May
2016
gen z coming to campus
Survey: What Gen Z Thinks About Ed Tech in College
more on Gen Z in this blog:
Digital Literacy for St. Cloud State University
more on Gen Z in this blog:
Seamless and robust mobile connectivity is a must have in today’s education environment. More student mobile devices, higher performance data rates, greater capacity demands, increasing on-line curriculum and testing require enterprise grade Wi-Fi reliability without the complexities and on-going maintenance. It has to be simple and it has to just work.
In this webinar, you will hear case studies from three different schools, each with their own specific wireless needs, how they addressed them and what recommendation they would each have to ensure your wireless project goes smoothly.
Thank you for registering for High Performance Wi-Fi For Today’s Digital Education. Save this email for details on the webcast.
LIVE WEBCAST DATE: April 07, 2016
LIVE WEBCAST TIME: 02:00 PM EDT
Use the link below to enter the webcast up to 15 minutes before the start.
WEBCAST LINK: http://event.on24.com/wcc/r/1160276/320EAD217540BD94C9056C12601219C3
Vinson Houston
Vice President for Information Technology, Jacksonville State University
Since 2008, Mr. Vinson Houston has served as vice president for information technology at Jacksonville State University. Prior to that, Mr. Houston served as Director of Telecommunications for JSU, beginning in 2005. Mr. Houston currently serves on the board of directors for the Alabama Supercomputer Authority and is on the CORE Executive Committee that leads initiatives promoting PK-20 collaboration related to using new technologies in the classroom. He holds a B.A. and an M.B.A. from Jacksonville State University.
Kris Keckler
Executive Director of Information and Accountability, KUSD
Kenosha Unified School District (KUSD) is the 3rd largest district in Wisconsin, with over 40 schools. KUSD’s mission is to provide excellent, challenging learning opportunities and experiences that prepare each student for success. From this role, Kris has the pleasure of directly guiding both the Office of Educational Accountability and the Information Services Department. Kris is a strong advocate for promoting quality integration of technology and data for staff and students alike.
Angela Becker
Network Manager, KUSD
Angela Becker is the Network Manager for Kenosha Unified School District. KUSD serves over 22,200 students and 3,000 staff. Angela supports and maintains the network and wireless infrastructure for 40 district sites which includes a 10Gb internal fiber ring, over 950 access points and 700 network switches as well as provides application and online testing support for the district.
Alex Ender
Network and Systems Administrator, Everest Academy
As the Network and Systems Administrator at Everest Academy, Alex is responsible for planning and implementing network and server upgrades. He has worked both as an administrator and technician for the past 4 years. Never one for a dull moment, Alex also monitors and maintains multiple client networks as a consultant.
purpose: draft a document for the provost to plan for charting the future goal 3.12 “develop a comprehensive strategy to increase awareness and development of e-textbooks and open educational resources (OERs)”
\\STCLOUDSTATE\HuskyNet\DeptFiles\LRS\ETextbooks
SCSU goal: to reduce the cost of textbooks as an affordable learning initiative. Amount of reduction is undetermined
my notes based on the material below:
responses from colleagues:
Scott Robison, sarobison@mail.plymouth.edu: sparc-liboer@arl.org listserv
Jeff Gallant, Jeff.Gallant@usg.edu: David Ernst with the U and Ashley Miller from Ohio State U: dernst@umn.edu. Ashley’s is miller.6275@osu.edu.
Definition of: e-book
my note: there is no good definition about e-textbook in terms of the complexity, which e-textbook on campus might involve.
Considering Wimmer et al (2014) account on their campus experience in publishing e-textbook, a textbook may involve an LMS (Canvas) and blog (WordPress). Per my proposal during the F2F meeting, and following Rachel’s suggestion about discrimination of the different types of e-textbooks, here is an outline of e-textbook definition:
*******************
working definition for e-textbook for the purposes of SCSU:
e-textbook is a compilation of textual, multimedia and interactive material, which can be viewed on various electronic devices. E-textbook can: 1. be purchased from a publisher; 2. compiled in HTML format on faculty or group web space; 3. compiled on the content module of LMS (BB, D2L, Canvas, Moodle, etc.) 4. compiled on LMS (BB, D2L, Canvas, Moodle, etc.) and including all interactive materials: e.g. hyperlinks to MediaSpace multimedia, quizzes, etc.; 5. compiled on special apps, such as iBook Author, eCub, Sigil.
*******************
(Electronic-BOOK) The electronic counterpart of a printed book, which can be viewed on a desktop computer, laptop, smartphone, tablet or e-book reader (e-reader). When traveling, a huge number of e-books can be stored in portable units, dramatically eliminating weight and volume compared to paper. Electronic bookmarks make referencing easier, and e-book readers may allow the user to annotate pages.
Although fiction and non-fiction books come in e-book formats, technical material is especially suited for e-book delivery because it can be searched. In addition, programming code examples can be copied, which is why CD-ROMs that contained examples or the entire text were often packaged inside technical paper books.
E-Book Formats
Wimmer, Morrow, & Weber: Collaboration in eTextbook Publishing
There are several e-book formats on the market, including EPUB, Mobipocket (PRC, MOBI), eReader (PDB), Kindle (AZW, KF8) and Apple iBook (EPUB variation). Many e-readers also accept generic formats, including Adobe PDF and plain text (TXT).
Oxford dictionary, an electronic book or e-book is “an electronic version of a printed book that can be read on a computer or handheld device designed specifically for this purpose.” An e-textbook is defined as an e-book used for instructional or educational purposes and often includes features such as bookmarking, searching, highlighting, and note-taking as well as built-in dictionaries and pronunciation guides, embedded video-clips, embedded hyperlinks, and animated graphics.
E-textbooks have moved from occasional usage to a mainstream technology on college campuses. According to the Association of American Publishers, sales of e-books hit over $90 million; this is up over 200% when compared to the same month the previous year. When the cost of textbooks and the availability of formats are considered, the use of an e-textbook in the classroom may be the reasonable choice.
—————–
Despite the advantages that e-textbooks pose, such as interactive features and accessibility on mobile devices, several barriers exist regarding implementation in higher education, namely non-standardization of the platform, limited use by students, and the unclear role of the instructor in adoption.
a survey questionnaire in 2012 that explored basic usage and attitudes regarding e-textbooks.
—————————–
Bossaller, J., & Kammer, J. (2014). Faculty Views on eTextbooks: A Narrative Study. College Teaching, 62(2), 68-75. doi:10.1080/87567555.2014.885877
Implementing eTexts into a Course:
This qualitative study gives insight into the experiences instructors have when working with publishers to integrate electronic content and technology into their courses.
Baek, E., & Monaghan, J. (2013). Journey to Textbook Affordability: An Investigation of Students’ Use of eTextbooks at Multiple Campuses. International Review Of Research In Open And Distance Learning, 14(3), 1-26.
http://eric.ed.gov/?id=EJ1017493
the Advisory Committee on Student Financial Assistance (2007) reported that textbook prices represent a significant barrier to students’ accessibility to textbooks. The report concluded that textbooks cost between $700-$1000 per year; textbook prices have risen much faster than other commodities; and that college aid fails to cover textbook expenses. Textbook costs are equivalent to 26% of tuition costs for an average four-year public university student and 72% of tuition costs for an average community college student. In fact, the California State Auditor (2008) reported that textbook costs grew more rapidly than student fees in academic year 2007–08.
++++++++++++
Wimmer, E. e., Morrow, A. a., & Weber, A. a. (2014). Collaboration in eTextbook Publishing: A Case Study.Collaborative Librarianship, 6(2), 82-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d108762075%26site%3dehost-live%26scope%3dsite
Distance education, e-learning, education and training. (2015). Clinical Chemistry & Laboratory Medicine, 53s557-s559. doi:10.1515/cclm-2015-5015
onto Youtube so that the user could access these via the internet.
Horejsi, M. (2014). Textbooks 2.0. Science Teacher, 81(3), 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94603788%26site%3dehost-live%26scope%3dsite
++++++++++++++
pedagogy
two Eastern Europeans (Moldova, Serbia) raise serious concerns about electronic textbooks
Španović, S. (2010). PEDAGOGICAL ASPECTS OF E-TEXTBOOKS. Odgojne znanosti. 12(2). 459-470.
Railean, E. (2015). https://prezi.com/sbidiadctrzo/beyond-textbook-digital-textbook-use-and-development/
http://www.governance.ualberta.ca/en/GeneralFacultiesCouncil/CommitteeontheLearningEnvironm/~/media/Governance/Documents/GO05/LEA/15-16/WEB/Item-4-eTextbook-Subcommittee-Report-CLE-TLAT.pdf :
ICWL (Conference) (13th : 2014 : Tallinn, E., & Cao, Y. (2014). New horizons in web based learning: ICWL 2014 international workshops, SPeL, PRASAE, IWMPL, OBIE, and KMEL, FET, Tallinn, Estonia, August 14-17, 2014, revised selected papers. Cham: Springer.
++++++++++++++++++++
MnSCU will by as Content Authoring Tool – SoftChalk. Here is a promo from Softchalk (my bold):
NEW SoftChalk Create 10 and SoftChalk Cloud eBook publishing features will arrive on April 25th! Come check out the latest enhancements at our upcoming webinars!
Sleek Designer Headers and Callout Boxes – Add some new pizazz to your SoftChalk lessons!
Three New Quiz Types – Test your students’ understanding with Sentence Completion, Multiple Blanks and Feedback Questions.
Polished New QuizPopper and Activity displays – With an enhanced interface for instructors and students.
Accessibility enhancements – Make your lessons available to everyone with even more accessibility enhancements.
NEW SoftChalk Cloud eBook creation and publishing – Includes a totally re-vamped, easier eBook creation and management. New SoftChalk eReader apps available for free download in the iOS, Android, Chromebook and Windows app stores. (Cloud Only)
+++++++++++++++++++++++++++
are any faculty really going digital? Which content distributors will thrive? What are the implementation concerns? And when will going digital really happen?
two massive surveys and reports by the National Association of College Stores (NACS) and the Independent College Bookstore Association (ICBA) in partnership with the Campus Computing Survey (CCS),
NISO Virtual Conference:
Justifying the Library: Using Assessment to Justify Library Investments
April 20, 11:00am – 5:00pm EST – Learn more and register at: http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/
Assessment exercises for institutional libraries are frequently a double-edged sword; they’re as readily used to justify cuts as they are to bolster budgets. This NISO virtual conference provides expert insights into how data gathered in the normal course of activities can be leveraged to demonstrate value to the parent institution. Data represent the raw material for building your case. What data are available? How is their quality? What is the appropriate context for persuasively presenting that data to deans, provosts and other administrators? This virtual conference will address the very hot topic of library assessment in the context of a changing educational environment and features a complete roster of expert speakers, including:
The preliminary agenda and pricing information for this event may be found at:
http://www.niso.org/news/events/2016/virtual_conference/apr20_virtualconf/
As a bonus, register for the virtual conference and receive an automatic registration for the follow-up training webinar, Making Assessment Work: Using ORCIDS to Improve Your Institutional Assessments, on Thursday, April 28!
http://www.niso.org/news/events/2016/training_thursday/apr28_tt/
Instructors for that session are Alice Meadows (ORCID), Christopher Erdmann (Harvard University) and Merle Rosenzweig (University of Michigan).
For more information about this event, please contact Jill O’Neill (joneill@niso.org).
Other questions for NISO? Get in touch at:
NISO
3600 Clipper Mill Road
Suite 302
Baltimore, MD 21211-1948
Phone: +1.301.654.2512
Email: nisohq@niso.org
More on assessment in this IMS blog:
Proportion of Content
Delivered Online |
Type of Course |
Typical Description |
0% |
Traditional |
Classroom-based teaching with assignments and activities which students pursue independently of each other. |
1 to 29% |
Web Facilitated |
Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments. |
30-79% |
Blended / Hybrid |
Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases. |
80+% |
Online |
A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings. |
Flipped ClassroomCompetency-Based Learningopen learning Gamification Immersive Learning Environments Adaptive Learning and Assessment Systems |
++++++++++++++++++
Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/
E-Learning Terms
http://www.bpcc.edu/educationaltechnology/glossary.html
ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus
This three-part webinar series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webinar will provide an introduction to learning analytics and an overview of important issues. The second will focus on privacy issues and other ethical considerations as well as responsible practice, and the third will include a panel of librarians who are successfully using learning analytics on their campuses.
Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016
Learning analytics are used nationwide to augment student success initiatives as well as bolster other institutional priorities. As a key aspect of educational reform and institutional improvement, learning analytics are essential to defining the value of higher education, and academic librarians can be both of great service to and well served by institutional learning analytics teams. In addition, librarians who seek to demonstrate, articulate, and grow the value of academic libraries should become more aware of how they can dovetail their efforts with institutional learning analytics projects. However, all too often, academic librarians are not asked to be part of initial learning analytics teams on their campuses, despite the benefits of library inclusion in these efforts. Librarians can counteract this trend by being conversant in learning analytics goals, advantages/disadvantages, and challenges as well as aware of existing examples of library successes in learning analytics projects.
Learn about the state of the art in learning analytics in higher education with an emphasis on 1) current models, 2) best practices, 3) ethics, privacy, and other difficult issues. The webcast will also focus on current academic library projects and successes in gaining access to and inclusion in learning analytics initiatives on their campus. Benefit from the inclusion of a “short list” of must-read resources as well as a clearly defined list of ways in which librarians can leverage their skills to be both contributing members of learning analytics teams, suitable for use in advocating on their campuses.
my notes:
open academic analytics initiative
https://confluence.sakaiproject.org/pages/viewpage.action?pageId=75671025
where data comes from:
D2L degree compass
Predictive Analytics Reportitng PAR – was open, but just bought by Hobsons (https://www.hobsons.com/)
Learning Analytics
IMS Caliper Enabled Services. the way to connect the library in the campus analytics https://www.imsglobal.org/activity/caliperram
student’s opinion of this process
benefits: self-assessment, personal learning, empwerment
analytics and data privacy – students are OK with harvesting the data (only 6% not happy)
8 in 10 are interested in personal dashboard, which will help them perform
Big Mother vs Big Brother: creepy vs helpful. tracking classes, helpful, out of class (where on campus, social media etc) is creepy. 87% see that having access to their data is positive
librarians:
recognize metrics, assessment, analytics, data. visualization, data literacy, data science, interpretation
INSTRUCTION DEPARTMENT – N.B.
determine who is the key leader: director of institutional research, president, CIO
who does analyics services: institutional research, information technology, dedicated center
analytic maturity: data drivin, decision making culture; senior leadership commitment,; policy supporting (data ollection, accsess, use): data efficacy; investment and resourcefs; staffing; technical infrastrcture; information technology interaction
student success maturity: senior leader commited; fudning of student success efforts; mechanism for making student success decisions; interdepart collaboration; undrestanding of students success goals; advising and student support ability; policies; information systems
developing learning analytics strategy
understand institutional challenges; identify stakeholders; identify inhibitors/challenges; consider tools; scan the environment and see what other done; develop a plan; communicate the plan to stakeholders; start small and build
ways librarians can help
idenfify institu partners; be the partners; hone relevant learning analytics; participate in institutional analytics; identify questions and problems; access and work to improve institu culture; volunteer to be early adopters;
questions to ask: environmental scanning
do we have a learning analytics system? does our culture support? leaders present? stakeholders need to know?
questions to ask: Data
questions to ask: Library role
learning analytics & the academic library: the state of the art of connecting the library with campus initiatives
literature
causation versus correlation studies. speakers claims that it is difficult to establish causation argument. institutions try to predict as accurately as possible via correlation, versus “if you do that it will happen what.”
++++++++++++
More on analytics in this blog:
https://blog.stcloudstate.edu/ims/?s=analytics&submit=Search
WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning
Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.
At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:
http://www.iste.org/standards/essential-conditions/student-centered-learning
When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.
Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.
True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.
http://www.iste.org/standards/essential-conditions/student-centered-learning
HOW:
student-centered learning is including different methods, such as:
The University of Minnesota Cooperative Learning Center.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
http://edglossary.org/student-centered-learning/
#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html
Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.
Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51
CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903
Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite
Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j
Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081
More on student centered learning in this blog:
https://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search
+++++++\
Does music help learn better? get smarter? advance in life?
keywords: music, education, intelligence.
Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.
Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.
Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058
Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.
Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.
Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185
Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0
Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195
Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75.
keywords: music, education, multimedia.
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.
le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.
In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogy’ report, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.
The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.
Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:
“What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”
Follow these links to blog posts and EdITLib resources to further explore selected trends:
full article can be found here:
Innovating Pedagogy: Which Trends Will Influence Tomorrow’s Teaching and Learning Environments?
====================================================
1 credit, summer 2016
Technology forecast for education: https://blog.stcloudstate.edu/ims/2016/01/27/4710/
Course Description
This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.
Course Objectives:
Upon successful completion of this course the student will:
Course Objective | Knowledge | Skill | Disposition | Impact |
1. Demonstrate knowledge and the use of related technologies appropriate to the management of a school # | o | o | ||
2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school # | o | o | ||
3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school # | o | o | ||
4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school # | o | o | ||
5. Demonstrate knowledge of common computer and related technological applications # | o | o | ||
6. Identify gender & diversity issues related to technology in education | o | o | o | |
7. Demonstrate knowledge of adaptive technology devices for individuals with special needs | o | o | o | o |
8. Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet | o | o | o | |
9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology | o | o | ||
10. Demonstrate an understanding of the importance of ethical practice in the use of technology | o | o | ||
11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel | o | o | o | |
12. Demonstrate familiarity with appropriate professional standards related to educational leadership and technology | o | o | o | o |
13. Demonstrate an understanding of the digital age learning culture, digital citizenship in particular | o | o |
National Educational Technology Standards for Administrators.
http://www.iste.org/standards/ISTE-standards/standards-for-administrators
Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf
Resources On Line
IMS Technology blog: https://blog.stcloudstate.edu/ims/
Twitter: #edtech ; #edtechchat ; #edtechUK; @Edtech_K12
Facebook: #edtech ; #edleadership
Pinterest #edtech; #edleadership ; #edtechleadership
Agency for Instructional Technology http://www.ait.net
Center for Technology and Teacher Education http://www.teacherlink.org
Center for Children and Technology http://www.edc.org/CCT/
T.H.E. Journal (Technology Horizons in Education Online Journal) http://www.thejournal.com
Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator
International Society for Technology in Education (ISTE) http://cnets.iste.org/
Technology Standards for School Administrators (TSSA) http://cnets.iste.org/tssa
ISTE curriculum and Content Area Standards http://Cnets.iste.org/currstands/
Preparing Tomorrow’s Teachers to use Technology (PT3) http://www.pt3.org
Assistive Technology information: http://www.abilityhub.com http://www.enablemart.com
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
1 credit, Summer 2016
Course Description
This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Upon successful completion of this course the student will:
Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/whatisudl
The ISTE National Educational Technology Standards (NETS•T) and
Performance Indicators for Teachers
https://www.kent.edu/sites/default/files/file/ISTEstandards.pdf
1 credit, Summer 2016
Course Description
Course Description
This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.
The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.
The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes