Spring 2020 Calendar | Monday/Wednesday

Go to Week:

One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten / Eleven / Twelve / Thirteen / Fourteen / Fifteen

Week One | 13 January & 15 January: Introductions

 Monday | Introductions

Introductions: 

Workshop

Wednesday | Introductions

Noteworthy:

  • Reading* for 22 January | Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
  • Assignment Due Friday 17 January: Blog Post Introductions

Workshops 

Overview:

  • Video Gaming Exploration
  • Readings for 22 January |
    • Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.

Discussion : A few of my favorite things….

  • *Course Readings: Available online. pw = edtech386

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Week Two 20 January & 22 January | Agenda

Monday 20 January No Class MLK Day observed

Noteworthy |

  • Reading* for this Wednesday| Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.

*Please consult the Readings menu for a current list. pw = edtech386

Wednesday

Noteworthy

Reading | Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.

Introductions | Blog Post Introductions

  • 4. What are you into; what makes you special? Share a few “unique” aspects about yourself that would help our classroom community get to know you a bit. Are you on an athletic team? Sing in the choir?  Are you trying out for a play? Painting? What are you planning on doing this semester in your life that is noteworthy?
  • Asset Learning, not deficit learning… Please share with the class an academic strength or two that you bring to our educational technology learning community.

Overview |  Video Gaming Exploration

Discussion | 

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Week Three 27 January & 29 January |Agenda

Monday

Noteworthy

  • Reading* for Wednesday | The MindShift Guide to Digital Games & Learning, chapters 1-2
  • Check out Common Sense Education [Graphite] which allows you to filter information about games by traditional subject areas and by grade level.
  • Know that we have 15 iPads and you are welcome to check one out for this project or the semester.
  • Being as specific as you can, what must be in place for you to feel comfortable taking intellectual and creative risks in a course?
  • A few questions and a few answers

Discussions |

  1. Density | Why do objects like wood float in water? Does it depend on size? Create a custom object to explore the effects of mass and volume on density. Can you discover the relationship? Use the scale to measure the mass of an object, then hold the object under water to measure its volume. Can you identify all the mystery objects?
  2. Mission US | Developed for use in middle and high school classrooms, Mission US immerses players in rich, historical settings and then empowers them to make choices that illuminate how ordinary people experienced the past.
  3. Math Baseball | Solve math problems to hit the ball and score runs. Based on the difficulty of problems, a hit could be a single, double, triple, or home run. Get problems wrong and strike out! The game is over after 3 outs.

Workshop | Video game play

A Thought from The MindShift Guide | “Remember that the best way to use games is as a supplemental reinforcement for your traditional teaching. Don’t look for games that will teach your curriculum. Instead, look for games that might approach the same subject area from a different perspective.”

Wednesday

Noteworthy

Reading | The MindShift Guide to Digital Games & Learning, chapters 1-2

Discussion I | Games we’ve been playing |

  1. Density |
  2. Mission US |
  3. Math Baseball |
    • Affordances
    • Assumptions about the
      • Learning (describe the gaming experience)
      • Player/student
      • Role of the teacher

Viewing | It’s all about advancing learning | Teaching with Games: GLPC Case Study: Lisa

Discussion II |

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Week Four 3 February & 5 February |Agenda

Monday

Noteworthy | Reading for Wednesday: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.

Reading |The MindShift Guide to Digital Games & Learning, chapters 3-5

Discussion |Gamifying The MindShift Guide to Digital Games & Learning, Chapters 3-5

Workshop | Learning Circles & Video game play

Wednesday

Noteworthy |

Reading*: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.

Discussion |

    • Introduction to the Gee reading | a few concepts such as…
      1. Simulations  “You build simulations to understand the world and make sense of things, but also to help you prepare for action in the world…”  James Gee, 2007, 23-24 (From weddings to classrooms)
      2. Affordances  “An affordance is a feature of the world (real or virtual) that will allow for a certain action to be taken, but only if it is matched by an ability in an actor who has the wherewithal to carry out such an action.” James Gee, 2007, 25
      3. Distributed Intelligence & Off-loading  “Writing, digital computers, and networks each allow us to externalize some functions of the mind.” James Gee, 2007, 26 (offloading, 27)
      4. Forcing our students to learn vs. Dumbing down the learning (Is this really our only choice)? 28
      5. Drill & Practice (10-15 minutes/week and no more…) 30

Viewing: James Paul Gee on Learning with Video Games

In class small groups: Video Games and Learning Principles

Workshop | Video game play

*Please consult the Readings menu for a current list. pw = edtech386

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Week Five 10 February & 12 February  | Agenda

Monday

Reading: Gee, J.P. (2007) Good video games, the human mind, and good learning. pp. 22-44.

Posting Images for

    • Mac
    • Windows | Print Screen + Snipping tool

In class small groups (continued): Video Games and Learning Principles

Viewing: James Paul Gee on Learning with Video Games

Workshop | Video game play

*Please consult the Readings menu for a current list.

Wednesday

Reading*| Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19–29.

Noteworthy | Assignment Due: Video Game Exploration

Viewing: James Paul Gee on Learning with Video Games

Workshop | The McDonald’s Videogame “Making money in a corporation like McDonald’s is not easy! Behind every burger there is a complex process you need to master: from pastures to the slaughterhouse, from restaurants to branding. You’ll discover all the dirty secrets that made us one of the biggest company in the world.” Play online (Flash)

Discussion

  1. The McDonald’s Videogame
  2. 3-2-1 Squire –> briefly write the following details in your blog or in your notebook:
    • Three things you learned from reading Squire, K. (2006).
    • Two questions you have from reading Squire, K. (2006).
    • One (at least) aspect of Squire, K. (2006) that you liked or found significant.
  3. Fish tanks, simulations and designed experiences ….
  4. Squire, Videogames, Think, Pair, Share

*Please consult the Readings menu for a current list. pw = edtech386

Friday

Assignment Due: Video Game Exploration

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Week Six 17 February & 19 February |Agenda

Monday

Reading: Dalton, B. (2013). Multimodal Composition and the Common Core State Standards. Reading Teacher, 66(4), 333-339.

Screen Shot 2015-01-19 at 10.01.48 PM

 

 

Discussion | Multimodal Composition, Digital Storytelling Workshop & TPACK

Activity |

  • Anchorage

screen-shot-2015-01-21-at-4-16-10-pm

Wednesday

Reading | Lambert, J. (2012) Chapter 5: Seven Steps of Digital Storytelling, Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 53-69.

Noteworthy

Viewing | Content of Character by Bess Turner | Story Center 

Mini-Lecture | Seven Steps of Digital Storytelling

Small group activity 

  • Everyone is assigned a step to explore
  • Viewing : Content of Character by Bess Turner | Story Center 
  • Read in Lambert 5 about the main ideas of your step (relative to the digital story you just watched):
    • Prepare a talking point or two based on the reading;
    • Identify a brief quote or two from the reading;
    • Relate the talking points and quotes to the digital story you watched;
    • Ask the class about your step and discuss it with us.

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Week Seven 24 February & 26 February | Agenda

Monday

Noteworthy

Reading: Digital Storytelling, Selected Readings in the Content Areas

Small group activity (continued) –> Seven Steps of Digital Storytelling

Small Group/Paired Activity –> BlogPost | Digital Storytelling Across the Curriculum

Wednesday

Reading: Ohler, J. (2013) Chapter 14: Media Grammar for Teachers.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 226-244.

Noteworthy |

  • Video Gaming Explorations
  • Reading for week eight (next class): Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.
  • Blog Post Four due 9 March | *Reflections about your students

Resources |

Viewing | Digital Story by Kala Marshall & Michelle Ritchey

Viewing | Digital Story by Deron Cook: The mathematics of a pandemic

Screen Shot 2020-07-03 at 2.19.49 PM

Discussion : A few of my favorite things….

Small group activity (continued) –> BlogPost | Digital Storytelling Across the Curriculum

Workshops | Multimodal Literacy & WeVideo I

Assignment Due in class: BlogPost | Digital Storytelling Across the Curriculum

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Spring Break 29 February – 9 March

Week Eight 9 March & 11 March | Agenda

Monday

Reading: Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.

Noteworthy |

Discussions |

Workshop | 

WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)

    1. Basic editing in Timeline Mode
    2. Multiple tracks -> video
    3. Animation
    4. Titles

Wednesday

Reading (cont.) | Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.

Noteworthy |

  • Link to Monday|Wednesday EdTech Zoom Virtual Classroom
  • Reading for next week Monday 16 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
  • Assignment Due 16 March (in class): Script & Storyboard

Discussions |

Workshop | 

WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)

    1. Basic editing in Timeline Mode
    2. Multiple tracks -> video
    3. Animation
    4. Titles
    5. Video Levels (Dissolve)
    6. Audio
    7. Audio Levels
    8. Multiple tracks -> audio

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Week Nine 16 March & 18 March | Agenda 

Monday | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Reading (cont.) | Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process & Chapter 8: Storyboarding, Digital Storytelling. pp. 88-101.

Noteworthy | 

  • Digital Storytelling groups — sign up here.
  • Reading for Wednesday 18 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
  • Assignment Due 23 March (in class): Script & Storyboard (During that class, I will meet with each digital storytelling group to discuss their script and storyboard).

Discussions |

Workshop | 

WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)

    1. Basic editing in Timeline Mode
    2. Multiple tracks -> video
    3. Animation
    4. Titles
    5. Video Levels (Dissolve)
    6. Audio
    7. Audio Levels
    8. Multiple tracks -> audio

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

    • What to do about field observations? | Videos about Technology Integration
    • Assignment Due 23 March (in class): Script & Storyboard (During that class, I will meet with each digital storytelling group to discuss their script and storyboard).
    • Assignment Due 25 March (in class): Field Observation II Access to Technology
    • Assignment Due (in class):  Digital Story Assessment

Readings: Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.

Discussion |Ohler, J. (2013) Chapter 4: Assessing Digital Stories.

    1. Why assess?
      • Digital Stories
      • In the era of accountability & ubiquitous technology
    2. What to assess — digital story assessment traits
    3. How to assess — do I need to make a rubric? Can I establish criteria and qualitatively discuss effectiveness?

Workshop I |Script & Storyboard

Workshop II |WeVideo: video production and editing (I DO, YOU DO, WE DO, YOU DO…)

    1. Basic editing in Timeline Mode
    2. Titles
    3. Multiple tracks -> video
    4. Animation
    5. Video Levels (Dissolve)
    6. Audio
    7. Audio Levels
    8. Multiple tracks -> audio

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Week Ten 23 March & 25 March | Agenda

Monday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Workshop I | Recording voice over narration & Free Sound from the Audio Common

Workshop II |Script & Storyboard

Workshop III | WeVideo: video production and editing (Questions?)

    1. Titles
    2. Audio
    3. Audio Levels
    4. Multiple tracks -> audio
    5. other?

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

    • First Observation — Notes from the field

Discussion | Referencing and giving credit.

Workshop III | WeVideo: video production and editing (Questions?)

    1. Titles
    2. Audio
    3. Still images
    4. video
    5. Multiple tracks -> audio and/or video
    6. other?

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Week Eleven 30 March & 1 April | Agenda

Monday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Monday|Wednesday Digital Storytelling groups — sign up here.

Assignments Due (in class): 

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Workshop: Finishing and uploading your digital story

    1. How to finish
    2. Video Thumbnail
    3. Destination
    4. How to upload to YouTube
    5. How to embed a video in your weblog

Open Workshop | Digital Storytelling

Week Twelve 6 April & 8 April | Agenda

Monday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

  • 8 April No ED386/ED586 does not meet Friday Classes Meet
  • 14 April is a Tuesday and ED386/ED586 Monday Class Meets 
  • Assignment Due: Field Observation III: Classroom Technologies
  • Assignment Due (in class):  Digital Story

Introduction | Distributed Cognition|  Do Technologies Make Us Smarter?

Viewing | Digital Storytelling Festival!!!

Digital Storytelling Festival — sign up here.

Wednesday 8 April No ED386/ED586 does not meet Friday Classes Meet

Assignment Due tonight: Assessment of your Digital Story

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Week Thirteen 14 April  & 15 April  | Agenda 

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Tuesday (14 April is a Tuesday and ED386/ED586 Monday Class Meets)

Reading:  Salomon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.). Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.

Viewing | Digital Storytelling Festival continues

Introduction (cont.) | Distributed Cognition|  Do Technologies Make Us Smarter?

Discussion II |  Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Assignment Due: Field Observation III: Classroom Technologies

Readings: 

    • Salomon, G. & Perkins, D. (2005) Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.
    • Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.

Viewing |

Discussion I | More Thinking With Tools

Out in the Field  | Technology Integration Observation Instrument

Discussion: The Pedagogical Functions of Educational Technologies

Week Fourteen 20 April & 22 April | Agenda 

Monday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Reading:

    • Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.
    • Morgan, M., Brickell, G., Harper, B. (2008). Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes.  Computers & Education, 50(1), 125-147. [Focus on pages 125-132]

Resources |Technology Integration Observation Instrument

Viewing |

Discussions  | The Pedagogical Functions of Educational Technologies

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

Reading | Harris, J., Hofer, M. Schmidt, D., Blanchard, M, Young, C., Grandgenett, N. and Van Olphen, M. (2010) “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education. 18(4), 573-605.

Viewing | The Learning Landscape: Kids Monitor Terrain with Technology : Grades 3-7 / Environmental Science

Discussion I | Breakout rooms  

Discussion II | Distributed Cognition & The Learning Landscape

Discussion III | From Interaction Strategies to Learning Activity Types

Interaction Strategies (How relate to Instructional Activities and Pedagogic Strategies)? Curriculum-Based Activity Types

Friday

Assignment Due: Distributed Cognition 

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Week Fifteen 27 April & 29 April | Agenda 

Monday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

    • Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
    • Assignment Due Monday 4 May 6:00:  TPACK Design
    • ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC.  DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!

Readings:

    • Harris, J., Hofer, M. Schmidt, D., Blanchard, M, Young, C., Grandgenett, N. and Van Olphen, M. (2010) “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education. 18(4), 573-605.
    • Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (Please prepare pp. 1017-1031).

Discussion I | The TPACK Exploration

Viewing: Brief video |TPACK in Two Minutes

Discussion II

    1. Introduction
    2. Misconceptions & Difficulties
    3. Digital Resources
    4. Instruction
    5. TPACK Context

Discussion III | Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge

Discussion IV | Learning Activity Types  (The Sweet Spot)

    • Instruction 3.a
      • The Learning Activity Types Website | Helpful for choosing the right technology to help represent content. (Resources about PCK for the Design of technologically enhanced learning experiences (TELEs))
      • LATs | Designing with Learning Activity Types

Discussion V | TPACK Context

Discussion VI | TPACK — Misconceptions & Difficulties

Discussion VII | TPACK Digital Resources

Discussion VIII | TPACK Instruction

Wednesday

Noteworthy | Link to Monday|Wednesday EdTech Zoom Virtual Classroom

    • Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
    • Assignment Due Monday 4 May 6:00:  TPACK Design
    • ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC.  DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!

Reading: Mishra, P. & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. (Please prepare pp. 1017-1031).

Viewing: Brief video |TPACK in Two Minutes

Discussion II

    1. Introduction
    2. Misconceptions & Difficulties
    3. Digital Resources
    4. Instruction
    5. TPACK Context

Discussion III | Pedagogical Content Knowledge & Technological Pedagogical Content Knowledge

Discussion IV | Learning Activity Types  (The Sweet Spot)

Discussion V | TPACK Context

Discussion VI | TPACK — Misconceptions & Difficulties

Discussion VII | TPACK Digital Resources

Discussion VIII | TPACK & Learning Activity Types (Review)

    • Backwards Design in a Nutshell
    • Instruction 3.a
      • The Learning Activity Types Website | Helpful for choosing the right technology to help represent content. (Resources about PCK for the Design of technologically enhanced learning experiences (TELEs))
      • LATs | Designing with Learning Activity Types

Final Exam

Noteworthy 

  • Spring 2020 Final Exam Schedule | ED386/ED586 | Monday 4 May 6:00 – 7:50 pm
  • Assignment Due in class:  TPACK Design
  • ALL TPACK DESIGN PROJECTS ARE TO BE TURNED IN THROUGH EMAIL AS A SHARED GOOGLE DOC.  DO NOT POST YOUR TPACK PROJECT TO YOUR WebLog!

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