EDET 678 Emerging Technologies
Faculty: Dr. Virgil Fredenberg
Office hours 3-5 Tuesday – Friday on email, twitter
Course Description: This seminar class explores trends on the horizon for educational technology and learning which are expected to be implemented into the classroom over the next ten years.
Course Structure: This is an asynchronous course. There are no scheduled meeting times (even though we will meet in the first week to discuss the structure of the course). In order to be successful in this course you are expected to do the following:
- Maintain a weekly blog focused on the topic for the week
- Respond to the blogs of others to help them to build knowledge each week
- Provide reading materials and host a twitter session (alone or with a partner) to provide a learning experience related to a topic you select.
- Examine your district technology policies, strategic plans, and vision to determine appropriateness of emerging technologies to your school
- Create an interdisciplinary unit which integrates new technologies of your choosing in alignment with your district’s technology plan, strategic planning documents, and policies.
- Create a proposal for implementation of your unit, and include a budget. Recommend any policies that should be reviewed, changed, or implemented according to your review of the policies, plans and vision of the district. If this doesn’t apply, cite the policies and procedures, or strategic planning initiatives which are in place and support your unit. Be certain to address sustainability of this unit in your proposal.
- Deepen content and pedagogical knowledge in the foundations of distance learning literature.
- Contribute to the development, communication and implementation of a shared vision of the comprehensive use of technology to support a digital-age education for all students.
- Contribute to the planning, development, communication, implementation and evaluation of a technology-infused strategic plans at the district and school level.
- Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.
- Implement strategies for initiating and sustaining technological innovations and manage the change process in schools and classrooms.
The candidate will demonstrate the knowledge and skills necessary to:
|NETS-C||Assessment Ensuring that the Objective has been met|
|Discover and evaluate the use of emerging technologies.||Goal 9: Educators use technology effectively, creatively, and wisely in their
|Candidates are effective in presentations and professional discourse.||Deepen content and pedagogical knowledge.||Blogging Rubric|
|Evaluate and articulate the value of a particular technology to the furtherance of the school’s vision.||Goal 9: Educators use technology effectively, creatively, and wisely in their
|2.3 Candidates can assume a leadership role, when necessary.||Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students||Funding Proposal|
|Plan an interdisciplary unit with a clear plan toward furthering the strategic plans of the district and/or school.||Goal 9: Educators use technology effectively, creatively, and wisely in their
|2.3 Candidates can assume a leadership role, when necessary.||Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels||Funding Proposal|
|Write a proposal to create necessary policies and to gain funding for an interdisciplinary unit.||Goal 9: Educators use technology effectively, creatively, and wisely in their
|2.3 Candidates can assume a leadership role, when necessary.||Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines||Funding Proposal|
|Develop a support structure to introduce teachers to the technology integrated within the unit.||Goal 9: Educators use technology effectively, creatively, and wisely in their
|3.1 Candidates identify, analyze and conceptualize problems in their field.||Implement strategies for initiating and sustaining technology innovations and manage
the change process in schools and classrooms
Relationship of the Conceptual Framework to Standards
In this course, students will gain confidence and competence with understanding the place of emerging technologies within their district based on policy and strategic planning documents in relationship to Goal Nine of the School of Education Conceptual Framework.
Basis for Evaluation
Grades are posted in Livetext.
Knowledge Generation: 50 points (30 pts. Blog/20 pts. Twitter Chat)
Integrated Unit/ Funding Proposal: 150 points
|Gain basic understanding of the place of emerging technologies in education NETS-C||Images, video and written language indicates that students have gained expertise in the understanding of new technologies and evolving technologies.||Images, video and written language indicates that students have engaged in and gained independent proficiency in the in the understanding of new technologies and evolving technologies.||Little or no evidence presented that students have a basic working understanding of new technologies and evolving technologies.|
|Digital Communication NETS-C.3.g NETS-T-2008.4.d||Clear and convincing evidence that the candidate used digital communication to engage in learning with his or her PLN.||Some evidence that the candidate used digital communication to engage in learning with others.||No evidence beyond narrative that the candidate used digital communication to engage in learning with others.|
|Promote Diversity NETS-C.5.c NETS-T-2008.4.d||The candidate seeks out his or her colleagues and actively promotes a diversity of ideas by contributing to the learning of others over the week.||The candidate is willing to promote a diversity of ideas by contributing to the learning of others over the week.||The candidate does not seek out or contribute to the ideas of others, and instead operates independently.|
|Reflection NETS-C.6.c||The candidate engages in a compelling reflection of the learning process and dispositions encountered in the previous week, and examines the manner in which this learning process furthers his or her professional practice.||The candidate reflects on the learning process of the previous week, and examines the manner in which this learning will impact his or her professional practice.||Little reflection is evident, or the candidate has not engaged in learning which will impact his or her professional practice.|
Funding Proposal Rubric
|Contribute to shared vision (NETS-C #)||Rationale for the project clearly links the initiative to the school’s Vision and Strategic Planning.||Rationale for the project refers to the school’s Vision and Strategic Planning, and the inference can be reasonably made that the two are related.||Rationale for the proposal make a mention of the school’s Vision and Strategic planning, but no relationship between the Vision and the objectives of the proposed initiative are apparent or can be inferred.|
|Evaluating innovation (NETS-C #)||Evaluation of the new technology to be integrated clearly aligns with strategic planning for the district. It is apparent the initiative will further the district’s strategic plan, even if some policies must be put into place for the initiative to work. .||Evaluation of the new technology to be integrated aligns with strategic planning for the district. There is a gap between existing policy and policy that must be implemented; however plans to move these policies forward as presented in the proposal are sound.||While there may be some alignment between strategic planning and the new technology proposed, the alignment seems coincidental rather than intentional AND/OR little evidence that the initiative could work given the policies of the school or district. .|
|Integrated Unit (NETS-C #)||Worthwhile funding sources are identified. Criteria for funding is well-met. The proposal is fully created and is ready for submission.||Worthwhile funding sources are identified. Criteria for funding is met. The outline for the proposal is complete and demonstrates the conceptual work is done for submission.||Funding sources may not be appropriate to the proposal AND/OR Criteria for funding isn’t met, and no plan for meeting the criteria exists AND/OR no complete outline or full-fledged creation of the proposal has been accomplished AND/OR Conceptually, the proposal is lacking.|
|Sustaining innovation & Managing Change (NETS-C #)||A viable sustainability plan is included within the proposal.||A sustainability plan is included within the proposal. While it may lack detail, it’s well founded and convincing.||A sustainability plan is included within the proposal but this plan doesn’t seem convincing OR No plan is included. .|
|Learner-Centered innovation (NETS-C #)||Clear, consistent and convincing evidence that the candidate is aware of student progress throughout the unit of instruction, and that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests, and/or personal goals.||Evidence that the candidate is aware of student progress throughout the unit of instruction, and that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests, and/or personal goals.||Little or no evidence that the candidate is aware of student progress throughout the unit of instruction, and/or that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests and/or personal goals.|
You are provided an opportunity to resubmit assignments after feedback (if you wish) in order to achieve at a higher level. In this case, the grade you receive after re-submission is the grade that is awarded for the assignment.
Grade Scale (percentages)
Below 59 F
Academic Policy Statement:
Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.
Student with Disabilities:
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Early contact with this program promotes a positive educational experience
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Intellectual honesty, mutual respect, and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged within our academic community.
UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid, and characterized by mutual respect and dignity.
It is the goal of the University to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.
Dispositions for Professional Educators
- Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience.
- Appreciate unique thinking processes of learners at different stages of development.
- Appreciate multiple perspectives and value individual differences.
- Commit to professional discourse about content knowledge and student learning of content.
- Value assessment and instruction as integrated processes.
- Commit to ensuring student well being and development of self-regulation and group interaction skills.
- Recognize the school as an integral part of the community and value parents as partners in promoting student learning.
- Value professional ethics, democratic principles, and collaborative learning communities.
- Value technology as a tool for student and teacher lifelong learning.