections. How can
a teacher grow and classroom learning flourish using blogs, wikis, screencasts, and multimedia
reflection tools. What implications does the Read/Write Web have on the classroom?
Activities:
Week Seven
1. Sharing and follow-up from the core foundational skills of Archiving, Media Literacy,
and Information Literacy and Search in Research.
2. Demonstration of Blogger.com, Edublogs.com, Kidsblog.com, Wikispaces.com and a
few other possibilities. Review of Voicethread.com as a collaboration, planning,
reflection, learning, assessment tool.
3. Installation, signup, and implementation of student’s chosen tool; Blogger.com,
Edublogs.com, Kidsblog.com, Wikispaces.com, and others.
4. Development of reflection tool of choice.
5. Assign Part 1 of Assignment #7 Blog Reflection.
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Week Eight
6. Demonstration of Screencasts and other Multimedia Reflection Tools.
7. Students create a Multimedia/Screencast Reflection “How To” – Assignment #6 –
Demonstration of a Multimedia Reflection.
8. Signup and introduction to Ning.com.
9. Signup and introduction to Twitter.com/Plurk.comEdmodo.com.
10. Student work time and group tuning on Final Presentations.
11. Assign Part 2 of Assignment #7 Blog Reflection.
Phase 5: The final phase is Participation and building a Personal/Professional Learning
Network. This phase is critical for expanding upon one’s understanding of technology’s creative
possibilities within education. Those that have a foundation in the core skills should be more
effective participants within the online learning community. Can social networks keep teachers
up to date consistently receiving professional development?
Activities:
Week Nine
1. Sharing and follow-up of the Reflection phase.
2. Presentation on Personal Learning Networks.
3. Practice utilizing Ning.com, Twitter.com or Plurk.com as a learning and teaching tool.
4. Assess Participation in online, class group discussions, and social networking component
for Assignment #8 and #9. How can social networks create a better teacher? Why is it
important for students to learn about social networks?
5. Students will present their final curriculum unit presentation.
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7. Class Assignments
1. Creation of archiving tool and participation in group archive. (10 Points)
2. Group written collaborative essay. (10 Points)
3. Development of online “reader”. (10 Points)
4. Persuasive blog post. (10 Points)
5. Voicethread (10 Points)
6. Demonstration of a multimedia reflection tool. (5 Points)
7. Blog reflection. (10 Points)
8. Participation in social networking component. (10 Points)
9. Participation in online and class group discussions. (10 Points)
10. Creation and final presentation of a technology influenced curriculum unit. (15 Points)
8. Evaluation and Grading Procedures
Grade Points
A 92 - 100
B 83 – 91
C 74 - 82
F 73 points
and below
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Assignment Directions and Rubrics:
Assignment #1 - Creation of Archiving Tool (10 Points)
(10 % of Overall Grade)
Directions:
1. Each student will create a Delicious and Diigo account per directions supplied by the
instructor.
2. Find sites that are of interest to your personal learning or for classroom use. As you
find sites of interest, use the list of features and collaborative techniques for Delicious
and Diigo that were supplied by the instructor.
3. Be prepared to demonstrate the list of features and collaborative tasks.
Criteria 4 2 0
Signup Student successfully
signed up for the tool
Student was unsuccessful in
signing up for the tool.
Demonstration
of Features
Student
demonstrated
advanced techniques
of the assigned tool.
Student
demonstrated basic
techniques of the
assigned tool.
Student cannot demonstrate even
basic use of the assigned tool.
Demonstration
of
Collaboration
Student
demonstrated
advanced
collaboration
techniques.
Student
demonstrated basic
collaboration
techniques.
Student did not demonstrate basic
collaboration techniques.
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Assignment #2 - Set up a collaborative wiki classroom assignment using Wikispaces.com
(10 Points)
(10% of Overall Grade)
Directions:
1. Each student will set up a wiki for their classroom. After assigning usernames and
passwords for students assign an assignment where work is posted on the class wiki.
2. The wiki assignment should be collaborative in nature and utilize features of wikispaces..
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Criteria 4 3 2 0
Set up of wiki A wikispace wiki is
set up and utilized
with a classroom of
students. All
students have
usernames and
passwords. The wiki
is customized to
serve the class.
A class wiki is set up
and most students
are assigned
passwords and
usernames. The wiki
is customized a little
to fit the teacher’s
class.
A class wiki is set up
but most students are
not given usernames
and passwords. The
class wiki theme is
generic and not
formatted for the
class.
A class is wiki is not
set up.
Student work
in wiki
Students are engage
and participate in the
wiki assignment.
The assignment is
collaborative and
makes use of wiki
features.
Students participate
in wiki assignment.
The assignment
fosters some
collaboration.
Most students do not
participate in the
wiki. The wiki
assignment is not
collaborative. The
assignment is not
improved with the
use of a wiki.
A wiki assignment is
not created.

Assignment #3 – Development of Online Reader (10 Points)
Directions:
1. Each student will sign up for a Google Reader and Bloglines.com/Netvibes.com account after
the demonstration of both of these tools.
2. The students will all subscribe to the provided list of educational blogs/podcasts/videos.
3. Students will proceed through the provided checklist of techniques for using these
applications.
4. Be prepared to demonstrate the list of features, and sites found for their students’ curriculum
unit.
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Criteria 4 3 2 0
Signup
N/A N/A
Student successfully
signed up for the tool
Student was
unsuccessful in
signing up for the
tool.
Demonstration
of Features
Student
demonstrated
advanced techniques
of the assigned tool.
Student
demonstrated basic
techniques of the
assigned tool.
Student has an
account but did not
meet the minimum
requirements of
using the tool.
Student cannot
demonstrate even
basic use of the
assigned tool.
Websites for
curriculum
unit.
Students find and
subscribe through a
reader to websites,
videos, and podcasts
pertaining to their
curriculum unit.
Students find and
subscribe to
websites, podcasts,
or videos but not all
three..
Students find and
subscribe to some
websites, podcasts,
or videos pertaining
to their unit of
curriculum.
Student do not
subscribe to any
podcasts, websites,
or videos.

Assignment #4 – Persuasive Essay Blog Post (10 Points)
Directions:
1. Each student will write an extensive persuasive blog post with the purpose of explaining
the importance of the Media Literacy and the use of sites like Wikipedia and blogs.
2. The students should include examples of these resources that can benefit their personal
learning and classrooms as well.
3. Finally, students need to clearly explain how media literacy and archiving overlap.
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Criteria 4 3 2 0
Comparison
of Concepts
The essay
demonstrates a
sound understanding
of media literacy and
how these skills
might be utilized in
the learning process
for themselves and
or their students in
their classrooms.
The essay
demonstrates a
sound understanding
of media literacy.
The essay
demonstrates a
sound understanding
of a single media
literacy.
The student did not
demonstrate an
understanding of any
of the forms of
media shared in
class.
Examples
Provided
N/A N/A
Examples of
different forms of
media are provided
that represents areas
of learning within
their personal
learning or their
classroom
instruction.
Examples were not
provided.
Knowledge
Check
N/A N/A
Evidence of
understanding of the
overlapping of the
archiving phase and
media literacy phase
was provided.
There is no evidence
provided of
understanding the
overlapping of the
archiving phase with
the media literacy
phase.
Conventions
N/A N/A
The essay has less
than 2 grammar or
spelling errors.
There are more than
2 spelling and or
grammar errors.

Assignment #5 –Voicethread (10 Points)
Directions:
1. Each student will create a Voicethread to use with their unit in the classroom.
2. Students will leave at least 1 comment on 3 or more slides of the Voicethread.
Criteria 4 2 0
Evidence of
Successfully
using the
Technology N/A
Student successfully
creates a
Voicethread for their
classroom reflecting
on their unit of
study.
The teacher was
unsuccessful in their
attempt to create a
Voicethread
presentation.
Quantity of
Comments
Provided
Most students
actively participate
in the Voicethread
assignment.
Some students
actively participate
in the Voicethread
assignment.
No students actively
participate in the
Voicethread
assignment.
Quality of the
Comments
Provided
The majority of the
student’s comments
contributed to the
overall discussion by
sparking more
interest, questioning,
and thought.
The majority of the
comments left
contributed to
creating a positive
atmosphere of the
online activity. The
comments could
have been more
engaging to push the
discussion further.
Comments provided
made a minimal
impact on the overall
discussion of the
class.
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Assignment #6 – Demonstration of a Multimedia/Screencast Reflection Tool (5 Points)
Directions:
1. Each student will create a short multimedia reflection using one tool from a list
provided by the instructor.
2. The reflection tool will be used to reflect on the learning process.
3. The student should address why they chose the tool that they did for this reflection
and whether or not this was an effective tool to use. Would they use this tool in the
future and is this a tool that can be used within their classrooms in some fashion?
Criteria 3 2 0
Quality of
Ideas and
Content
The student’s
demonstration adds
to the overall
understanding of
their classes
understanding of a
topic in the
curriculum unit. The
quality of the
reflection was very
clear and easily
understood.
The student’s
demonstration adds
to the overall
understanding of
their classes
understanding of a
topic in the
curriculum unit.
The student’s
demonstration did
not add to the overall
understanding of
their classes
understanding of a
topic in the
curriculum unit.
Choice of
Tool and
Execution
The tool chosen
reflects the purpose
of the demonstration.
The student was able
to complete a multi-
media reflection.
The tool chosen was
confusing and or a
demonstration was
not created.
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Assignment #7 – Blog Reflection (10 Points)
Directions:
1. Each student will create a blog from a list of provided resources from the instructor or
they will use their existing blog.
2. The students are to write a blog entry that reflects on the learning in class.
3. The reflection needs to address the overlapping nature of Archiving, Media Literacy, and
Information Literacy.
4. Examples need to be provided from their own learning through the course while also
addressing ways to further their personal learning moving forward or aspects of this
knowledge that can improve their classrooms.
Criteria 3 2 0
Quality of
Ideas and
Content
The blog entry contains
substantial information for the
reader. The entry addresses an
overall reflection. The blog
entry also clearly addresses the
overlapping nature of the core
skills Archiving, Media
Literacy, and Information
Literacy.
The blog entry
contains
substantial
information for the
reader. The blog
entry focuses on a
singular idea.
The blog entry does not
reflect original ideas.
Examples
Provided
The blog entry went beyond the
basic understanding of blogs by
talking in depth about the
difference in blogging vs.
traditional writing. Extensive
examples were provided that
include teacher, classroom and
company blogs. Example uses
of these resources within their
personal learning and or how
this will impact their
classrooms was also included.
Extensive
examples were
provided that
include teacher,
classroom and
company blogs.
Examples were not
provided.
Knowledge
Check
N/A
Evidence of
understanding why
the Reflection
phase is valuable.
provided understanding
why the Reflection phase
is valuable.
Conventions
N/A
The blog entry has
no spelling or
grammar errors.
There is a spelling or
grammar error.
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Assignment #8 – Social Networking (10 Points)
Directions:
1. Each student will create a NING.com account and join the short list of NINGS provided
by the instructor.
2. Each student will create a Twitter.com or Plurk.com account.
3. A blog entry should focus on positive and negative aspects of social networking within
the context of a personal / professional learning network. How can social networks help
teachers? Why should students learn about social networks?
4. Examples of what the students have learned about social / professional networks and
information learned from within these tools should be included within the blog entry.
5. Finally, students should make an argument for or against having teachers learn about
social / professional learning networks.
Criteria 3 2 0
Quality of
Ideas and
Content
substantial information
for the reader. The entry
addresses an overall
understanding about the
positive and negative
aspects of social
networking in the
learning process and
within the context of a
personal / professional
learning network.
substantial information
for the reader. The entry
addresses the positive
and negative aspects of
social networking.
The blog entry has a
narrow focus on social
networking that does not
provide for expanding
upon the basics of social
networking.
Examples
Provided
Examples of the different
forms of media are
provided that represents
areas of learning within
their personal learning or
their classroom
instruction.
A single example was
provided on how the
student can enhance their
personal learning or their
students in their
classrooms.
Examples were not
provided.
Knowledge
Check
N/A
Evidence of
understanding of why the
Reflection phase is
important in the learning
process.
provided of the
understanding why the
Reflection phase is
important in the learning
process.
Conventions
N/A
The blog entry has no
spelling or grammar
errors.
There is a spelling or
grammar error.
15

Assignment #9 - Participation in Online and Class Group Discussions. (5 Points)
Directions:
1. Participation will be assessed through the course of the class.
2. The student will submit links to at least 5 examples of their participation within their
new social / professional learning network via an online form provided by the
instructor.
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Criteria Scoring
Class Work Awarded by teacher.
(5 points maximum)
Sharing Student identifies 5 online participation experiences to share out as examples of their
overall online work. (2 Points)
Quality of the
Participation
The student’s work added to the
discussion while encouraging further
reflection by other’s in the community.
(1 Point for each Example Provided)
One point will be awarded for each
example that contributes positively to
the community, advances the discussion
further, and adds follow up questions for
the community to address.
(3 Points Total)
The student added to the discussions but the
discussion was
not pushed further. (0 Points)

Assignment #10 – Final Presentation of Technology Influenced Curriculum Unit
(15 Points) (15% of Overall Grade)
Directions:
1. Each student will create a final presentation of a curriculum unit posted on a website.
2. The curriculum unit must be influenced by the technology tools learned, utilize the
technology tools learned and be assessed with the technology tools learned.
3. The presentation will demonstrate an understanding of the tools introduced in class and
an understanding of the NETS Standards.
4. Students asked to identify how each of the phases overlap and are used in their unit.
5. Provide examples for all of the different phases for your personal learning and for ways
in which this might impact your classrooms.
6. Presentation units will be presented and posted online.
7. Students must offer a reflection of what was learned when the curriculum unit was
integrated into their classroom.
Criteria 3 2 1 0
Knowledge The final assignment reflects an
excellent understanding of
Archiving, Media and Information
Literacy and how each of the areas
overlaps and fits within the context
of lifelong learning and curriculum
creation.
The final assignment
reflects an excellent
understanding of
Archiving, Media and
The final
assignment reflects
basic
understanding of
some Archiving,
Media and
Information
Literacy.
The final assignment
does not reflect an
understanding of
Archiving, Media and
Examples Many examples were provided on
all phases and provide evidence of
learning for him or herself or how
they perceive future learning within
the context of their classrooms.
Many examples were
provided on all
phases.
Examples were
provided on some
aspect of the
phases.
Examples were not
included.
Visual(s) / Student used visuals to reinforce
screen text and presentation.
Visuals related to text
and presentation.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student used no visuals.
Organization Student presents information in
logical, interesting sequence that the
audience can follow.
Student presents
information in logical
sequence that the
audience can follow.
Audience has
difficulty following
presentation
because student
jumps around.
Audience cannot
understand presentation
because there is no
sequence of information.
Conventions Presentation has no misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation had
three misspellings
and/or grammatical
errors.
Student's presentation
had four or more spelling
errors and/or
grammatical errors.
17

9. Bibliography
Brooks-Young, S. (2007). Digital-Age Literacy for Teachers Applying Technology Standards to
Everyday Practice. Washington D.C.: Intl Society for Technology in.
Coyle, D. (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. New York,
NY: Bantam Dell.
The Horizon Report (2010). Emerging technologies likely to have considerable impact on
teaching, learning, and creative expression within higher education. Retrieved April 21,
2010 from http://wp.nmc.org/horizon2010/.
US Department of Education National Educational Technology Plan. American Education:
Learning Powered by Technology. Retrieved April 21, 2010 from
http://www2.ed.gov/about/offices/list/os/technology/techreports.html.
ISTE. (2008). National Educational Technology Standards. Retrieved February 9, 2010 from
http://www.iste.org/AM/Template.cfm?Section=NETS.
Solomon, G., & Schrum, L. (2007). Web 2.0 New Tools, New Schools. Washington D.C.: Intl
Society for Technology in.
Tapscott, D. (2009). Grown up digital how the net generation is changing your world. New
York: McGraw-Hill.
Transforming classroom practice professional development strategies in educational technology.
(2008). Eugene, OR: International Society for Technology in Education.
Williamson, J. (2009). ISTE's technology facilitation and leadership standards what every K-12
technologist should know and be able to do. Eugene, Or: International Society for
Technology in Education.
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10. Attendance Policy
Attendance at all sessions is required. Missing any part of the class could result in not receiving
credit. Make-up and acceptance of late work will be solely at the discretion of the instructor
and/or Intermediate Delivery System consultant.
11. Academic Honesty and Integrity Statement
Students are expected to maintain academic honesty and integrity as students of ____ by doing
their own work to the best of their ability. Academic dishonesty (cheating, fabrication,
plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper.
12. Final Examination Policy
There is no final examination; students’ reflective writing, final presentation, will be the
culminating activities for credit.
19

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