Education Department

Hood College
Frederick, Maryland 21701

EDUC 502: Technology for Literacy, Leadership, and Learning

Summer 2017

Schedule: Tuesdays/Thursdays and Online May 23, 2017 to June 29, 2017
Time 5:00 - 8:10 PM
Class Location: Tatem Arts 107

Instructor: Harry Hanna, NBCT, M.S. Ed. Twitter: harryhanna

E-mail address: hanna@hood.edu Home: 717-359-9774 Cell: 240-446-4951
Office Hours: Location: TBD; by appointment

Course Description
This course examines what educational leaders (teachers, specialists, and administrators) need to know in order to
enhance the school program through the use of technology. An emphasis on instructive, adaptive, and administrative use
of technology as a means to plan and teach instruction, assess data, and communicate information in order to promote
student learning at the classroom, school, and district level will be a large focus of this course. This course will include a
module on the new internet known as Web 2.0 or the Read/Write Web. Participants will be exposed to various Web 2.0
tools and will experiment with some of these new tools each week. The course will explore the legal, social and ethical
issues educators face today in the use of technology and how to address those issues in Pre-K 12 Education. Students are
required to take this as the first course in the Reading Specialization, Educational Leadership and Curriculum and
Instruction programs.

Course Objectives
This course is designed to expose you to a wide variety of current technology and provide a basis of understanding in the
knowledge required to select and use different technologies in the school setting for administrative, literary and
instructional support and evaluation. Assignments, demonstrations, lectures and hands-on activities will provide
diversified experiences regarding standard and novel emerging technologies.

Course Structure
This course is designed to provide a hybrid experience which includes both face-to-face and online activities. Contact
time will be divided in accordance with Hood Colleges hybrid course guidelines (Percentages are approximate):

60 % face-to-face 40% online

Online sessions will be a blend of self-paced and group activities using Blackboard, Edmodo or similar websites. Possible
activities may consist of discussion forums, journaling, blogging, tweeting, wikis, and web posting.

Face-to-face sessions will be held at Hood College in the Tatem Arts Building, room 107. If inclement weather closes
campus, instructor may modify the course outline and exchange that missed sessions content for the next scheduled
hybrid session and schedule the next hybrid session as a face-to-face session.

Course Prerequisites
Students are expected to have familiarity with personal computer operating procedures including using the Windows XP
(or newer) operating system, productivity software (word processor, spreadsheets, presentations, etc.), naming and saving
files, accessing the Internet for sending and reading e-mail, and searching web sites for information.
Course Overview
Candidates in this course will be exposed to a wide variety of current technology and be able to demonstrate how to use
technology to plan instruction, teach content, assess student learning, access data, and communicate information in order
to help them design opportunities for children to learn that supports understanding, inquiry, problem-solving,
communication and collaboration through the Maryland STEM standards. Various topics and technologies will be
explored during each session. Candidates will determine what assistive and adaptive tools could be used to best support
learning with students with special needs. Candidates will identify what legal, social and ethical issues educators face
today in the use of technology and how to best address those issues.

Course Participation Policy

Participation is essential to your success in this hybrid class. Hybrid courses are just as demanding as traditional courses
and are not self-paced or self-study courses (although some assignments are). This course is actively led by your instructor
and in order to get full credit for participation, you will have to complete your discussion assignments, projects and online
activities according to the schedule established by the instructor.

Required Materials

Computer Headset with microphone or laptop with microphone/webcam

Articles: Various Assigned Articles

Suggested Text:

Solomon, Gwen & Schrum, Lynn (2014). Web 2.0: A How-to for Educators (2nd ed.).Eugene, OR: International Society
for Technology in Education.

Optional Materials: Flash/thumb/key drive, digital camera or webcam

Grading
It is the policy of Hood College that students attend all class sessions, and complete all assignments with the demonstrated
ability to communicate orally and in written format in a professional manner. These policies are included in the grade
evaluation.

Correct language, spelling, grammar and mechanics are expected on all assignments. Points will be deducted when this is
not the case. Where applicable, a rubric will be utilized for scoring. For each session that an assignment is late, a 10%
penalty will be deducted. In addition to participation/attendance point deductions, if there is more than one absence, the
final overall grade will be reduced by 10%.

Grading Scale: Based on 1000 Points

A >930
A- 900 930
B+ 870 900
B 830 870
B- 800 830
C+ 770 800
C 730 770
C- 700 730
D 600 690
F <600
Assignment Point Distribution

Assignments Due Date Chalk and Points

Wire
Face to Face Participation/Attendance (20 points each) - 140
Face to Face In-Class/Follow-up Assignments Varies No 30
Candidate Profile (Practice Assignment for C & W) 05/30 Yes 30
Varies (Sundays);
Online Modules (Asynchronous Assignments) No 100
Online Sessions
Group Project: Research & Analysis - Legal, Social and Ethical
06/06 No 100
Uses of Technology
Tech Tool Presentation (Fill in your selected date) No 100

Web Presence
06/15 No 150

Podcast , Pencast or Screencast 06/20 No 50

One of the following based on program:
Technology Integrated Instructional Unit Plan (Curriculum and
Instruction and STEM), Literacy Night Plan (Reading) or School
06/29 Yes 300
Culture Plan (Ed Leadership)

Total Points 1000

Overview of Assignments/Standards Alignment

A detailed description of each assignment will be made available in class and/or on Blackboard. All candidates
are expected to complete the following assignments:

1) Online Module AssignmentsThese online asynchronous (not at the same time) activities are designed to
promote individual learning and may be interactive in nature or self-directed. A typical assignment may be
to visit links to a journal/article that will supports, extends, or enriches the courses major themes or
learning outcomes. You would read it, analyze or reflect on the article and/or comments and writing a
response in the forums. Some assignments may have you create a sample project based on the topic and
posting the assignment for peer review. For discussion assignments, respond to another candidates
response/sample. (IO 4, 5; NBPTS IV, V; IRA # 2,4, 5; MTTS II, VII; MTSSA # I, II, III, IV, V, VI; STEM 3, 6, 7)

2) Candidate Profile - Complete and upload it to Chalk and Wire. This will need to be updated throughout
your graduate program and serves as practice. (IO 6; NBPTS V; IRA #5; MTTS VII; MTSSA #IV)

3) Group Project: Case Study Analysis Research and complete an analysis of legal, social, and ethical uses
related to the use of technology. Issues related to cybersafety can be addressed. See rubric. (IO 2, 4, 6, 7;
NBPTS IV; MTTS I, III; MTSSA VI; ELCC 5; STEM 6, 7)
4) Tech Tools Presentation - Choose one web2.0 tool (from the sessions course topic list or one that fits the
sessions theme) that could be utilized in your teaching situation and report on it to the class. The reports
must incorporate:
A demonstration of the tech tool either using it or sharing a PowerPoint, Prezi or other tech-based
presentation format with screenshots, live demo, etc.
In your presentation, you must share what are the benefits of the tool for educational use and what
are the drawbacks in a PK-12 setting.
A handout should provide an overview and simple steps (including screenshots) for utilizing the tool.
Be approximately 10-15 minutes long and must include opportunity for class discussion. Due per sign
up sheet. (IO 4; NBPTS II, IV; IRA #2, 4; MTTS II, IV; MTSSA # II, III; STEM 7)

5) Digital Storytelling Project Create a digital storytelling project using one of the tools shared in class or in
the Digital Storytelling Tools for Educators Guide. A storyline will need to be created that fits in your
teaching context (or personal experience) along with selection of media or the creation of it, and the final
product. (IO 4; NBPTS II, IV; IRA #2, 4; MTTS II, V; MTSSA # II, IV; STEM 5)

6) Web Presence Create an instructional/informational presence on the web for your current teaching
assignment. This could be a blog or an html-based website that includes an area for parental/student
access to homework assignments. (IO 4, 5; MTTS # II; MTSSA #II; ELCC 4; STEM 7)

7) Candidates will complete the following assignment. Depending upon your instructional program, the topic
will differ and this assignment will be submitted on Chalk and Wire:

Technology Integrated Instructional Unit Plan (Curriculum and Instruction and STEM), Literacy Night Plan
(Reading) or School Culture Plan (Ed Leadership)
Develop and assess a Technology-Integrated Unit Plan/Literacy Night Plan/School Culture Plan. Use of
one of the many tools introduced in this course is required or another Web 2.0 tool can be
substituted with instructor permission. The Chalk and Wire rubric listed under Instructional Planning on
Chalk and Wire will be used for scoring. (IO 2, 3, 4, 5, 6, 7; NBPTS #1, III, IV, V; IRA 5.1; MTTS II, V, VI;
MTSSA I, II, IV, V; ELCC,STEM )

Academic Standards

Academic Standards and Conduct: These policies and procedures are listed in the 2015-2016 Hood catalog and can
be accessed online at www.hood.edu. You are required to be familiar with these regulations and agree to comply
with them. The listing below is not inclusive so you will need to make yourself aware of all policies and procedures
as well as the possible consequences of violations of academic conduct.

Writing Expectations: The demonstration of the ability to write and speak Standard English will be included in the
grade evaluation. Point deductions will occur for written work containing spelling, grammatical, and word usage
errors.

Current APA format and conventions are to be used for all writings. The bookstore has the most current (6th
edition) of the APA Style Manual. You should have this as a resource for use in ALL your coursework so plan on
purchasing this if you have not done so already.
Standards

EDUC 502 is the 3-credit introductory course leading to the completion of one of the following graduate programs: Reading Specialization,
Educational Leadership, STEM Certification or Curriculum and Instruction. Candidates will demonstrate the following abilities and/or
awareness of the following depending on their particular program. EDUC 502 is aligned with the standards that follow:

Hood Institutional Outcomes(IO) National Board for International Reading Association (IRA)
Professional Teaching Standards
#1 CONTENT KNOWLEDGE & SKILLS (NBPTS) Standard 2
Hood College prepares educators who demonstrate
Candidates use a wide range of
standards based content knowledge, pedagogical
Proposition I instructional practices, approaches,
knowledge, and pedagogical content knowledge to ensure
that all students can learn. Teachers are committed to students and methods, and curriculum materials
their learning. to support reading and writing
#2 DIVERSITY instruction.
Hood College prepares educators who use their Proposition II
knowledge of diversity to create learning environments in Teachers know the subjects they teach Standard 3
which all students learn. and how to teach those subjects to Candidates use a variety of
students. assessment tools and practices to
#3 ASSESSMENT
Hood College prepares educators who use a variety of plan and evaluate effective
assessment data to guide planning and instruction to Proposition III reading instruction.
improve learning for all students. Teachers are responsible for managing
and monitoring student learning. Standard 4
#4 TECHNOLOGY Candidates create a literate
Hood College prepares educators who use technology to Proposition IV environment that fosters reading and
enhance learning. Teachers think systematically about writing by integrating foundational
their practice and learn from experience. knowledge, use of instructional
# 5 COMMUNICATION
Hood College prepares educators who communicate practices, approaches and methods,
effectively with students, families, and colleagues in Proposition V curriculum materials, and the
order to facilitate learning. Teachers are members of learning appropriate use of assessments.
communities.
#6 REFLECTIVE PRACTICE Standard 5
Hood College prepares educators who reflect on their
practice and are committed to continued professional
Candidates view professional
growth. development as a career-long effort
and responsibility.
#7 ETHICS & INTEGRITY
Hood College prepares educators who demonstrate ethics
and integrity to promote respect for the profession.
 The Maryland Teacher Technology Standards (MTTS)
I. Information Access, Evaluation, Processing and Application:
Access, evaluate, process and apply information efficiently and
Effectively.
II. Communication
Use technology effectively and appropriately to interact
electronically. Use technology to communicate information in a
variety of formats.
III. Legal, Social, and Ethical Issues
Demonstrate an understanding of the legal, social, and ethical issues
related to technology use.
IV. Assessment for Administration and Instruction
Use technology to analyze problems and develop data-driven
solutions for instructional and school improvement.
V. Integrating technology into the Curriculum and Instruction
Design, implement and assess learning experiences that incorporate
use of technology in a curriculum-related instructional activity to
support understanding, inquiry, problem-solving, communication
and/or collaboration.
VI. Assistive Technology
Understand human, equity and developmental issues surrounding
the use of assistive technology to enhance student learning,
performance, and apply that understanding to practice.
VII. Professional Growth
Develop professional practices that support continual learning and
professional growth in technology.
Maryland Technology Standards
for School Administrators (MTSSA)
I. Leadership and Vision:
Educational leaders inspire a shared vision for comprehensive
integration of technology and foster an environment and culture
conducive to the realization of that vision.
II. Learning and Teaching:
Educational leaders ensure that curricular design, instructional
strategies, and learning environments integrate appropriate
technologies to maximize learning and teaching.
III. Productivity and Professional Practice:
Educational leaders apply technology to enhance their
professional practice and to increase their own productivity and
that of others.
IV. Support, Management, and Operations:
Educational leaders ensure the integration of technology to
support productive systems for learning and administration.
V. Assessment and Evaluation:
Educational leaders use technology to plan and
implement comprehensive systems of effective assessment and
evaluation.
VI. Social, Legal, and Ethical Issues:
Educational leaders understand the social, legal, and ethical
issues related to technology and model responsible
decision-making related to these issues.
 Maryland STEM Standards of Practice (STEM) Standards for Advanced Programs
1) Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content:
in Educational Leadership (ELCC)
A. Demonstrate an understanding of science, technology, engineering, and mathematics content.
B. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global Standard 1.0
issues, and to develop solutions for challenges and real world problems Candidates who complete the program are educational
leaders who have the knowledge and ability to
2) Integrate Science, Technology, Engineering, and Mathematics Content:
promote the success of all students by facilitation the
A. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics
disciplines and other disciplines. development, articulation, implementation, and
B. Apply integrated science, technology, engineering, mathematics content, and other content as appropriate to answer stewardship of a school or district vision of learning
complex questions, to investigate global issues, and to develop solutions for challenges and real world problems. supported by the school community.

3) Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics
A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, Standard 2.0
visual, audio, etc.). Candidates who complete the program are educational
B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and Leaders who have the knowledge and ability to
mathematics content.
promote the success of all students by promoting a
C. Engage in critical reading and writing of technical information.
D. Evaluate and integrate multiple sources of information presented in diverse formats. positive school culture, providing an effective
E. Develop an evidence-based opinion or argument. instructional program, applying best practice to student
F. Communicate effectively and precisely with others. learning, and designing comprehensive professional
growth plans for staff.
4) Engage in Inquiry
A. Ask questions to identify and define global issues, challenges, and real world problems.
B. Conduct research to refine questions and develop new questions. Standard 3.0
Candidates who complete the program are educational
5) Engage in Logical Reasoning
leaders who have the knowledge and ability to
A. Engage in critical thinking.
B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering promote the success of all students by managing the
design process, and/or mathematical practices). organization, operations, and resources in a way that
C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas. promotes a safe, efficient, and effective learning
D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels.
environment.
6) Collaborate as a STEM Team
A. Identify, analyze, and perform a STEM specific subject matter expert role. Standard 4.0
B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal. Candidates who complete the program are educational
C. Listen and be receptive to ideas of others.
D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused multidisciplinary leaders who have the knowledge and ability to
teams goal. promote the success of all students by collaborating
with families and other community members,
7) Apply Technology Strategically responding to diverse community interests and needs,
A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex
questions. and mobilizing community resources.
B. Analyze the limits, risks, and impacts of technology.
C. Engage in responsible/ethical use of technology. Standard 5.0
D. Improve or create new technologies that extend human capability. Candidates who complete the program are educational
leaders who have the knowledge and ability to
promote the success of all students by acting with
integrity, fairly, and in an ethical manner.
Course Outline:

Content of each session subject to change based on survey results, students needs, and instructors prerogative.
Module I. Course Orientation and Digital Citizenship
Session Topics Assignments for next class Assignments Due
01 What are the expectations of this READING: (Blogs, Wikis, Websites) Pre-Class Readings (Listed on Blackboard)
course? What do we mean by
TUES educational technology? What is READING: Blooms Digital Taxonomy or Login information for Hood College
F2F Blooms Digital Taxonomy? http://edorigami.wikispaces.com/ Network

Network Log In Check If you cant log Read and explore the Blooms Login information for Hood College email
05/23 in to network, please contact End User digital taxonomy wiki above or
Computing found in Course Documents > Login information for Blackboard Account
Articles.
Introduction and Expectations
Introductions Discuss Blooms Digital
What are the needs of C & I, Taxonomy hierarchy on the
Literacy, Ed Leadership candidates discussion board
Course Expectations
Use of Technology Complete Online Module A
Blackboard Access Assignment (Asynchronous
Hybrid Characteristics Assignments)
Interaction norms
Secure (or purchase) headset for
Netiquette (Module A) personal use and bring to class each
Syllabus Review
face-to-face session
Standards
Review of Assignments
Uploading of Assignments Obtain Your districts AUP and/or
assigned AUP from another system
Tech Tools Topic Signup
Blooms Digital Taxonomy
Read and post your observations on
Assignment Overviews: Candidate
the discussion board (Part of
Profile
Online Module A)
Assignment Overview: Blackboard
Assignments
Assignment Overviews: Tech Tools
Presentation
 Session Topics
02 What is Digital Citizenship? How does
it play a role in the PK-12 classroom?
THUR What are the characteristics of a 21st
Online Century learner? What do educators
need to know about copyright issues
05/25 and intellectual property?
Digital Citizenship (9 Elements)
Digital Natives
Copyright and Intellectual Property
Creative Commons
Module II. Using Technology to Enhance Student Learning and Achievement; Web 2.0 or The Read/Write Web
Session Topics
03 What is cloud storage? How can you
use cloud storage for collaboration?
TUES How does it play a role in the PK-12
F2F classroom? What is Google Apps for
Education? What is an e-portfolio?
05/30 How do we submit assignments on C
& W? What digital issues are found in
st
the 21 Century Classroom?
Cloud Storage
Blackboard Group Tools
Productivity Programs
Google Apps for Education
(GAFE) Part 1
Chalk and Wire (C&W) e-portfolio
Assignment Overview: Group
Assignment - Analysis: Legal,
Social and Ethical Uses of
Technology
Assignments for next class Assignments Due
Complete candidate profile; bring Online Module A (Due Sunday 05/28 11:59
on flash drive, upload to p.m.)
Blackboard, cloud storage or email
to self District AUP due (For forum discussion; due
Sunday 05/28 11:59 p.m.)
Assignments for next class Assignments Due
READING: (Blogs, Wikis, Websites) Candidate Profile Due (to be submitted on
Chalk and Wire during class)
Read the following article (Course
Documents > Articles):
Tech Tools Presentations (TT)
o Hertz, M. (2013). Using e-
Portfolios in the Classroom TT -
Complete Online Module B TT -
Assignment by next Sunday
Complete STEM Group
Assignment Analysis: Legal, Social
and Ethical Uses of Technology
and upload to Blackboard by next
F2F session
Session Topics Assignments for next class Assignments Due
04 What is assistive technology? What is READING: (Blogs, Wikis, Websites) Online Module B (Due Sunday 06/04 11:59
the curriculum? What are some ways Embedded in Online p.m.)
THUR we can integrate technology into the Module
Online curriculum? What are some tools we
can use to collect data? What Complete STEM Group
06/01 evidence do we have that using Assignment Analysis: Legal, Social
different tech supports learning? and Ethical Uses of Technology
ZOOM and upload to Blackboard by next
Integrating Technology into the F2F session
5:00 Curriculum
5:40 Assistive Technology
Collecting Data
Accessing Data for School
Improvement
Ed Leader and Technology

Session Topics Assignments for next class Assignments Due

05 How do productivity programs enhance READING: (Blogs, Wikis, Websites) Analysis: Legal, Social and Ethical Uses of
student learning? What is Google Apps Technology STEM Group Assignment Due
TUES for Education? What is STEM? What Read the following article (Course
F2F presentation programs are commonly Documents > Articles): Tech Tools Presentations (TT)
available and what are some pitfalls?
06/06 Niemeyer, K. (2011). Why bother to TT -
STEM remember when you can just use Google?
Productivity Programs TT
Presentation Programs Complete Online Module C
Google Apps for Education Assignment by next Sunday TT-
(GAFE) Part 2

STEM Group Assignment

Presentations(STEM 3F)

Assignment Overview:
End of Course Performance
Assessment (Ed Leader, C & I,
Reading, STEM)
Session Topics Assignments for next class Assignments Due
06 How can teacher-created websites READING: (Blogs, Wikis, Websites) Online Module C (Due Sunday 06/11 11:59
support student learning and the Embedded in Online p.m.)
THUR home-school connection? How can Module
Online we utilize blogs and content websites
in order to enhance student learning? Bring headset/laptop with webcam /
microphone to next F2F session
06/08 Digital Communication (Part I)
Web Logs (Blogs)
Web Quests
Assignment Overview: Web
Presence

How do different tech tools support

different learning modalities? What
are interactive whiteboards? What
evidence do we have that using
different tech supports learning?

Interactive Whiteboards
o SMART Boards
o SMART Notebook
o Promethean Boards
o ActivInspire
o ActivSlate
Session Topics Assignments for next class Assignments Due
07 What are some tools we can use to READING: (Blogs, Wikis, Websites) * HEADSET NEEDED
collect data? What evidence do we
TUES have that using different tech supports Read the following article (Course
F2F learning? Documents > Articles): TT -
o Ruffini, M. (2012).
06/13 Interactive Response Systems Screencasting to Engage TT -
Virtual Sticky Notes Learning
Behavior Management Tools TT -
Choose one of two articles to read (Course
Documents > Articles):
What technology tools can be utilized o Chasteen, S. (2009).
for voice capture? How can digital Podcasts in the Elementary
 communication tools enhance student Classroom: Tools for
learning? Teachers and Students
(Elementary)
Digital Communication (Part II)
Audio o Roscorla, A. (2011).
Podcasts Science Podcasts Extend
Learning Beyond Class
Assignment Overview: Web (Secondary)
Presence (Checkpoint)

Assignment Overview: Performance

Assessment (Final Project)
Module III. The Future of Media and Technology in Learning Environments
Session Topics Assignments for next class Assignments Due
08 How do various video-on-demand READING: (Blogs, Wikis, Websites) Web Presence Due
services support different learning
THUR modalities? What other features do Read these two articles (Course TT -
these services offer beyond video? Documents > Articles):
F2F o Baldwin, M. (2016). We TT
What is screencasting? What evidence Dont Need Badges for
do we have that video-on-demand Reading TT -
06/15 services supports learning?
o Bristow, E.. (2015).
What is digital storytelling? What is Gaming in Education:
transmedia storytelling? What tools are Gamification?
available to create digital stories?

Digital Communication (Part III) Complete Podcast/Screencast

Video Streaming Services assignment by next Tuesday
Screencasting / Pencasts
Digital Storytelling
Transmedia
Digital Storytelling Tools
Moviemaker: Editing or creating
your own content videos
Session Topics Assignments for next class Assignments Due
09 What is BYOD? How can handheld READING: (Blogs, Wikis, Websites): Podcast/Screencast Due (Posted on
and mobile technologies be used to Discussion Forums)
TUES support learning? How would we know None
F2F if they are successful or not? TT -

BYOD Work on Performance Assessment TT -

06/20 Mobile Devices (Final Project)
Tablets TT -
Complete Online Module D & E
How do social relationships relate to Assignments by next Sunday
learning? How might social media
technologies leverage or enhance
existing relationships or build new
relationships that help students learn?
What online tools foster positive
classroom behavior?

The Social Network (Constantly

Connected in the 21st Century)
Twitter
QR Codes

10 What technologies are on the horizon, READING: (Blogs, Wikis, Websites) Online Modules D & E (Due Sunday 06/25
and how might they impact Embedded in Online 11:59 p.m.)
THURS professional development, instruction Module
Online and learning? What is Blended
Learning? Create/modify existing Web
06/22 Presence by next session; upload
The Future of Teaching/Prof. Development link to Blackboard
The Flipped Classroom
Khan Academy Bring headset/laptop with webcam /
On-demand PD resources microphone to next F2F session
Blended Learning
 Session Topics Assignments for next class Assignments Due
11 What technologies are on the horizon, Complete Podcast/Screencast Online Module E (Due Sunday 06/25 11:59
and how might they impact instruction Project by next session; upload link p.m..)
TUES and learning? What role does choice to Blackboard
Online play in learning? What are games,
what are simulations and what are Work on Performance Assessment
06/27 immersive environments? What types (Final Project)
of learning experiences do they make
possible?

The Future of Teaching

Gamification
Videogames
Simulations
Virtual Environments
Coding

Session Topics Assignments for end of course Assignments Due

12 What technologies have impacted you Online Course Evaluations Blackboard/Chalk and Wire Uploads:
this semester? What have you learned
THUR completing your performance Performance Assessment Due
F2F assessment? What questions remain?

06/29 Final Class Wrap-up

STEM Activity: Triad Sharing
Final Performance Assessments
Continuing topics from previous
sessions
Online Course Evaluations

Policies, Procedures and Need-to-Knows

Honor Code and Plagiarism: Students are expected to understand and follow the Hood College Honor Code. This means that any information you collect is accurate to the best of your
ability and that you write your assignments in your own words. All ideas and information taken from outside sources must be properly cited and referenced using current APA format.
This includes any information, lesson plans, and/or ideas and opinions retrieved from the internet. The Honor Code Pledge will be written and signed for work submitted for a grade.
Expulsion from the program will result from documented plagiarism.

Chalk & Wire Policy: If a student fails to submit the required performance assessments and activities identified in this course as part of the Chalk and Wire e-Portfolio, then the student
will receive a grade of F on that assignment. This may also result in a grade of F for the course, depending on the weight of the assignment in determining the overall course grade.
 Center for Academic Achievement and Retention (CAAR): The CAAR office is located on the third floor of Rosenstock Hall and provides a wide range of academic supports for all
students. Services range from math and writing tutoring to individualized one-on-one meetings to discuss any barriers that might prevent you from reaching your full academic potential. If
you ever need help, feel free to stop by. We wont always have all the answers, but we will definitely work with you to try to help you find the supports that you need.

Disability Services: The Disability Services office provides academic support for students with disabilities. Examples of disabilities include, but are not limited to, mobility impairments,
blindness/low vision, psychiatric conditions, recurring medical conditions, ADHD, Autism Spectrum Disorders, and others. The following are examples of academic accommodations:
Extended time on exams, Note-taking support, Textbooks in alternative formats (electronic, audio, etc.), ASL interpreting services.
If you have a documented disability and are interested in finding out more about academic accommodations, please contact Lauren Reis, the Disability Services Coordinator, by e-mail at
reis@hood.edu, by phone at (301)696-3421, or by visiting CAAR.

Technology Requirements: You will need regular and dependable access to a computer and the internet. All registered students may use the on-campus computers and printers for this
course if necessary. We will use Blackboard for activities, announcements, email, and assignments. Additional tools will be explored in this course.

File Backups: You must backup all your files to your own computer, CD-Rom, USB (flash) drive or cloud storage (Dropbox, Google Drive). Backing up your files will help you ensure
that you will deliver your assignments on time. We will not accepttechnology problems as a reason for late assignment submissions.

Attendance: Please notify the instructor of any planned absences and/or late arrivals. If there is more than one absence or excessive tardiness, the final score may be reduced by 10% or
more depending on the severity.

Grading Policy: For assignments that are redone with instructor permission, the original grade and the new grade will be averaged. If assignments are redone and resubmitted, all versions
should be submitted and scored to Chalk and Wire if they are required to be on Chalk and Wire.