Spring 2020 Calendar | Tuesday/Thursday

Go to Week:

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

Week One 14 January & 16 January: Introductions

 Tuesday | Introductions

Introductions: 

Workshop

Thursday | Introductions

Noteworthy:

  • Assignment Due Friday 17 January: Blog Post Introductions
  • Readings for 21 January | Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds. New York : Palgrave MacMillan. pp. 159-166.
  • Course Readings: Available online. pw = edtech386

Workshops 

Overview:

  • Video Gaming Exploration
  • Readings for 21 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….

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Week Two 21 January & 23 January | Agenda

Tuesday 

Noteworthy |

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

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 | 

Thursday

Noteworthy |

Reading* for next Tuesday | The MindShift Guide to Digital Games & Learning, chapters 1-2

Reading | The MindShift Guide to Digital Games & Learning

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.”

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Week Three 28 January & 30 January |Agenda

Tuesday

Noteworthy |

  • Reading* for this Thursday| The MindShift Guide to Digital Games & Learning, chapters 3-5
  • 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.
  • What must be in place for you to feel comfortable taking intellectual and creative risks in a course?
  • Please share with the class an essay that is essential to your interests/concerns as a preservice teacher.
  • A few questions and a few answers

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

Discussion |

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.”

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

Thursday

Noteworthy | Reading for next week: Gee, J.P. (2013) The Anti-Education Era. Chapter 18: Big Minds, Not Little Minds.

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

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

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Week Four 4 February & 6 February |Agenda

Tuesday

Noteworthy |

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

Discussion | Good video games, the human mind, and good learning

[these are the new google slides and docs]

Workshop | Video game play

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

Thursday

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

Noteworthy |

  • Reading for 11 February| Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19–29.

Viewing: James Paul Gee on Learning with Video Games

Workshop | Learning Circles & Video game play 

In class small groups:

Sign up | Learning Circles for Video Games Exploration

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Week Five 11 February & 13 February  | Agenda

Tuesday

Noteworthy | Assignment Due Friday 14 February: Video Game Exploration

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

Posting Images for

    • Mac
    • Windows | Print Screen + Snipping tool

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

Thursday

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

Screen Shot 2015-01-19 at 10.01.48 PM

Workshop | Learning Circles & Video game play

Friday 14 February

Assignment Due: Video Game Exploration

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Week Six 18 February & 20 February |Agenda

Tuesday

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

Noteworthy: Reading for Thursday |  Lambert, J. (2012) Chapter 5: Seven Steps of Digital Storytelling, Digital Storytelling: Capturing Lives, Creating Community.

Screen Shot 2015-01-19 at 10.01.48 PM

Digital Storytelling Assignment

Discussion | Multimodal Composition, Digital Storytelling Workshop & TPACK

Activity |

  • Anchorage

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

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

Thursday

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.

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

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Week Seven 25 February & 27 February | Agenda

Tuesday

Reading: Digital Storytelling, Selected Readings in the Content Areas

Noteworthy

Discussion : A few of my favorite things….

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

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

Thursday

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 Exploration
  • 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 10 March | *Reflections about your students

Resources |

Viewing | Digital Story by Kala Marshall & Michelle Ritchey

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 10 March & 12 March | Agenda

Tuesday

Reading | 

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

Noteworthy |

Discussions |

Workshop | WeVideo

  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

Thursday

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

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

    • Reading for next week Tuesday 17 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
    • Assignment Due 17 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 17 March & 19 March | Agenda 

Tuesday |  Link to Tuesday|Thursday 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 Thursday 19 March | Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.
    • Assignment Due 24 March (in class): Script & Storyboard (During 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

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

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 24 March & 26 March | Agenda

Tuesday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

Assignment Due (in class): Script & Storyboard (During class, I will meet with each digital storytelling group to discuss their script and storyboard).

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?

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

Assignment Due (in class): Field Observation II Access to Technology

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 31 March & 2 April | Agenda

Tuesday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

Assignment Due (in class):  Digital Story Assessment

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

Introduction | Distributed Cognition

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 7 April & 9 April | Agenda

Tuesday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

Introduction (continued) | Distributed Cognition

More Thinking With Tools

Out in the Field  | Technology Integration Observation Instrument 

Reading Salomon & Perkins (2005)  Distributed Cognition, EFFECTS OF, EFFECTS WITH & Common Educational Technologies Used in Schools

Assignment Due (in class):  Digital Story

Viewing | Digital Storytelling Festival!!!

Thursday 9 April No ED386/ED586 does not meet Easter Break

Wednesday

Assignment Due tonight: Assessment of your Digital Story

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Week Thirteen 14 April  & 16 April  | Agenda 

Tuesday (14 April is a Tuesday but Monday Classes Meet, ED386/ED586 does not meet)

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

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.

Assignment Due: Field Observation III: Classroom Technologies 

Discussion I | Thinking With Tools

    Discussion II | Distributed Cognition|  Do Technologies Make Us Smarter?

Week Fourteen 21 April & 23 April | Agenda 

Tuesday

Noteworthy | Link to Tuesday|Thursday 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 | Distributed Cognition Exploration

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

    • Reading for next Tuesday/Thursday:  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).

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 28 April & 30 April | Agenda 

Tuesday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

    • Spring 2020 Final Exam Schedule | ED386/ED586 | Tuesday 5 May 10:00 – 11:50 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!

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).
    • 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.

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 4.3
      • 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 Instruction

Thursday

Noteworthy | Link to Tuesday|Thursday EdTech Zoom Virtual Classroom

    • Spring 2020 Final Exam Schedule | ED386/ED586 | Tuesday 5 May 10:00 – 11:50 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!

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 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

  • Spring 2020 Final Exam Schedule | ED386/ED586 | Tuesday 5 May 10:00 – 11:50 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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