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ET 501: Introductions to Applications in Educational Technology

SUMMER 2019 CREDITS 3 DR. MATTHEW FARBER LOVELAND, LMS SUPPORTED

Technology, Innovation and Pedagogy: The goal of the program in Technology, Innovation, and Pedagogy is to develop educational professionals and classroom teachers that have foundational theoretical knowledge of technology infused pedagogy for transformative teaching and learning. Matthew Farber, Ed.D. McKee Hall 510 Office Hours: By appointment Email: [email protected] Phone: 970-351-1981 Class Meetings:

• Week 1:

o May 21 – Loveland

o May 23 – Loveland

• Week 2:

o May 28 – Class held online

o May 30 – Class held online

• Week 3:

o June 4 – Loveland


• Week 4:


o June 13 – InnEdCO (details given in class)

• Week 5:

o June 18 – Class held online


Course Format: This course is designed as a hybrid course. As a hybrid course, it will integrate face-to-face (f2f) instruction and web- or computer-based learning that is non-specific to time and place asynchronous). Learning will integrate independent and group interactions.

Access to computer with Internet (preferably high speed) is required for the majority of activities. To participate in this course, you must have the following:

• Internet access • Recommended browser • Active Bear account/access to UNC Canvas system • Basic email and web skills • The ability to manage your time and commitments outside of class

Canvas http://unco.instructure.com/ is the course management system used for this course. Catalog Description: Apply technology tools in teaching practices to promote technology integration that is seamless and adds significant value to students’ learning of secondary curriculum. Investigate theoretical and practical issues and methods. Course Description: This course is designed especially for preservice teachers. It focuses on using technology in K-12 classrooms and addresses the integration of technology in all curricular areas for all students. ET 501 is not a course designed to teach technology skills; rather, the goal is to promote technology integration that is seamless and that adds significant value to students’ learning of core curriculum (language arts, math, social studies, science content). You will investigate theoretical and practical issues surrounding the use of multimedia, email, Internet resources, educational software, and hardware within K-12 classrooms. The theoretical stance of this class is that technology can help educators break down old educational paradigms and allow teachers to provide opportunities for students that would not otherwise be possible. Technology can facilitate a move away from the view that expert teachers dispense prescribed knowledge to a group of unenlightened and passive students. Instead, students are considered active and knowledgeable participants, and teachers facilitate the development of new ideas among all members of the learning community. This is a three-credit, one-semester, graded course.

Rationale

All future teachers will need to use the many evolving technologies that are part of our changing world. This course both enhances preservice teachers' theoretical and practical knowledge of technology and integrates with core, methods, and practicum courses that are part of the program leading to teacher certification. K-12 content standards that include workforce readiness, 21st century skills, and integration as well as the technology standards from the International Society of Technology in Education guide this class. Tools used will vary with assignments and Values: Several important values involving ethical issues are woven into the course to allow preservice teachers to place their learning into appropriate contextual settings. These

http://unco.instructure.com/

contexts will be valuable to preservice teachers as they prepare for teaching in their own classrooms.

• Diversity. This course promotes a dialog on the relationships among technology

and multicultural issues, gender issues, ethnicity, race, socioeconomic status (SES),

and special needs. In addition, technology offers opportunities for students with

diverse learning styles. Assignments to evaluate the use of hardware and software

relative to diversity issues are an integral part of this course.

• Collaboration. Technology cannot be used in isolation; it must be embedded in

contextualized and authentic learning situations. Technology skills and

understandings gained in ET 501 should be enhanced in and by other subsequent

required courses in the Education Programs.

• Reflection. Weekly and long-range assignments require preservice teachers to

process and reflect upon content and their own perceptions and growth within this

course. Electronic portfolios, discussion groups, blogs, and email will encourage

reflection and enable thoughtful, asynchronous exchange and collaboration.

Learning Objectives: Because a teacher certification program should include hands-on experiences in the use of computers in educational settings, the following objectives are designed to help future teachers show they are competent and confident using technology. Upon completing ET 501, preservice teachers should meet the objectives below. Objectives focus on five concepts: Instruction, Issues, Skills Development, Applications, and Teaching with Technology. A. Integrate Technology into Instruction

1. Analyze technology integration in learning environments and field placement settings.

2. Integrate technology into curriculum and pedagogy for ALL students. 3. Explore theory supporting technology-rich teaching and learning. 4. Evaluate the implications of technology on assessment and classroom management.

B. Explore Social Issues Related to Technology 1. Apply ethical and legal issues with technology (including copyright) in K-12

classrooms. 2. Describe appropriate uses of technologies (Internet, multimedia, communication

tools, etc.) in learning environments. C. Develop Personal Technology Knowledge (Skills Development)

1. Apply digital and informational literacy skills while using electronic resources. 2. Locate, analyze, and contribute to information from Web 2.0 and mobile application

sources. 3. Use technology to communicate and collaborate.

D. Apply Educational Technology Skills 1. Develop and contribute to a Web-based collaborate resource. 2. Develop media resources to support teaching and learning. 3. Develop a digital media such as a video or other multimedia.

E. Fulfill Professional Dispositions Related to Technology-rich Teaching

1. Provide leadership in the use of technology in education by contributing to the learning of others.

2. Research, teach, and publish ways to use innovative technology in education. Required Texts and Materials: Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects,

passion, peers, and play. Cambridge, MA: MIT Press. * Additional readings and project materials will be provided through the Canvas course management system. Access outside of class to a computer with a reliable Internet connection (high-speed preferred) - There is no preference regarding the platform of the computer you use; either can be used in this course. Microsoft Office files created on either platform can be used/read by the other. Microsoft Office Suite - The Microsoft Office Suite is installed on all student-access

computers on campus. Apple products are also acceptable. Reliable device or method to back up and transfer data- Preferred: USB drive or a cloud

storage such as Dropbox or Google Drive or SharePoint. Still and video camera-You will need to shoot video and/or still images for some

assignments. A phone or other mobile device is sufficient. Computer Support and Resources: Basic software, email, and web navigational skills are prior knowledge for this course. Information Technology Support: If you have a technical support issue, please contact the Technical Support Center

at (970) 351-4357 Provided Materials: Access to the course Canvas shell and instructor materials Web-based readings (accessible through canvas or as handouts) iPads to use in class for projects. You are strongly encouraged to bring a laptop or your own devices to class. Full descriptions of each assignment and corresponding rubric will be available in Canvas.

• We will use digital tools each week to design projects. Due dates will be announced in class. All digital assignments must be submitted on Canvas.

Course Summary: (subject to change on Canvas)

Grading Scale Grades will be recorded in Canvas. Please verify periodically for accuracy. Final grades will be calculated based on the following scale (number of points you received divided by number of points possible):

A 93 and above A- 91-92.9 B+ 89-90.9 B 85-88.9 B- 83-84.9 C+ 81-82.9 C 75-80.9 D 70-74.9 F below 70%

Course Policies: Professional Behavior Now that you are in the teacher preparation program, we view you as a professional educator in training. Thus, coming to class regularly, on time, and prepared is a clear expectation for you as it will be for your students. Other professional behaviors include appropriate attitudes toward class work and collaborating with peers. If I see a pattern of unprofessional behavior, I will call you in for a meeting to see what can be adjusted. The School of Teacher Education has a written teacher dispositions evaluation that may be used as needed. Active Engagement It is not uncommon in a computer classroom for students to attempt to “multitask” by working on assignments for other classes, instant messaging, responding to email, and updating social networking websites such as Facebook. These are all growing distractions that can interfere with the conduct of class. A growing body of research shows that “multitasking” is wishful thinking. Learning requires concentration and engagement. When students “multitask” not only do they shortchange themselves, but also their peers by creating a distraction and by not contributing to the task at hand. This is considered unprofessional behavior. Attendance and participation points will be deducted for lack of active participation. Attendance and Participation You are expected to attend all face-to-face sessions on time and for the full length of class. Online, you are expected to stay up to date on what is expected and participate with group members and in discussions if required. If I find that you are not participating, I will request a meeting to address the situation. Non-participation will adversely impact your grade. Late and Missing Assignments Late work is not accepted. Most assignments for this class structure are due within the weekend or shared with peers in class. Due dates for projects will be disclosed when the assignment is introduced. Written Assignment and Communication Policy You are expected to communicate in a professional manner. Teachers are responsible for communicating to parents, colleagues, and administrators via oral and written means. All assignments and written communications in this class (including email and discussion board postings), are expected to be word-processed and conform to University-level writing standards. Your writing should be professional, clear, and when appropriate or required, include proper citations of expert knowledge and media in American Psychological Association (APA) format. Errors in spelling and/or grammar are expected to be rare. Colloquial, informal writing is not appropriate. When grading or reviewing student work that does not meet these standards, your instructor will return the work for revision. The revised assignment will be issued ZERO points until resubmitted. Revisions will be due at the beginning of the next class session. Once re-graded, 10% of the total points possible will be deducted from your score.

The course Canvas shell contains a writing support button with web-based resources to help you with your writing skills in areas such as APA, grammar, second language issues, etc. Additionally, the Learning Enhancement Center on campus offers one-on-one support for students. This center is in the basement of the library. Appointments are recommended. If more than one assignment is rejected for writing issues, a Personal Improvement Referral may be submitted to your department chair. At their discretion a Personal Improvement Plan may be issued. CEBS Diversity Statement The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated and recognized as a source of strength. We expect that students, faculty and staff within CEBS will be accepting of differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be different from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful discrimination in…educational services against any person because of race, religion, gender, age, national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational services on the basis of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm). Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to diversity (http://www.unco.edu/cebs/diversity).

Other University Policies

Appropriate Use of Electronic Communications Discussion boards and email communications are an important instructional tool this course. Here are some of the most important rules for this class regarding the use of discussion boards and email:

1. Don’t say anything in the discussion that you would not say in a face-to-face classroom situation. Use your professional judgment.

2. Contributions to discussion board should be for “the good of the group”; email me directly with questions or issues that only apply to you.

3. Be polite. Choose your words carefully. Do not use derogatory or sarcastic statements.

4. Contribute constructive comments and suggestions. 5. “Flaming” – expressing anger, often rudely – has no place in a classroom situation,

either in the discussion area or in private email. Students receiving any sort of inappropriate email from other students should forward a copy to the instructor.

6. Don’t use all capital letters. This is considered to be “shouting,” and is therefore rude. Likewise, don’t use all lower case letters. In other words, use professional writing, not “IM” writing.

Academic Integrity “Plagiarism” means using another’s words, ideas, materials or work without properly acknowledging and documenting the source. Students are responsible for knowing the rules governing the use of another’s work or materials and for acknowledging and

http://www.unco.edu/hr/AAEO_TitleIX.htm

documenting the source appropriately (such as using APA style for citations and references). It is expected that members of this class will observe strict policies of academic integrity and will be respectful of each other. Any instances in which cheating including plagiarism and unauthorized use of copyrighted materials, computer accounts, or someone else’s work is determined will be referred to Student Services and will be investigated to its full extent. For detailed information about plagiarism and UNC’s Student Conduct information Academic Integrity policy visit this site: http://library.unco.edu/assistance/plagiarism.htm FERPA and Privacy Regulations The Family Educational Rights and Privacy Act (FERPA) and UNC policies are designed to protect student privacy. The following is a brief overview of the main ways your private information will be treated in this class:

• Your grades will never be posted in a personally identifiable manner • Your name and UNC email address are available in Canvas to all other enrolled

members of the class. Your name may be used as a folder and/or document name on a network server used in conjunction with the class. These services are integral to this course; there is no way to use them anonymously.

• Your instructor will not discuss your grades in the presence of anyone else even if you give verbal permission to do so. It takes WRITTEN authorization from you for an instructor to share any of your private information. See release form in bb.

• Your instructor may request written authorization from you to facilitate communications and the sharing of information. You are free to accept or reject these requests for authorization.

If you do not understand any of these policies, ask your instructor or consult UNC privacy policies at http://www.unco.edu/regrec/FERPA/ Accommodations for Students with Special Needs Any student requesting disability accommodation for this class must inform the instructor giving appropriate notice. Students are encouraged to contact Disability Support Services at (970) 351-2289 to certify documentation of disability and to ensure appropriate accommodations are implemented in a timely manner. Religious Accommodations for Students Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance. The student should contact the class instructor to make arrangements for making up tests/assignments within a reasonable time. Military Personnel Statement A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request

http://library.unco.edu/assistance/plagiarism.htm

http://www.unco.edu/regrec/FERPA/

complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation.

Syllabus Guide

Course Prefix: ET 501

Syllabus Guide: Introductions to Applications in Educational Technology

Course

Objectives

Colorado

Teacher

Quality

Standards

5.0

Colorado Content

Standards

(specific to each

licensure/endorse

ment area)

Specialized Program

Association Standards (if

applicable) Assignments/Evidence/Outcomes

A1 5.01(a)

5.04(c)

*No CO content

standards

specific to

Technology

ISTE Educator

• Learner • Designer • Facilitator • Analyst ISTE Student

• Empowered learner • Knowledge constructor • Innovative designer • Computational thinker

In-class technology practice and discussions

TPACK Technology Integrated Lesson Plan/Learning Activity

A2 5.01(a) 5.01(d)

5.01(e)


Integration Models

Technology Integrated Lesson Plan/Learning Activity

A3

5.01(a)

5.01(d)

5.04(c)


TPACK

Integration Models Technology Integrated Lesson Plan/Learning Activity

A4

5.01(a)

5.01(e)

5.02(c)

5.04(a)


Technology Integrated Lesson Plan/Learning Activity

TPACK/Learning Theory Project

B1 5.05(d) ISTE Educator

• Citizen • Leader ISTE Learner

• Digital citizen • Global collaborator


Genius Hour

Infographic

B2 5.01(e) 5.04(a)

5.05(d)



C1

5.01(d)

5.03(d) 5.06(b)

ISTE Educator

• Learner • Designer • Collaborator • Citizen ISTE Learner

• Knowledge constructor


Genius Hour

Multigenre Research Project Multimodal Composing

Infographic

C2 5.03(d)

5.03(f)


Google Trek

Multigenre Research Project Multimodal Composing

C3 5.01(d) 5.03(d)


Multigenre Research Project

Multimodal Composing

D1 5.01(e) 5.03(d)

5.03(f)

ISTE Educator

• Learner • Citizen • Collaborator • Designer • Analyst ISTE Student

• Empowered learner • Knowledge constructor • Innovative designer • Creative communicator

In-class technology practice and discussions Genius Hour


D2

5.01(e)

5.02(c) 5.03(d)

5.04(c)


Genius Hour

Google Trek Multigenre Research Project


Infographic

D3

5.01(d)

5.01(e) 5.02(c)

5.03(d)

5.04(c)


Genius Hour



E1

5.03(e)

5.03(f)

5.05(b)

ISTE Educator

• Leader • Citizen • Analyst ISTE Student

• Global collaborator


Genius Hour Multimodal Composing


E2

5.03(c)

5.03(f)

5.06(b)



https://www.cde.state.co.us/educatoreffectiveness/teacherqualitystandardsreferenceguide





http://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6702&fileName=1






Assignment Directions

*Assignment Outlines and Rubrics may change as they are released/published on Canvas!

Lifelong Kindergarten Book

In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively —and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.

Criteria Ratings Pts

Projects This week we focus on learning through making, and reflect on the creative process through the Creative Learning Spiral. We also introduce coding as a new form of fluency and self-expression, and we start making projects with Scratch.

20.0 pts Full Marks Make a project with Scratch Share your project (and your process!) with the community Learn more about Scratch, and discover resources to get started

0.0 pts No Marks Did not make a project with Scratch Share your project (and your process!) with the community Learn more about Scratch, and discover resources to get started

20.0 pts

Passion This week we explore motivation in learning, along with strategies to engage people in meaningful experiences. We introduce the ideas of Hard Fun and Wide Walls, and you'll have a chance to continue exploring Scratch by making projects connected to your interests.

20.0 pts Full Marks From this week’s readings or videos, chose one quote that you found especially interesting or provocative.

0.0 pts No Marks Did not choose one quote that you found especially interesting or provocative.

20.0 pts

Peers This week we focus on learning as a social activity. We explore how learning spaces and communities can support people sharing ideas, collaborating on projects, and building on one another's work.

20.0 pts Full Marks Look at how the design of the environment supports peer learning Share a picture, and your reflections in the discussion forum

0.0 pts No Marks Did not nook at how the design of the environment supports peer learning Did not share a picture, and your reflections in the discussion forum

20.0 pts

Play This week we playfully explore the last of the four P's of creative learning: Play. We discuss different types of play, provide you opportunities for tinkering, and share strategies to promote a playful approach to learning.

20.0 pts Full Marks Chose a material or technology to playfully experiment with Reflected on your tinkering process Described your process

0.0 pts No Marks Did not choose a material or technology to playfully experiment with Reflected on your tinkering process Did not describe your process and

20.0 pts


and share what you have made

share what you have made

Creative Learning How can we help people develop as creative thinkers? In our last week, we explore strategies and motivations for supporting and expanding opportunities for creative learning. We invite you to share a project idea and reflect back on your journey as a creative learner.

20.0 pts Full Marks Shared an idea for a project you want to work on to support creative learning Described your project and how it connects to the ideas in the course

0.0 pts No Marks Did not share an idea for a project you want to work on to support creative learning Did not describe your project and how it connects to the ideas in the course

20.0 pts

Total Points: 100.0

Google MyMaps Using the Google My Maps tool, create a new map and choose your base map. Once you create your map, share the link it on your blog. Remember to change the privacy setting on your map, so that we can all see it. True embedding the map too. Finally, on your blog, write a 300-word reflection about how you would use MyMaps as a lesson plan.


MyMaps 60 to >40 pts Uses Google MyMaps and many other elements. At least 8 pinned locations.

40 to >0 pts Not effective in Google MyMaps and missing other elements. Less than 8 pinned locations.

60 pts

Reflection 15 pts It is hard to know what the writer is trying to express. Misspelled words, incorrect grammar, and improper punctuation make reading difficult. Less than the word count requirement.

15 to >0 pts Writing is crisp, clear, and succinct. The writer incorporates the active voice when appropriate. Meaning is explicit.

15 pts

Google Sites

25 to >15 pts Website is intuitive, map is linked or embedded, along with reflection

15 to >0 pts Website is not intuitive, map is not linked or embedded, nor is reflection

25 pts

Total Points: 100

Infographics

1. Share your link or PDF to your infographic 2. 250-300-word written reflection

Infographics


Infographic 50.0 pts Use composition, technique/texture, contrast & color effectively and professionally.

0.0 pts Need to use composition, technique/texture, contrast & color. Photos need to be juxtaposed and connect to each other a lot more.

50.0 pts

Reflection 50.0 pts

The data visualization formats chosen make the data presented easy for the viewer to understand the information.

0.0 pts Other data visualization formats should be chosen to best showcase the data presentation for the viewer.

50.0 pts

Total Points: 100.0

UDL-ify a Lesson Take a basic worksheet, or lecture-/test-based activity from and make it UDL. Your work can be a 200-300-word paper or a 1-minute video or 5 slide PowerPoint Presentation. Your work should have the following elements:

1. Overview—briefly describe what you are doing. Include the standard, objective, or goal. 2. Before—what is a traditional, non-UDL, way this gets taught? Explanation—how and

why are you doing it this way? After—describe your new way to do this? 3. Assessment—how do you measure student success? 4. UDL Guidelines—What are the 3-4 UDL Guidelines that you addressed? How does your

project address them?

"UDL-ifying" a Lesson


Reflection 20.0 pts INCLUDES: Overview—briefly describe what you are doing. Include the standard, objective, or goal. Before—what is a traditional, non-UDL, way this gets taught? Explanation—how and why are you doing it this way? After—describe your new way to do this? Assessment—how do you measure student success?

0.0 pts The reflection does not address the student’s thinking and/or learning.

20.0 pts

Aligned to UDL Guidelines

30.0 pts You addressed 3-4 UDL Guidelines

0.0 pts You addressed 0-2 of the UDL Guidelines

30.0 pts

Exemplar of UDL Work

20.0 pts You authored a clear UDL-aligned "After" exemplar (200-300 word paper or a 1-minute video or 5 slide PowerPoint Presentation.)

0.0 pts Missing or incomplete or unclear UDL-aligned "After" exemplar, & too close to the original non-UDL work

20.0 pts

Total Points: 70.0

Flipped Learning YOU WILL TURN IN:

1. Proof that you earned the EdPuzzle Coach micro-credential (share the PDF as proof) 2. Link to your EdPuzzle lesson with at least 4 multiple choice questions and at least 1 open ended response

question. 3. Response in Canvas (as your text submission) to the following Reflection questions, in at least 250 words:

o How would you use flipped learning to show mastery of information learned? o Why is interaction important while viewing video content?

Flipped Learning


EdPuzzle Coach 30.0 pts Proof that student earned the EdPuzzle Coach badge

0.0 pts No proof that student earned the EdPuzzle Coach badge

30.0 pts

EdPuzzle Questions 40.0 to >0.0 pts EdPuzzle Questions relevant, and meets minimum requirement (4 multiple choice, at least one open ended)

0.0 pts EdPuzzle Questions are not relevant, and does not meets minimum requirement (4 multiple choice, at least one open ended)

40.0 pts

Reflection Work reflects a deep understanding of the complexities of the content. Every decision is purposeful and thoughtful.

30.0 to >0.0 pts Reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process.

0.0 pts The reflection does not address the student’s thinking and/or learning.

30.0 pts

Total Points: 100.0

Digital Formative Assessments

Submit a link from a formative assessment you made using one of the above digital formative assessment tools. Many of these have become commonplace, like Kahoot. If that is the case, use this as an opportunity to try something new! Along with your link, also include a brief reflection on your experience.


Correlation to Assessed Content 30.0 pts

Key content included, asking 10 questions

30.0 to >0 pts Lacking in context or questions throughout.

30.0 pts


Outcome Design 20.0 to >15.0 pts

Digital assessment functions on a technical level (does it work?)

15.0 to >0 pts Digital assessment does not function on a technical level

20.0 pts

Outcome Reflection

20.0 to >15.0 pts Reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process.

15.0 to >0 pts The reflection does not address the student’s thinking and/or learning.

20.0 pts

Total Points: 70.0

Breakout EDU

• READ:

o A digital breakout example

o Ideas for puzzles

o Puzzle resources

• MAKE:

o FREE resources and sample games that use Google Form templates as Digital Breakout

games on Tom Mullaney's site!

o OR... use the new official STUDENT GAME BUILDER See me in class to get started.


Exemplar of breakout game

50 to >25 pts Exemplar of breakout game shows evidence of integration, not an "add-on."

25 to >0 pts Exemplar of breakout game incomplete, or lacks evidence of integration. Seems more like an "add-on."

50 pts

Alignment to CO standard

25 to >15 pts Clear alignment to CO standard.

15 to >0 pts Not aligned to CO standard.

25 pts


Reflection 25 to >15 pts The reflection attempts to demonstrate thinking about learning but is vague and/or unclear about the personal learning process.

15 to >0 pts The reflection does not address the student’s thinking and/or learning.

25 pts

Total Points: 100

Hacking as Learning

This activity invites you to "hack" an image with website which lets you annotate images with links and text. You might amplify the meaning of the existing poem by adding a multimedia component that illustrates the words. Or, you might play with the meaning of the poem by adding annotations that ask us to consider the poem in a new light or challenge the poet’s intended meaning.


All required elements are included on the Thinglink. 60.0 to >40.0 pts

All required elements are included on the Thinglink (at least 3 video, image, or other links etc).

40.0 to >0 pts Thinglink has less than 3 elements

60.0 pts

Image Connection to Content 25.0 to >15.0 pts Image selected is in-depth with details.

15.0 to >0 pts Image selected lacks in-depth details.

25.0 pts

Reflection 15.0 to >10.0 pts Writing is crisp, clear, and succinct. The writer incorporates the active voice when appropriate. Meaning is explicit.

10.0 to >0 pts It is hard to know what the writer is trying to express. Misspelled words, incorrect grammar, and improper punctuation make reading difficult. Less than the word count requirement.

15.0 pts

Total Points: 100.0

Interactive Fiction Writing Interactive storytelling tools hook students into creating choice-filled historical narratives with multiple outcomes.


Choices and Branches

30.0 pts Story provides the reader with two possible options in the story line

0.0 pts Little to no choices provided

30.0 pts

Sensory Details 30.0 pts Each story line contains 2 sensory details (4 total)

0.0 pts Story does not contain sensory details

30.0 pts

Ending/Loop Structure 20.0 pts The story comes to a clear ending, or multiple possible reader choice endings

0.0 pts No ending is apparent

20.0 pts

Grammar/Mechanics 20.0 pts The story is free of grammar & spelling errors

0.0 pts Many grammar or spelling mistakes

20.0 pts

Total Points: 100.0

Remixing Digital Audio OR Digital Video (You Pick One!)

• Make an exemplar podcast or video, one like you would have students create.

• Reflection:

o What was the experience like? What would you do differently the next time? What are you still wondering?


Digital Storytelling

40.0 to >30.0 pts Clear and engaging style, informative information, mixing are appropriate and effective

30.0 to >0 pts No/little evidence of engaging style, not clearly informative information, mixing is not appropriate/effective

40.0 pts


Remix Principles

40.0 to >20.0 pts Strong evidence in reflection, connecting to remix principles (e.g., sounds, music, images, narration).

20.0 to >0 pts Little/no evidence of remix principles in reflection.

40.0 pts

Reflection 20.0 to >10.0 pts The reflection demonstrates thinking about learning.

10.0 to >0 pts The reflection does not address the student’s thinking and/or learning.

20.0 pts

Total Points: 100.0

Genius Hour You will be given time to freely explore a topic and ed tech tool. This will be structured in that you will be expected to show evidence of your research and work on your final presentation or product along the way. You will receive grades for this work and feedback from a variety of sources (i.e. your teacher and classmates) to help you remain focused. Your project MUST be aligned to an ISTE standards AND/OR a Colorado Standards


Exemplar of of ed tech tool

30 to >20 pts Exemplar of ed tech tool shows evidence of integration, not an "add-on."

20 to >0 pts Exemplar of ed tech tool incomplete, or lacks evidence of integration. Seems more like an "add-on."

30 pts

Alignment to CO standard

20 to >10 pts Clear alignment to CO standard.

10 to >0 pts Not aligned to CO standard.

20 pts

Completion of Weekly reflections

20 to >10 pts The reflection demonstrate thinking about learning.

10 to >0 pts The reflection does not address the student’s thinking and/or learning.

20 pts

Final Lesson Plan Write-up & Reflection

30 to >20 pts This is the level expected upon completion of pre-service teacher program. The assignment contains all of the

20 to >0 pts Multiple parts of the lesson plan are missing or incomplete.

30 pts


elements in a final, well-developed lesson plan.

Final: HyperDoc Lesson A HyperDoc is the lesson that students see and complete, done on Google Docs or Slides. You will construct one for your (future) students.


Hyperdoc Exemplar 50.0 pts Exemplar of HyperDoc lacks evidence of ORIGINALITY, follows a template (e.g., 5 E's), and is an "add-on." No hyperlinks function.

50.0 to >0 pts Exemplar of HyperDoc shows evidence of ORIGINALITY, follows a template (e.g., 5 E's), and is not an "add-on." All hyperlinks function.

50.0 pts

Reflection Writing Mechanics

15.0 to >10.0 pts It is hard to know what the writer is trying to express. Misspelled words, incorrect grammar, and improper punctuation make reading difficult. Less than the word count requirement.

10.0 to >0 pts Writing is crisp, clear, and succinct. The writer incorporates the active voice when appropriate. Meaning is explicit.

15.0 pts

Connecting Theory to Practice

15.0 to >9.0 pts The lesson reflects the student’s own thinking and learning processes about constructionism, as well as implications for future learning.

9.0 to >0.0 pts The lesson partially reflects the student’s own thinking and learning processes about constructionism, as well as implications for future learning.

0.0 pts The lesson does not reflect the student’s own thinking and learning processes about constructionism, as well as implications for future learning.

15.0 pts

HyperDoc's Writing Mechanics

10.0 to >6.0 pts HyperDoc contains no errors in grammar, punctuation or spelling. Language syntax is smooth.

6.0 to >0.0 pts HyperDoc contains some errors in grammar, punctuation or spelling. Language syntax is not entirely smooth.

0.0 pts HyperDoc contains many errors in grammar, punctuation or spelling. Language syntax is not smooth.

10.0 pts


Standards Alignment

10.0 to >5.0 pts Aligned to CO or Common Core or NGSS standards.

5.0 to >0 pts Not aligned to CO or Common Core or NGSS standards.

10.0 pts

Total Points: 100.0

Readings, Discussions, Class Interactions/Practices

NOTHING TO SUBMIT; THIS HAS BEEN ONGOING (AS PER SYLLABUS), AND THIS MODULE IS FOR GRADING PURPOSES ONLY.


Discussions 50.0 to >25.0 pts Appropriately posts questions and/or answers to the discussion board that are relevant to every assignment.

25.0 to >0 pts Seldom posts questions and/or answers to the discussion board that are relevant to assignments; participates less than 70% of assignments.

50.0 pts

Overall Course participation

50.0 to >25.0 pts Submissions and communication consistently follow course directions.

25.0 to >0 pts Submissions and communication do not follow course directions (e.g. emailing assignment instead of posting as directed, not using Canvas as directed).

50.0 pts

Total Points: 100.0

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