City University TCI508 Class Schedule Page at Google Sites

Read more about technology singularity, http://thenextweb.com/industry/2011/06/19/what-is-the-technological-singularity/

Yong Zhao was the keynote speaker at NCCE 2011

“At a time when globalization and technology are dramatically altering the world we live in, is education reform in the United States headed down the right path? Are schools emphasizing the knowledge and skills that students need in a global society—or are they actually undermining their strengths by overemphasizing highstakes testing and standardization? Are education systems in China and other countries really as superior as some people claim?” Read more . . .

Yesterday it was cold and rainy in Wuhan. Very much like a Northwest winter day. Check out the current weather right now! Today it is not raining but still a bit chilly, at least for Wuhan. It has been in the mid-seventies most of last week. It was a great day to spend indoors with my stuffed critters and work on class material, which is exactly what I did.   I updated the curriculum for the Software Engineering Class Web Site. I am using the free, Open Source, concept mapping program FreeMind to brainstorm the Parts of the Software Engineering Curriculum.

Today, November 15th, I taught two more classes and the students researched terms of software engineering. They were under impressed with the idea, but they worked hard to accomplish the task. One of them asked that they not have to do as much pure research and more project-based work. I was excited to hear his request. That’s the way I roll anyway. So, we are jumping into Project-based learning tomorrow.

• No Facebook!
• No Twitter!
• No YouTube! – How am I gonna see videos of monkey’s scratching their butts!
  

China maintains what is probably the world’s most advanced system for controlling digital communication. Authorities and opponents call it the Great Firewall, and the Chinese take it extremely seriously. At least 72 Chinese citizens—more than in any other country—are currently locked up for things they said online. Firewalls typically block access to certain sites, but the centerpiece of the Chinese system, called Golden Shield, does much more. It’s essentially a national digital surveillance network that monitors China’s estimated 420 million online citizens. This titanic task is facilitated by the fact that all international Internet traffic passes through just a handful of state-run pipelines. - from Wired Magazine Read on . . .

Teaching in China

Today was full-on teaching. Three classes just about back to back. I was a bit tired. I got up at about two in the morning and worked on curriculum until the 10:10 AM class. Teaching was lot of standing and explaining how to work computer programs with a chalkboard and finger pointing one on one. The students are wonderful. They are very collaborative and supportive of each other. Some have programming skills some do not. Interesting for a software engineering class.

• Check out more pictures

• Starfall.com, http://www.starfall.com
  • An incredible, free site dedicated to helping all children learn to read. Interactive stories and print and writing books to go along with them are high quality and engaging.
• Reading for Meaning, http://reading.tomsnyder.com/readingformeaning/index.cfm
  • An Internet subscription service to improve student reading comprehension skills that targets skills often covered on standardized tests: main idea, inference, sequence, cause & effect, and compare & contrast in a very creative way. It includes everything the teacher needs in 35 complete lessons, including graphic organizers and authentic literature. It is very flexible and can be used when teaching whole classes, small groups, or individuals. A great follow up to Starfall.
• Thinking Reader, http://www.tomsnyder.com/
  • Software focused on improving reading comprehension for your struggling readers and special needs students in grades 5-8 who have not been successful with reading. Uses core literature and content material. This software is expensive, but it is meeting a need nothing else is when it comes to our upper elementary students and middle school students who aren’t succeeding
• ReadWriteThink, http://www.readwritethink.org/
  • A partnership between the International Reading Association IRA) and the National Council of Teachers of English NCTE). Provides educators and students with access to the highest quality practices and resources in reading and language arts instruction through free, Internet-based content. The student materials section has incredible, free interactive tools and tutorials for classroom use
• NCTM Illuminations, http://illuminations.nctm.org/swr/index.asp
  • A site developed by the National Council of Teachers of Mathematics that has interactive, visual lessons and simulations for teaching math content in grades pre-k through high school. This is the only site you need to use to teach math in a creative, clearly understandable manner… and it’s free!
• BrainPop.com, http://www.brainpop.com
  • BrainPOP is full of educational animated movies for K-12 that demystify Math, English, Science, Health, Technology and Social Studies topics. This is a must-have subscription for every school.
• LD Online, http://www.ldonline.org/
  • This site is an interactive guide to learning disabilities for parents, teachers, and other professionals. Numerous articles, resources, and ideas on a variety of LD topics are available.
• 4Teachers.org, http://www.4teachers.org
  • 4Teachers.org is a free, multifaceted site that includes a variety of fast, easy-to-use tools for teachers and students. Their Rubistar tool for making rubrics and their PBL Checklists to guide project based learning activities are terrific. Casa Notes is a helpful tool if you have Spanish speakers in your classroom.
• A to Z Teacher Stuf,f http://atozteacherstuff.com/
  • A to Z Teacher Stuff provides teachers with free lesson plans, thematic units, printables, and other resources. The active discussion forums allow teachers to exchange ideas and give advice on a variety of issues.
• Enchanted Learning.com, http://www.enchantedlearning.com
  • A site filled with fabulous printables and activities for the elementary grades in every subject area. The site is free, but if you pay a small subscription fee, the banner ads go away and the printouts are better.
• Freebie Bonus: For elementary teachers, the http://www.dole5aday.com site has an awesome CD on everything nutrition!

Click the Image Above for School 2.0 Vision of Tomorrow

Imagine the school of tomorrow. How would you design it? How would you integrate creativity, problem solving, collaboration, participation, and put all the tools together to help this happen? Explore the School 2.0 web site to see what some are imagineering.

The struggle within modern society regarding the adoption of new technologies has been framed as a dichotomy between those who oppose its tendency to redefine culture and those who embrace it. However a new paradigm has emerged among the young generation that sees beyond the bipartisan debate, rendering the debate itself irrelevant. This sense of irrelevancy among a whole new generation is mistakenly viewed as disinterest by the two sides of debaters.

Read more: March 8th, Tech & Learning Magazine

The State Educational Technology Directors Association (SETDA) has released its annual National Trends Report, revealing new data on the power of technology to increase student achievement and describing the need to equip American children and teachers with the knowledge and technological proficiency necessary to make America a leader within the competitive—and “increasingly digital”—global economy. The report, titled “Focus on Technology Integration in America’s Schools,” describes programs that “effectively integrate technology in efforts to create robust subject matter content, innovative curricula, ongoing professional development, and diagnostic assessments to facilitate individualized instruction.” One of the report’s highlights is the Enhancing Education Through Technology (EETT) program, a component of the NCLB Act, and explains how states are using funds to increase student achievement.  – From April 9, 2009 Tech and Learning Magazine

Highlights:

• 31% increase in innovative use of technology by teachers in core subject areas
• 17% – 33% increase in reading achievement
• 18% – 36% increase in math achievement
• 14% increase in graduation rate (66% to 80%)

Great article addressing technology adoption, management and innovation for education in the March 2009 edition of Tech and Learning

Now that digital technology is an integral part of many of our classrooms, we have a new challenge: How can we manage this essential technology? How can we maximize the school district’s financial investment? Most importantly, how can we maximize the students’ educational benefit? Unfortunately, in many districts these questions haven’t been asked, much less answered. But it doesn’t have to be that way.

- By Jennifer J. Farr, Certified New York State Educational Administrator

• Curriculum I developed for the Chinese Foreign Language School

SYLLABUS CONTENTS

• WEEKEND OVERVIEW CHART
• 
• WIKI and MAP
• DESCRIPTION and OBJECTIVES
• BENCHMARKS
• REQUIREMENTS
• KEY ASSIGNMENT
• ARTICLES
• GRADING OVERVIEW
• PRE-WEEKEND HOMEWORK
• SCHEDULE-1st WEEKEND
  • Saturday
    • Morning
    • Afternoon
  • Sunday
    • Morning
    • Afternoon
• MID-TERM HOMEWORK
• MID-TERM PROJECT
• SCHEDULE-2nd WEEKEND
  • Saturday
    • Morning
    • Afternoon
  • Sunday
    • Morning
    • Afternoon
    • End of Class Survey
• POST-WEEKENDS FINAL PROJECT
• RUBRICS
  • Class Participation
  • Mid-Term – Team Teaching Project
  • Final Project – Lesson Plan
  • Key Assignment – Portfolio
• RESOURCES
  • Web 2.0
  • Open Source and Free Software
  • Hardware
  • Online Resources
  • Printed Resources

INSTRUCTOR

• Scott Le Duc
• scottleduc@gmail.com
• scottleduc.org
  • online syllabus
• capitalcomtech.info (high school)

What Is Great Teaching?

by Tom Snyder

If you ask 40 students from a liberal, east-coast graduate school of education to write one page about their most influential teacher, will the results be predictable? I did it, and they weren’t.

I drew a ten-foot line on the blackboard that was to represent a continuum of teaching styles described by these one-page papers. After reading a paper aloud, we would attach that paper somewhere along the line, the left end reserved for the most open-ended teaching styles: student-centered, discovery-learning based, teacher as copilot in the voyage of learning.

The right end of the line would be reserved for the most teacher-driven, autocratic, personality-and charisma-based teaching. After reading each page aloud, I then walked the line, asking the class to vote for the most appropriate place to tape the writing to the board. So where were all the papers clustered when we had finished? Please guess before reading on. . .

This particular group of forty papers was distributed as smooth as silk over ten feet of imaginable styles.

On the left were teachers from the 1970s who let their students create their own collages/films/newspapers/solar collectors/geodesic this and that’s. The right end of the line held accounts of passionate teachers who said, ‘give yourself fully to me for a semester or two and in return I will show you how to perceive a still-life, how to understand the flux of history, how Shakespeare can be felt deep in the heart. Across the middle of the line were spread all of the other heroes of teaching.

You could say that this particular continuum shows us that there is no one particular winning style. Or you could reasonably claim that this continuum produces no new understanding. More interesting would be a spectrum that crowded the cherished memories of students on one end. What would that spectrum be, we asked ourselves. Try a continuum that sails from passionate to indifferent, or from willing to connect with students to personally inaccessible.

There, we thought, you will get agreement.

Reading the literature from the world of school technologies over the last decade, one gets the impression that the true heroic work of microprocessors will be to relieve us from the tyranny of teacher-centered learning. If this happens, we will be disappointing at least half of our students. The achievements of educational progressivism have been many. I, for one, owe my career to them. The failed aspects of progressivism have emasculated, diminished, and subverted the intuitive efforts of many teachers.

In England, recent studies of progressive classrooms have revealed teachers who spend far too much time apologizing for their intrusions. Don’t tell the kids the answers. OK. Don’t even tell the kids the questions. OK. As a matter of fact, could you move out of the frame, please? Sure, if that’s what is best. . .

Passion, relationships, fascination, humanity, caring: some teachers will demonstrate the power of these from afar and some from on high. In the coming century we shall discover, and I only hope it does not take too long, that technology’s job is to support their choice.

As a student I learned mainly for myself. When I did share information, it was usually with the teacher, who already knew it. As a teacher, on the other hand, I was responsible for conveying concepts, content, and skills that were new to my audience. I had to think about how others would understand the material. The act of creating that explanation, of putting the content into my own words, increased my own understanding.
- David Dockterman, Tom Snyder Productions

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COURSE BLACKBOARD
SITE

• http://my.lesley.com,
  Arts and Technology

COURSE WIKI and MAP

• Wiki and MAP
• Scott’s MAP video tutorial

DATES

• July 9-10, August 6-7, 2011

TIMES

• Saturday and Sunday 8AM-5PM

LOCATION

• Skyview Elementary, 16924 East Wellesley Avenue Spokane, WA

SITE and LAB COORDINATORS

• Nicole Bess, nbess@lesley.edu
• Jeremy Hedrick, myless860@gmail.com

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COURSE
DESCRIPTION

This course will engage students in arts-based technology using a variety of software programs. Students will gain an understanding of technology and its many applications across disciplines and in the world around them. Working collaboratively and/or independently, students will learn to use technology in a caring, stimulating, safe, and creative learning environment.

Through hands-on techniques that can apply to a variety of educational settings students will explore how technology can be applied to an integrated arts curriculum that supports creative expression. In addition students are introduced to the pedagogic and curriculum issues related to the creative arts and technology in the digital classroom.

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COURSE OBJECTIVES

• To gain an understanding of and initial practice with multimedia technology
• To gain an understanding of and the rationale for using, managing, and implementing multimedia technology into the arts curriculum.
• To develop a critical perspective on the role technology plays in education and the arts
• To gain an understanding of the multiple intelligences, the constructivist classroom, and alternative assessment practices, as they relate to the arts curriculum.
• To learn the multimedia technology skills necessary for applying technology in an educational setting.
• To develop on-line research strategies using websites and on-line databases
• To explore ways of using educational technology with creative arts in the curriculum.
• To help students identify their educational technology needs.

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COURSE BENCHMARKS

• Students will . . .
  • initiate a digital record of student work and
    performance in the Creative Arts (Key Assignment),
    • to include demonstrations of customized audio file
      creation,
    • digital picture manipulation,
    • video clip use, and
    • presentation software;
  • create a thematic unit plan
    • for the integration and management of multimedia
      technology
    • for the student’s own classroom application
      reflecting constructivist practices & theories;
  • individually, collaboratively, and cooperatively
    problem solve in the construction and implementation of multimedia
    projects;
  • analyze their multimedia instructional plan in the
    light of learning theory and research into instructional design;
  • evaluate alternative assessment strategies and tools
    and create a customized assessment for multimedia projects.

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COURSE
REQUIREMENTS

• Academic Integrity Policy
  • Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University’s policy. Students are full members of the academic community and, as such, are obligated to uphold the University’s standards for academic integrity. Students should take an active role in encouraging others to respect these standards, and should become familiar with Lesley’s policy.  The policy details students’ roles and responsibilities, and provides examples of violations (including information about failing to document sources, plagiarism, cheating, fabrication or falsification of data, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, lying/tampering/theft, etc.). The complete policy can be found on the Lesley University Web page.
• Portfolio Development
  • School of Education Master’s degree and licensure candidates* are required to develop a program portfolio, comprised of the key assignment from each course in their programs. Through these identified key assignments, students will demonstrate acquisition of both knowledge and skills and will demonstrate professional growth over time. The portfolios will be used for institutional and teacher self-evaluation as well as for review by accrediting agencies. They will also provide evidence that students are meeting required state and professional standards, and will confirm that Lesley’s programs are meeting their stated outcomes.
    • Students will build their portfolios in one of two ways, depending on their program start dates.
    • *Students enrolled in the Science Online Master’s or the Out Of School Time Master’s Programs are exempt from the portfolio requirement at this time
  • If you began your off-campus or online program after October 25, 2010, or your on-campus program after January 1, 2010
    • You will be required to use MAP (My Assessment Portfolio) and must register for a mandatory, online MAP orientation course that features a tutorial for how to set up a MAP portfolio. Issues related to registration for the orientation course and technical issues related to the use of MAP can be directed to map@lesley.edu
    • You must upload the key assignment for each of your courses into your MAP program portfolio as part of the course requirements. Your faculty member will use the rubric that is posted in MAP to assess how effectively you completed the key assignment.
  • If you began your off-campus or online program before October 25, 2010 or your on-campus program before January 1, 2011
    • You, too, must complete a key assignment for each course, but you will submit your assessment electronically directly to the faculty member teaching the course, and not via the MAP system. Your faculty member will give you directions regarding the electronic submission. Like students using MAP, your submitted work will be assessed using the rubric for the key assignment.
      • *Students enrolled in the Science Online Master’s or the Out Of School Time Master’s Programs are exempt from the portfolio requirement at this time.
• Disability Services for Students
  • Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA), and provide documentation of the disability.  Eligibility for reasonable accommodations will be based on the documentation provided.  If you are a student with a documented disability, or feel that you may have a disability, please contact:
    • For on-campus students with learning disabilities or attention disorders: 
      • Maureen Riley, Director of Academic LD/ADD Services
      • 23 Mellen St., 5th floor, Office 504
      • 617.349.8464 (voice)   617.349.8558 (fax)
      • mriley@lesley.edu
    • For on-campus students with physical, sensory, or psychiatric disabilities, and off-campus students with learning disabilities, attention disorders, or physical, sensory, or psychiatric disabilities:
      • Laura J. Patey, Coordinator of Disability Services for Students
      • 23 Mellen St., 3rd floor, Office 313
      • 617.349.8194 (voice)  617.349.8544 (TTY)   617.349.8558 (fax)
      • lpatey@lesley.edu
• Attendance Policy
  • The academic integrity of our programs depends on students attending all scheduled class meetings.  Students should discuss with faculty, in advance, any portion of a class meeting they cannot attend.  Absence from class may be reflected in the student’s grade.  The complete attendance policy may be found here. 
• Official Format for Student Work
  • All School of Education students must use APA format for student papers, citations and bibliographies.  The complete SOE policy may be found on the School of Education web page.
• Punctuality for ALL class sessions is mandatory
  • Being on time for class is not only a requirement, but
    also a form of politeness to the instructor and other members of the
    class.
  • Attendance and being on time is observed, noted and
    recorded by the Instructor, and will affect your grade.
• Positive participation and involvement in ALL class
  activities
  • Positive participation and involvement means that each
    student will physically and mentally attend all classes, and give full
    attention, focus, and involvement to class activities, and discussions,
    while maintaining a positive willingness to learn. Participation is
    observed, noted and recorded by the Instructor, and will affect your
    grade.
• Completion of ALL In-Class Assignments for the Key Assignment and Journal Writing (Learning Log)
  • Hands-On Assignments
  • Group Discussions
  • Individual & Group Activities
    • As a part of in-class assignments, students will be
      assigned small projects to complete relative to developing skills. In
      some instances students may work collaboratively.
• Technology in Education Plagiarism, Writing and Dual
  Submission Policies-Version December 19, 2007
  • Plagiarism Policy
    • All work submitted to meet course requirements is
      expected to be the student’s own.
    • In the preparation of all papers and other written
      work submitted to meet course requirements and dissertations, a student
      must be careful to distinguish between ideas that are his or her own
      and those that have been derived from other sources.
    • Information and opinions drawn from all sources are
      to be attributed specifically to these sources. It is the student’s
      responsibility to learn and use the proper forms of citation.
      Quotations must be properly placed within quotation marks and must be
      fully cited. All paraphrased material must also be fully cited.
    • In all cases where ideas or material presented are
      derived from a student’s reading and research, the source used must be
      indicated. Students who submit work either not their own or without
      clear attribution to the original source, for whatever reason, will
      ordinarily be dismissed from the course and receive a failing grade.
    • Students are responsible for learning how to
      document sources and what constitutes plagiarism. Lesley faculty and
      the staff of the Center for Academic Achievement can provide help in
      understanding acceptable models for academic research. When in doubt
      about the proper use of source material, students are expected to seek
      guidance.
  • Assistance In Course Work And Writing
    • Students occasionally work with others or receive
      assistance in various aspects of their course work. Student should be
      very clear about how they are working with others and what types of
      assistance, if any, they are receiving.
    • Students must disclose to the instructor any plans
      for outside professional assistance on editing, statistical work, or
      other matters central to completing their work. The instructor will
      approve those kinds and levels of assistance that support, rather than
      supplant, the student’s research, writing and learning.
    • If assistance was approved, the student must
      specify what sort of assistance they received and from whom on the
      paper in question, upon submission. The goal of this oversight is to
      preserve the status of the work as the student’s own genuine
      intellectual product.
    Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand. - Chinese Proverb
  • Dual Submission Of Papers
    • A paper or project used in a prior or concurrent
      course at Lesley University or another academic institution may not be
      used to meet the requirements in a subsequent course.
    • Students wishing to integrate the work of two
      separate courses in one paper may only do so if this plan is approved
      in advance in writing by both instructors involved and both course
      mentors. Papers submitted for more than one course must show both
      course numbers on the title page.
• Makeup Policy
  • In the event of severely inclement weather, students
    will be notified through the site coordinator of any change and of the
    times when the class is rescheduled to fulfill the required hours.
• Time Extensions and Incomplete Grades
  • Students who need a time extension to complete course
    work must obtain an Incomplete Course Contract from the Registrar’s
    Office or the program office. This should be completed in according to
    the conditions agreed upon with the instructor. Work must be submitted
    to the instructor no later than April 1 for Incomplete’s from the Fall
    Semester, and December 1 for Incomplete’s for the Spring Semester and
    Summer Session.
  • Those who do not complete their work by the deadline
    dates above will have I (Incomplete) permanently on their records.
    Contact the Registrar’s Office for more details
• H1N1 (Swine Flu) Preparation
  • All students should consult the Lesley University’s web
    site at http://lesley.edu/info/H1N1/ for information on the University’s response to H1N1 Influenza.
  • Any student experiencing influenza symptoms should NOT
    attend classes or other events until at least 24 hours after fever has
    subsided without the use of medicine.
  • Please contact the instructor to make arrangements for
    coursework to be completed at home; cohort students should inform their
    site coordinator of their absence.
• Pre-Course Assignments
  • Due Saturday of first weekend
• Mid-Course Project
  • Due Saturday of second weekend
  The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also enquire their own practice so they might get better at ensuring that their students learn successfully. - Demos 2004. About learning, Report of the Learning Working Group, Demos, London www.demos.co.uk
• Final Project
  • Due within 30 days of final class

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READINGS

ARTICLES

• DOWNLOAD
  • Lesley Reading zip (compressed) file of all readings

• REQUIRED
  • Art Becomes the Fourth R (In a
    Digital Media World)
    • By Jason Ohler
  • Cheating the Kids
    • By Bonnie Meltzer
  • Template Art, Template
    Thinking, MultiMediocracy and Other TomFoolery
    • By Jamie McKenzie, online at

      http://fno.org/apr99/clipart.html

  • Beyond ClipArt: Encouraging
    Children’s Own Drawings
    • By Peter Minshull, online at

      http://fno.org/jun99/draw.html

  • Kiss Clip Art Goodbye
    • by Bonnie Meltzer
  • Computer Based Concept Mapping:
    Active Studying for Active Learners
    • By Lynne Anderson-Inman and Leigh Zeitz
  • The Multimedia Paradox
    • By: Tad Simmons
    In an era when students design web sites for projects and integrate video, graphics, and animation into their presentations, art is fast becoming the new literacy of our times students must think and communicate as designers and artists. The age of art has arrived, leaving behind the text-centric world that has guided us for so long.¦ Art has become the Fourth R. - Jason Ohler
• RECOMMENDED
  • Wondering With and About Images
    • By Jamie McKenzie,

      http://fromnowon.org/oct05/images.html

  • Visually Speaking
    • By Leonard Shlain
  • Life on the Screen
    • By George Lucas
  • Building Better Instruction: How Technology
    Supports Nine Research-Proven Instructional Strategies
    • By Kathy Brabec, (Wilson Database- PDF)
  • Digital Desperation: Reports on a Growing
    Technology and Equity Crisis
    • By: M. D. Roblyer, (Wilson Database- Full Text)

BOOKS

• THERE IS NO REQUIRED BOOK FOR THIS CLASS
• RECOMMENDED BOOKS
  • Brain
    Rules, by John Medina
  • Whole New Mind, by Daniel Pink
  • Presentation Zen, by Garr Reynolds

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GRADING OVERVIEW

Projects will be graded on their completeness, originality, creativity,
interdisciplinary approach, and appropriate use of technology. Written
portions of projects must be word-processed, thoroughly proofread, and
where appropriate, APA guidelines should be followed. Late work will be
penalized 5% per day without prior notice and approval by the
instructor. Sent work must be postmarked 30 days from the last course
date and be mailed to the instructor’s home address. Please enclose a
SASE if you want work returned. All feedback will be given via email
within two weeks of the final due date. If you do not receive an email
with feedback and final grades, do not hesitate to email the
instructor.

ASSIGNMENTS AND POINT SCALE

GRADING STANDARDS

ELIGIBILITY FOR GRADE RECONSIDERATION OR INCOMPLETE

There are times when students, for reasons beyond their
control, cannot complete the assignments, or cannot attend the entire
class. It is the responsibility of any student having difficulty
completing course work to obtain an Incomplete Course
Contract from the Registrar’s Office. In the absence of a
negotiated contract,incomplete work will result in a failing grade.Keep
an electronic copy of each project for your own reference as you may
have the option to revise your project in response to the instructor’s
comments. If your project is not at passing graduate level, your
project may be returned, and you may resubmit it for a grade
reconsideration, not to exceed the minimum passing grade. Projects
judged to be incomplete maybe revised and resubmitted as well.

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PRE-WEEKENDS HOMEWORK

TO DO BEFORE WEEKEND 1

• TAKE SURVEY
  • Take the Intro Technology Survey
    • It was sent by the instructor via email.
    • It is also linked here, http://www.surveymonkey.com/s/6TDZRSM
• READ ARTICLE
  • Read the article Art Becomes the 4th R, sent in an email
    from instructor before class. It is also available at myLesley and the
    class wiki.
  • Highlight three points that resonate
    with you in some way.
  • This reading will frame our thinking for the course and
    will be discussed in small groups Saturday morning
• BRING MEDIA
  • 10 photos that are special to you
    • preferably on electronic media – a CD or USB drive
  • 1 favorite CD of music
  • A USB Removable Storage Drive
    • Often referred to as a flash drive, pen drive,
      travel drive, or thumb drive) with at least 1GB of storage capacity
    • This OPTIONAL but STRONGLY encouraged and will make your work much simpler
  • A digital camera, if you have one, with its cables,
    charger, and manual

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COURSE
SCHEDULE – 1st WEEKEND

WEEKEND 1 – SATURDAY MORNING 8AM – 12PM

• INTRODUCTIONS
  • Once Around The Room
    • Say, ‘hi’, establish our
      comfort levels with technology and celebrate what’s right in the world
    • Who’s your geek?
    • What’s your source for arts and technology inspiration and information?
      • Techlearning.com
        • Great, short articles about who is doing what with tech
      • Edutopia.org
        • Incredibly rich educational web site
        • Detailed, research supported articles and videos
        • Really designed for teachers
        • Example
          • http://www.edutopia.org/hawaii-real-world-relevance-technology-video
  • The Fear Factor
    • Technology can be our friend and artsy!
    • Puff Balls
  • Andragogy
    • Andragogy – Study of adult learning – the list below is from Wikipedia
      1. Adults need to know the reason for learning something (Need to Know)
      2. Experience (including error) provides the basis for learning activities (Foundation).
      3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept).
      4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness).
      5. Adult learning is problem-centered rather than content-oriented (Orientation).
      6. Adults respond better to internal versus external motivators (Motivation).
    • What’s our plan?
      • Build a Portfolio of renewable resources, personal and professional reflection and of work demonstrating understanding
  • Educational Ninja
    • When the student is ready, the teacher will appear
    • Setting our priorities, goals and agenda for the
      class
    • ScottLeDuc.org
  • What are the national standards for technology integration?
    • NETS – Technology Standards for Teachers
    • Washington State’s TEACHER TECH TIERS
    • Washington State Technology Standards
• OVERVIEW
• Syllabus review
  • Define SHOWCASE and LAB
• Class Web Resources
  • Lesley Class Wiki
  • MAP
• mylesley
• Explanation of Assignments
  • Building the key assignment and portfolio
  • Learning log
• Establishing logistics: hours, meals and bio breaks
• SHOWCASE
  • 21things4teachers.net – 21 National Educational Technology Standards for Teachers (NETS-T) lessons to better understand these technology tools and processes
LAB
• Class Wiki
  • Create personal page
    • Upload picture
    • Use for reflective journal
    • Write goals for the class as entry 1
• What’s a wiki?
• VIDEO: Wiki’s in Plain English
• Curriki educational wiki
• OUTCOME: Establish personal wiki journal
• REFLECTION

  • Goals for the class
  • PUBLISH to WIKI
• READING, DISCUSSION and REFLECTION

  • Arts Becomes The 4th R Article
  • PUBLISH to ARTICLES PAGE of WIKI
• SHOWCASE
  • Brainrules.net – Examine Some Rules!
• LAB

  • Social Bookmarking with Delicious.com
  • VIDEO: Social Bookmarking in Plain English
  • RSS – syndicating content on the internet
  • OUTCOME: Establish delicious.com account and install bookmarklets
• READING, DISCUSSION and REFLECTION

  • Who’s your geek? Building a PLN (Personal/Professional Learning Network)
  • EXAMPLE: Will Richardson
  • PUBLISH TO WIKI
• SHOWCASE
  • APA Citation web sites
    • NoodleTool’s NoodleBib Express
    • Landmark Foundation’s Son of Citation Machine
• SHOWCASE
  • Scott’s Master’s Final Web Site

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WEEKEND 1 – SATURDAY AFTERNOON 1PM – 5PM

• SHOWCASE
• Ken Robinson Says Schools Kill Creativity at TED.com
• SHOWCASE
  • Brainrules.net – vision
• LAB

  • Images
    • ACTIVITY
      • Copyright and CreativeCommons.org
      • Naming protocol: 101010_site_author_title.jpg
    • ACTIVITY
      • Images: Cameras, Capturing and Publishing
        • Take pictures of ourselves
        • Portrait Tips
          • 90 Degree angle light
          • Overcast
          • Neutral background
        • Compositional Rules

  Simplicity

  The Rule of Thirds

  Lines

  Balance

  Framing

  Avoiding Mergers

  • High quality images from and for Flickr.com
  • ACTIVITY
    • Image Editing – Part 1
      • Dove Evolution Campaign
      • The Photoshop Effect
        • Part 2 – Controversy
        • Part 3 – Peer Pressure
  • FotoFlexer.com
    • Online image editing with Flickr and other online image hosting sites
  • Adobe Photoshop
    • A practical tool for artists of all ages
    • Harnessing the power of layers with digital imagery
      and text
  • ACTIVITY (OPTIONAL)
    • Image Editing Part 2
      • Creating a Mandala Digital Collage
  • OUTCOME: Edited pictures for presentation
• KEY PROJECT COMPONENT

  • Images
  • PUBLISH TO MAP ePORTFOLIO
• DISCUSSION and REFLECTION

  • Reflect on using visual materials in the classroom and editing photos and other visual material
  • PUBLISH TO WIKI
• VIDEO
  • Ken Robinson Video- RSA Live Drawing of Speech
• SHOWCASE
  • Online translation with Google Translation
  • EXAMPLE: Capital High School’s Web Site
• JIGSAW ARTICLE
  • Cheating the Kids
    • By Bonnie Meltzer
  • Template Art, Template
    Thinking, MultiMediocracy and Other TomFoolery
    • By Jamie McKenzie, online at

      http://fno.org/apr99/clipart.html

  • Beyond ClipArt: Encouraging
    Children’s Own Drawings
    • By Peter Minshull, online at

      http://fno.org/jun99/draw.html

  • Kiss Clip Art Goodbye
    • by Bonnie Meltzer

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WEEKEND 1 – SUNDAY MORNING 8AM – 12PM

• GOOD MORING!
  • Once around hello session
• OVERVIEW
  and WIKI Review
  • Write down Delicious bookmarks usernames on wiki page
  • Review syllabus, schedule rubrics, and mid weekend projects
• SHOWCASE
  • Brainrules.net – Stress!
• READING, DISCUSSION and REFLECTION

  • Articles Jigsaw on overnight readings: Sharing relevant quotes with annotated
    thoughts
    • Ideas about why we do what we do
      • Marshmallow study
      • Dvorak Keyboard
      • Presenting with Dots
    • Books on creativity
      • Path of Least Resistance
      • Outliers
      • Ish
  • PUBLISH to ARTICLES PAGE of WIKI
• LAB

  • Create a Template File about You and Teaching
  • Templates Files
    • Microsoft Word Template-based Lesson Ideas
      • Get template file from Scott Wiki page
      • Poetry unit
      • Autobiography
  • OUTCOME: Upload to Wiki
    • Word art with Wordle.net
  • OUTCOME: Embed word art on WIKI Page
  • SHOWCASE
    • Drawing, Painting, scanning and imaging for creative
      technology
      • Draw
        Write Now Books
      • Drawing
        for Children
      • Resolution and Cameras
      • Drawing online
        • http://www.puzzlepixies.com/pixie-paintings/
        • http://www.educational-freeware.com/news/doodle.aspx
      • Pencil: Free drawing program with animation features (Win/Mac/Linux)
        • http://www.pencil-animation.org
      • TuxPiant (Win/Mac/Linux)
        • http://www.tuxpaint.org
  • OUTCOME: Identify programs we have to use to draw
• DISCUSSION and REFLECTION

  • Reflect on how you can use template files in the classroom
  • PUBLISH TO WIKI

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WEEKEND 1 – SUNDAY AFTERNOON 1PM – 5PM

• SHOWCASE
  • Brainrules.net – vision
• SHOWCASE
  • Data driven perspective of the planet map
  • WorldMapper.org
• SHOWCASE
  • Thousands of Free Lesson Plans and Educational Resources
  • Thinkfinity.org
• SHOWCASE
  • Rubistar rubric maker
  • http://rubistar.4teachers.org
• SHOWCASE
  • Google Sites
    • Building personal portfolios and class web sites
• SHOWCASE
  • Using students images to make
  • YuGiOhCardMaker.net
    • TUTORIAL: Learning About Ourselves
  • Avatar creation web sites
    • CreateYourWildSelf is completely kid-friendly
• LAB

  • Power Point, Keynote and VoiceThread Presentations
    • Explore different styles of presentation
    • WORKFLOW
      • Scott’s Steps to create a presentation
        • Written outline with video link to Master Slide tutorial
        • Visual outline with examples of each stage including VoiceThread
    • SHOWCASE
      • C.R.A.P. in design
    • ACTIVITY
      • Right-brain friendly presentations with PowerPoint
      • IN CLASS VIDEO: Garr Reynolds and Presentation Zen
      • RESOURCE: Garr’s top ten tips presentation creation
      • EXAMPLE: Lawrence Lessig
      • EXAMPLE: Dick Hardt
      • TUTORIAL: Scott’s Work Flow
    • SHOWCASE
      • Color exploration with Color in Motion
    • SHOWCASE
      • Slideshare.net
      • EXAMPLE: Meet Sarah
    • SHOWCASE
      • Telling our own stories with VoiceThread
        • VoiceThread4Education Wiki
  • OUTCOME: Create a minimalist autobiographical slideshow
• KEY PROJECT COMPONENT

  • Presentation
  • PUBLISH TO MAP ePORTFOLIO
• DISCUSSION and REFLECTION

  • Presentation ideas for creating better, more effective presentations
  • PUBLISH TO WIKI
• SHOWCASE
  • PowerPoint Poetry and Multimedia Readers’ Theater
    • http://www.teachingheart.net/readerstheater.htm
    • http://www.aaronshep.com/rt/RTE.html
• ASSIGNMENT
  • Introduction to Digital Imagery Lesson Ideas
    Presentations due Saturday morning of weekend 2
• LAB

  • Group organization and planning time
  • Share sample projects
  • OUTCOME: Share with Scott your team’s topic and plan
• EVALUATION
  • Mid-course online survey at SurveyMonkey.com
  • Takes about 5 minutes and is confidential
• JIGSAW ARTICLE
  • Computer Based Concept Mapping:
    Active Studying for Active Learners
    • By Lynne Anderson-Inman and Leigh Zeitz
  • The Multimedia Paradox
    • By: Tad Simmons

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MID-WEEKENDS
HOMEWORK

TO DO BEFORE WEEKEND 2

• DISCUSSION and REFLECTION

  • Record procedures, experiences, thoughts, failures,
    successes and the ideas shared by others in a the Lesley Wiki or,
    if you cannot get your site to work in a Microsoft Word document.
    Combine, refine and add to the ideas and information from our in-class
    activities throughout our two weekends.

  • PUBLISH TO WIKI
• WORK TIME
  • Work with your Digital Imagery Infused Lesson Ideas
    group to develop project ideas to be shared during weekend 2.
  • Bring supplies needed for the hands on portion of your
    lesson.
• READ
  • Please select 3 quotes from the reading below and
    annotate it with your thoughts
  • You will be assigned one of the two articles below.
    Read for clear understanding and please select 3 quotes or ideas you
    can apply to instruction in your own classroom. Annotate them with your
    thoughts. Be ready to share these in small groups Saturday morning, 2nd weekend.
  1. Computer Based Concept Mapping:
     Active Studying for Active Learners
     • By Lynne Anderson-Inman and Leigh Zeitz
  2. The Multimedia Paradox
     • By: Tad Simmons

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COURSE
SCHEDULE – 2nd WEEKEND

WEEKEND 2 – SATURDAY MORNING 8AM – 12PM

• OVERVIEW
  • Once around and welcome back
  • Review syllabus, schedule and final projects
  • Review wiki
• QUESTION AND ANSWER SESSION
• REVIEW
  • Weekend 1:Testimonials? Questions? Clarifications?
• READING, DISCUSSION and REFLECTION

  • Articles sharing
  • PUBLISH to ARTICLES PAGE of WIKI
• SHOWCASE
  • Delicious.com warm up with tags
• PRESENTATION
  • Digital Imagery Ideas Presentation Group 1
• DISCUSSION and REFLECTION

  • Alternative Assessment and Differentiated Instruction
    • Great Arts and Tech Education Strategies
      • Differentiated Instruction Using Technology
      • Understanding By Design (UBD)
      • SHOWCASE
        • Online quiz makers
          • Quizlet
          • Quia
  • PUBLISH TO WIKI
• SHOWCASE
  • Podcasts with iTunesU
• SHOWCASE
  • StarFall
  • Tom
    Snyder Productions
• PRESENTATION
  • Digital Imagery Ideas Presentation Group 2
• SHOWCASE
  • Edublogs blog
    • VIDEO: Blogs in Plain English
    • TUTORIALS: Edublogs.org
    • SCOTT’S TUTORIAL: Profile settings
    • SCOTT’S TUTORIAL: Placing an image in a blog entry
• SHOWCASE
  • RSS subscribing to the content on the Internet
    • Google Reader
  • VIDEO: RSS in Plain English
• SHOWCASE
  • PocketMod

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WEEKEND 2 – SATURDAY AFTERNOON 1PM – 5PM

• DISCUSSION and REFLECTION

  • Great Arts and Tech Education Strategies
    • Universal Design for Learning (UDL)
  • PUBLISH TO WIKI
• PRESENTATION
  • Digital Imagery Ideas Presentation Group 3
• SHOWCASE
  • Tammy’s
    Tech Tips
• PRESENTATION
  • Digital Imagery Ideas Presentation Group 4
• LAB

  • Audio
    • ACTIVITY
      • Audio recording
        • Audacity
          and Lame Plugin Download
          • This will allow you to create MP3 files
        • Covert YouTube Videos into MP3 files with KeepVid.com
        • Uploading and Sharing Audio with SoundCloud.com
  • OUTCOME: Create an mp3 of yourself introducing your portfolio
• KEY PROJECT COMPONENT

  • Audio
  • PUBLISH TO MAP ePORTFOLIO
• DISCUSSION and REFLECTION

  • Reflect on audio in the classroom
  • PUBLISH TO WIKI
• SHOWCASE
  • Interactive WhiteBoard with Wiimote and infrared pen
    • Johnny Lee Videoand Penteractive.us
• SHOWCASE
  • TheApple.com
  • Great educator advocacy web site
• SHOWCASE
  • Screenshots of computer screen
    • wikihow.com
      • Mac and Windows
  • BEST SOLUTION: Screenshots and Screencasting with Jing and Screencast.com
  • HELP: Screencast.com help system
  • TUTORIAL: Screenshot posted to a edublogs blog
  • FREE RESOURCE: Windows Camstudio
• SHOWCASE
  • One Laptop Per Child Computer
    • Web siteand Wiki with computer details
• OVERNIGHT READING
  • You will be assigned another article to read for Sunday morning

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WEEKEND 2 – SUNDAY MORNING 8AM – 12PM

• SHOWCASE
  • Small teams management with Kagan
• READING, DISCUSSION and REFLECTION

  • Articles Jigsaw
  • PUBLISH TO ARTICLES PAGE of WIKI
• LAB

  • Video
  • ACTIVITY
    • Introduction to Digital Storytelling
    • Storyboarding
      • Templates
    • Creating Multimedia Presentations
      • Video Production Resources at Capital High School
    • PLATFORMS
    • WINDOWS: Photo Story and MovieMaker Live (Vista and Windows 7) and MovieMaker 2.1 (XP)
    • MAC: iPhoto, iMovie, iTunes
    • ONLINE: VoiceThread
    • ONLINE: JayCut
      • JayCut in Education
        • Lesson Plan Ideas!
      • YouTube Tutorial
        • Scott’s other JayCut Bookmarks at Delicious
      • Merging to Videos together
    • RESOURCE: OTHER FREE ONLINE VIDEO EDITORS
    • Loading media into programs
      • TUTORIAL: iTunes
      • TUTORIAL: iPhoto
      • TUTORIAL: iMovie
      • TUTORIAL: PhotoStory
      • TUTORIAL: MovieMaker Live
      • TUTORIAL: MovieMaker 2.1
    • Sample Video Clip
      • Online video clips and images for working with JayCut.com
  • OUTCOME: Upload video to MAP
• KEY PROJECT COMPONENT

  • Video
  • PUBLISH TO MAP ePORTFOLIO
• READING, DISCUSSION and REFLECTION

  • Video in the classroom
  • PUBLISH TO WIKI
• EVALUATION
  • Course Evaluation
    • End of Class Survey

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WEEKEND 2 – SUNDAY AFTERNOON 1PM – 5PM

• READING, DISCUSSION and REFLECTION

  • Using technology to affect Culturally Responsive Teaching
  • PUBLISH TO WIKI
• LAB

  • ACTIVITY
    • Review Wiki Collaboration and MAP Portfolio Creation
      • Key Assignment- POSTED TO MAP
        • Presentation
        • Images
        • Audio
        • Video
        • Arts and Tech Lesson Plan
        • Publishing to MAP
        • Scott’s Video Tutorial
  • OUTCOME: Practice upload to MAP
• PRESENTATION
  • Top Ten List
    • Technology treasures for the classroom
• DISCUSSION
  • Developing a Technology Infused Integrated Arts
    Lesson: Final Project Planning
• WORK TIME
  • Work on lessons, look at examples

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POST-WEEKENDS
HOMEWORK

TO DO AFTER WEEKEND 2

• KEY PROJECT COMPONENT

  • Complete Media Enriched Lesson Plan
  • PUBLISH TO MAP ePORTFOLIO
• READING, DISCUSSION and REFLECTION

  • Lesson Plan Reflection
    • Fill out self assessment rubrics and include with final reflection
  • PUBLISH TO ARTICLES PAGE of WIKI
• SEND
  • Post to MAP

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PROJECTS

MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

This assignment provides you with the opportunity to delve into the
world of digital imagery with a focus on curricular application.
Working in teams of 2-4, you will research ideas for incorporating
digital imagery in your classrooms, develop working samples, and then
share them with your colleagues during weekend 2. At least three ideas
and samples per person will be developed and shared. From the ideas you
experiment with, each team will select one to provide a hands on opportunity
for your classmates to explore. In class during weekend two, be
prepared to share a handout that includes information about your ideas
(color is not required-make enough copies for all classmates) and give
an hour long presentation which includes the hands on project work.

Example Scenario

A group of three 5th grade teachers decides to work
together. They begin by finding ideas they are interested in trying out
and then they try them. Sally finds or comes up with a great template
idea to share using Word and digital photos the students take, and she
wants to have her students make buttons using the Paint Accessory
Program to celebrate Veterans’ day. Gladys wants her students to write
and illustrate poetry using Word and the Paint Accessory for Mother’s
Day and she wants to do a readers’ theater using PowerPoint for the
Mother’s Day tea, and Mary Sue is having her students create their own
T-shirts for a field trip using the Paint Accessory Program, a digital
camera and Iron-On’s, then she wants to use digital cameras and
Photostory to review and discuss what was learned on the field trip.
Each of the ladies prepares their projects as though they were
the students creating them. Then they get together to share their
projects with one another, give feedback or further suggestions and
decide on one of the six ideas to have their masters class try out.
They then decide what will be shared via a handout (hyperlinks to idea
sites, information on print products like the buttons or t-shirt
iron-on’s,descriptions of each project with small digital photos, etc.).
When they come to class they bring all six projects to show and share,
then they engage the group in one of the six projects, start to finish.

• A (95-100), A-(90-94)
  • Provided a handout of some sort (Inspiration web?
    Brochure? PowerPoint handouts with presenter notes? Newsletter?
    etc.) with carefully selected design features for the entire class
    detailing the ideas presented. These details should include information
    such as where you found the ideas, what materials are needed to
    complete them, how long each will take, and what management strategies
    will be used to ensure success.
• Design Suggestions Discussed in Class for Handouts
  • Allow white space for clarity
  • Use light fonts on dark backgrounds and dark fonts on
    light backgrounds
  • Remove auto hyphenation if there is too much
    hyphenation in columns if creating a brochure
  • Be PICKY about graphics. They must be high quality
    print graphics (not monitor) without obvious pixels and they should
    enhance the content.
• Demonstrated thorough mastery of the ideas being shared by
  ability to respond to questions

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KEY ASSIGNMENT

The key assignment for EARTS 6008 has students synthesizing all aspects of the digital media explored and practiced in the course, coupled best practices to create a well-rounded, multi-media presentation. Students will plan, design and create a multi-media presentation that demonstrates their acquired skill set and applies multi-media technology in a manner that supports creative expression.

The presentation will integrate the following customized multi-media components: audio of voice, music or other personally created combinations of sounds; personalized, manipulated digital images including scanned images or objects and digital photography; at least one self-created video clip or animation; design elements to illustrate how more than one style of media use enhances a message; navigation as appropriate; and links to resources that enhance or support their presentation. The key assignment will be published to the MAP ePortfolio

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FINAL PROJECT – TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

After spending two weekends of class time developing your skills and
being immersed in ideas for blending art and technology, you should
feel prepared to begin considering how you might share some of these
skills and ideas with your students. This final project option will be
to formalize a complete lesson plan that employs the tools of
technology with a creative arts approach to meet a given curricular
objective. The lesson can be drawn from ideas shared in class or from
ideas found through other resources, but they must be adapted
specifically to your own students’ needs and your own district/state
standards. In other words, the lessons should be in your own
voice and any examples or materials needed to carry out the lesson
need to be developed and included. The lesson should be so complete
that I could easily come in and carry it out with your students. After
actually carrying out the lesson with your students, examples of their
work should be shared.

Elements to be included in the Lesson

• APA Style Cover Page
• The Rationale
  • In thoughtful preparation for the use of technology in
    a value-added, creative manner, you will write a one page rationale for
    the lesson. The rationale should address how technology is being used
    in a value added manner. The rationale paper should state WHY you are
    integrating educational technology and the arts into your curriculum.
    You should cite at least five (5) sources of information (using APA
    formatting) obtained from class or readings, and support your rationale
    with these sources and your own personal reflections
• The Lesson
  • This should be a complete lesson, including all
    handouts, examples, materials etc. that are necessary for teaching the
    lesson. The lesson should follow a conventional instructional lesson
    format, and contain the following:
    • A one paragraph overview of the lesson
    • Subject area/topic and Grade level/content area
    • Goals, objectives, standards (for both the
      technology and the content area)
    • Hardware & software required for
      project/lesson
    • Time required for completion
    • Classroom management plans for success
      (pre-planning, assistants, buddies, etc.)
    • Examples, templates, or materials to prepare ahead
    • The Evaluation Criteria which includes both
      technology use and curricular content understanding (include assessment
      rubric, checklist, etc.)
    • Audience for sharing completed works
• Applied Practice
  • Carry out the lesson with your students within the
    month before submission. Sharing the results of the lesson provides a
    way for you to reflect and for me to give feedback on the successes or
    challenges faced. Include a written reflection on the lesson and if
    possible, include examples of student work.

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RUBRICS

Rubrics For Self-Assessment And Instructor Assessment

Please self-assess your progress and performance in this Multimedia
Technologies for the Classroom course by circling the descriptors which
best describe your work. Submit this completed hard copy print out with
your final project. The instructor will use the same rubric for
assessment during the final grading process.

IN-CLASS ACTIVITIES/CLASS PARTICIPATION

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MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

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FINAL PROJECT – TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

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KEY ASSIGNMENT – PORTFOLIO

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THANK YOU

• This syllabus was developed with substantial material
  contributions from expert teachers Karen Mayfield and Michelle
  Strickland. They are amazing educators!

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Addition Material for Instructor

• EARTS 6008 Rubric (Nov 2010)
• EARTS 6008 Rater Reliability (Nov 2010)

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