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Engaged Learning Project - ISTE Assignment (4.1, 4.3, 4.4, 5.2)

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Engaged Learning Project - ISTE Assignment (4.1, 4.3, 4.4, 5.2)

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Develop and describe an extended technology-supported student learning experience that models research-based practices for engaging all learners and helping them achieve required learning standards.

The project should meet the following criteria:

·     Involves students for 10 or more hours of guided instruction, collaborative, and/or independent work.

·     Models appropriate and innovative uses of technology to engage students in (1) local or global collaboration with others, (3) self-directed learning, (4) higher-order thinking, and (5) culturally responsive, authentic, meaningful learning tasks.

·     Aligns to required content standards in one or more subjects

·     Aligns to required student technology standards (District, State, and/or ISTE-Student technology standards)

·     Includes list of instructional resources needed to implement the learning experience, including technology.

This project will be completed in three phases, as follows:

·     Engaged Learning Project Idea

·     Engaged Learning Project Draft

·     Final Engaged Learning Project

Candidates will provide coaching response to peers Engaged Learning idea (25 points), draft (25 points), and final projects (25 points).

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Assume you have been assigned to serve as a Data Coach in your school, and you are about to launch a major data initiative. You will be required to convince faculty and other members of the school community to support and participate in the initiative. Develop and deliver a one-minute “elevator speech” describing the initiative and summarizing why it is important to the school improvement process. You may wish to include why this initiative is complementary to other initiatives going on in the school.

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You will maintain a public design journal that is accessible to other members of the class. You will use this journal to track your progress throughout the course, as well as to read and comment with your peers. The format of the design journal will be an Office 365 PowerPoint (Further information about creating and sharing the journal is available on D2L.)

In total, you will prepare 10 reflective responses about your short weekly projects, module readings, and other topics that pertain to creating with emerging technologies. Each response is approximately 500 words of text or other multimedia of equivalent length. This digital journal is probably the most important artifact that you will be creating as part of this course. As such, it should reflect everything about what you are learning and doing as part of this course.

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Plan for Implementing Personalized Learning - ISTE Assignment ( 5.1, 6.1 7.1, 7.2)

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Plan for Implementing Personalized Learning - ISTE Assignment ( 5.1, 6.1 7.1, 7.2)

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Candidates will devise a plan for implementing personalized learning. In the plan, the candidates will plan how to implement three key instructional components of personalized learning: 1) personalized learning plan (PLP) for individual students, 2) competency-based learning (CBL), and 3) project-based learning (PBL). The plan will include principles and standards to address each component, instructional strategies for each component, and technologies for supporting those instructional strategies. Candidates will build the plan throughout the course.

·       Principles: Candidates will 1) communicate what personalized learning principles/philosophies/professional standards they address 2) using reputable sources.

·       Strategies: Candidates will 1) choose classroom strategies 2) aligned with personalized learning principles/philosophies/standards 3) based on evaluation of strengths and weaknesses of various classroom strategies informed by research.

·       Technologies: Candidates will 1) choose reputable technology tools 2) based on evaluation of the strengths and weaknesses of various options and 3) articulate a plan of how they will facilitate personalized learning using each of the technology tools to help P-12 learners in achieving unique and specific learning goals.

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Develop an electronic portfolio based on the requirements detailed in the Portfolio Handbook.

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Lesson Plan Dev & Implement - ISTE Assignment (1.1, 4.2)

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Lesson Plan Dev & Implement - ISTE Assignment (1.1, 4.2)

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Lesson plan + Presentation

·  Students will develop and implement a lesson plan using at least 3 of the Digital Tools presented in the online modules.

·  Students will use the lesson plan template provided by their instructor with the required components.

·  Assessment tools, which include rubrics and/or checklists and teacher-created assessments, must be submitted as well.

·  Students will then create a brief (5-minute limit) ScreenCast presentation of the lesson, which includes

o   a demonstration of the 3 tools and their use, to share with the class;

o   the implementation process with a reflection on the challenges and opportunities that occurred;

o   how the lesson could be improved in the future.

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CURRENT REALITY (aka PRINCIPAL INTERVIEW)

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CURRENT REALITY (aka PRINCIPAL INTERVIEW)

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Discuss professional learning and technology in the SIP; establish principal’s goals for teacher technology use; discuss principal’s expectations for a technology coach; determine a list of potential teachers to coach; get permission to coach one individual; discuss a possible technology training need for the school.

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Digital Safety/Privacy Project -  ISTE Assignment (3.1, 3.3, 3.4)

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Digital Safety/Privacy Project -  ISTE Assignment (3.1, 3.3, 3.4)

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Candidates must mentor and model for both students and the school community the best practices of digital safety and privacy. In this multi-stage assignment, candidate will evaluate the practices of their classroom or school to identify an area of need connected to digital safety or privacy to generate a culture of positive digital citizenship in P-12 students. Based on the identified need, candidates must design and implement a course of action (e.g., action plan, lesson unit, etc.) for the target population.

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Technologies for Blended and Online Learning

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Technologies for Blended and Online Learning

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Students will research and analyze technology resources for blended and online learning. Examples include Bitmoji Classroom, Google Jamboard, and screencast software (e.g., Loom, Screencastify, Screencast-O-Matic). Students will then create a technology resource that will be integrated within their Blended/Online resources for the Unit Plan. Further instructions and rubric are posted in D2L.

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Advocacy Assignment - ISTE Assignment (2.2)

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Advocacy Assignment - ISTE Assignment (2.2)

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Candidates will advocate for equitable access to digital tools and resources for meeting learners’ diverse needs. ISTE defines equitable access as, "When all students have access to technology needed for learning and to culturally relevant curriculum and resources regardless of race, ethnicity, socio-economic status, gender identity, sexuality, ability, primary language or any other factor that might hinder or unfairly advantage one student over another." Candidates will research equitable access needs at the school or district level. Candidates will then write a grant proposal geared towards receiving funding to support a technology integrated project for their classroom, school, or district. The proposal objectives should clearly align with the determined needs and distinctly advocate for equitable access to digital tools and resources for learners with an emphasis on providing resources for students who cannot afford them. Candidates will create an artifact (ie. Adobe Spark, Google Site, etc.) which includes a description of the needs analysis and identified needs, the grant proposal and plans for submission, how they shared their grant idea to help advocate (influence decisions) for equitable access, and a reflection on their advocacy efforts.

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As the Data Coach, you must outline a plan to develop a data team at your school. Write a Data Team Summary to include the items below. Use the template provided by your professor.

a. Overview: In this section, briefly describe how your school’s data team(s) can use data to measure meaningful progress toward realization of your school’s vision (i.e. benchmarking progress toward SIP goals, etc.)

b. Purpose & Roles - Describe the overall purpose of the Data Team(s). List the specific roles of the Data Team(s).

c. Data Team Formation, Rationale & School Structures - Describe how the data team(s) will be formed and the process used to select the members. Provide a rationale for the team’s composition (Why did you select who you selected?).  If you selected a pre-existing team, provide a rationale for why. Since the current job responsibilities of team members may impact teamwork, describe existing school structures that will become venues for data discussions (i.e., early release days), and identify any new structures that may be needed to create a schedule allowing for collaborative work. In other words, how will you make time for the data team to engage in collaborative inquiry?

d. Decision-Making Authority - Explain the decision-making authority of the Data Team(s). In other words, can the team decide to implement interventions to address student-learning problems or are they responsible for recommendations to someone else for that decision?

e. Outreach Plan – The success or failure of collaborative inquiry rests on the commitment and support of key stakeholders. Create an Outreach Plan describing the various audiences you will reach out to and how you will work with them in order to build “buy-in” and support for your school’s data initiative.

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Most weeks, we will engage in weekly making projects: that is, activities where we will produce a physical or digital artifact that we will include in our design journal—this might include a cardboard construction, a paper circuit, a coding project with Scratch, and digital tinkering. These projects may also include exploring and finding additional resources to share with the class about specific emerging technologies, such as machine learning.

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Students will post to their blogs on topics assigned by the instructor. For full credit, you will need to reference/incorporate information from the required readings, other required literature, and any required web resources. In several of the online modules, you are required to create some significant online resources. These will be embedded into your blog and the blog page URL will be submitted to the Assignments folders.

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Record 3 coaching sessions with a teacher. Edit these videos down to the title and highlight rubric requirements for each one.

1.     Identify Coaching Session Video

2.     Learn Coaching Session Video

3.     Improve Coaching Session Video

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Candidates must establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency. Candidates will design and implement a lesson in a relevant context for evaluating online media for P-12 students. The designed lesson should integrate strategies for analyzing and evaluating audio, video, and/or text in a variety of mediums that are relevant to the P-12 student’s content focus and are grade-level appropriate.

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You will create a syllabus for a blended or online K-12 classroom using a template provided in Module 5. You will submit 2 documents to the D2L assignment dropbox including the syllabus and a completed self-evaluation using the Online Syllabus Rubric. This syllabus will be graded using the Online Syllabus Rubric.

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Create a Data Inventory providing a summary of all the types of data that are available in your school. Also include other student-level information your school collects as well as other types of data and/or assessments you would like to see your school begin collecting

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Innovative Design Project - ISTE Assignment (6.2, 6.3, 6.4)

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Innovative Design Project - ISTE Assignment (6.2, 6.3, 6.4)

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In this project, you will create and facilitate a design project that focuses on students utilizing a design process to innovate and solve problems. Throughout this project, you will be identifying strategies to nurture student creativity while exploring how computational thinking can be used by students to address problems that are relevant and meaningful to their lives.

These projects can take different forms, but must focus on (a) creating learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems. (PSC 6.3/ISTE-E 6c), and (b) modeling and nurturing students’ creativity and creative expression to communicate ideas, knowledge or connections. (PSC 6.4/ISTE-E 6d).

This project will have five milestones (40 points each) throughout the semester to work through the processes empathizing, defining, ideating, prototyping, and testing before implementing the project in either a formal or informal learning environment. We will be working on this project for the entire semester, but your implementation will take during the second half of the course.

Additionally, you will be sharing and reflecting on your project through the creation of a final report, including a 8-to-10 minutes screencast or video.

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Mobile App Eval. Presentation - ISTE Assignment (2.3)

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Mobile App Eval. Presentation - ISTE Assignment (2.3)

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Candidates will create an interactive Nearpod presentation dedicated to an overview of mobile apps they review. The selection of apps will include a review of standards, objectives, subject area, accessibility options and implementation plans.

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The candidate will complete a minimum of 4 coaching sessions; the journal will address strategies used as suggested in the Knight text; skill and affective changes regarding technology and instruction as demonstrated by the colleague; discuss challenges and solutions. You may communicate your journaling using any media/format/tool you like, such as blogging, vlogging, word documents, etc.

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As a data coach, imagine giving an electronic presentation to a school board, instructional team, civic organization, or parent group. You will locate and review three (3) years of demographic and student achievement data for your school as measured by school, district, and statewide assessment data. You will create a 10-15 minute concise summary of student achievement results—telling a coherent story, highlighting strengths as well as weaknesses, and emphasizing one or two key areas in which academic improvement is needed. Most importantly, the presentation should be organized, creative, clear, and convincing.

Your story should align with the mission of the school, the school’s improvement plan (SIP), and/or learning initiatives with your school/district. In addition to standardized test scores, you can use benchmark tests, national test, or formative assessments to support and inform your data overview. Please include three (3) years of longitudinal data for comparison—particularly when using the demographic data to show how the student population has changed in various subgroups. Be sure to include your school's transiency rate, if available.

The overview should be persuasive, well organized, and include relevant graphic displays such as pie charts, bar charts, and/or line graphs. Make sure all charts and graphs have titles, legends, and include the number of students reported (N=34). The key thing to remember is to make your graphic displays easy to read for your audience. Make sure there is no way of identifying any individual student in the presentation. Keep in mind the lessons you have learned in this class about analyzing and presenting data and what not to do with data.

Ultimately, the findings of your data analysis in the overview will direct your action plans. The overview should be a concise summary of results that guide the audience to understand the current state of achievement in your school and consider the issues that are illuminated in the data.

Finally, candidates will use the findings of the data overview to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

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Design one or more evaluation instruments to evaluate a school-wide coaching program at all five levels of Guskey’s evaluation framework.

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Part 1: An investigation of current learning networks in the schools and what PLNs are recommended by the school districts. Setting a goal by writing a plan for participating in at least two local and/or national learning networks during the course.

Part 2: A reflection on the experience of participating in the PLNs during the semester. This reflection could be a written reflection paper, a video reflection, or other multimedia reflection.

Part 3: A detailed plan for building possible local learning networks to promote professional learning in the department, grade level, or school.

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Candidates are required to watch and review a total of 6 coaching videos from their peers using the coaching video checklists. Each peer review will be graded for completion at 10 points apiece. This approach means that each video will be watched and graded a minimum of 3 times: twice by peers and once by the instructor.

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Action Plan - ISTE Assignment (7.2, 7.3)

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Action Plan - ISTE Assignment (7.2, 7.3)

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a. Part I

Create an action plan to address one of the weaknesses presented in the Data Overview (see Exhibits 6.4 and 6.5 on pp. 145-146 in the Data Wise text and Table 7.2 on p. 313 in Data Coach’s Guide). Describe how you would communicate these findings with students, parents, other teachers and stakeholders. Also, consider any data from your school’s improvement plan review, if applicable, in the development of your action plan.  Use the template provided by your professor.

b.  Part II

Create a comprehensive Data Coach’s action plan outlining each step you would take to launch a data initiative in your school. You will need to review all the tasks laid out in the Data Coach’s Guide and decide which activities you will implement with your data team during the first year of implementation. Use the template provided by your professor.

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You will create a unit plan for a blended or online 4-6 week unit of instruction for a K-12 classroom. If you plan to take ITEC 7481 and ITEC 7482 (be sure you have applied to the OTE program), your unit plan should be a unit typically taught in the spring semester near March for a blended or fully online class you will be teaching at your school. The unit plan should use the Unit Plan template provided in Module 6 and include a completed self-evaluation using the Unit Plan Checklist. This unit plan will be graded using the Unit Plan Checklist.

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You will create a learning module publicly accessible on the web using the web publication tool of your choice. Your module should incorporate elements of UDL to highlight how you are working toward meeting the goal you set at the beginning of the course. In the D2L dropbox, you will provide a URL to the module and a completed self-evaluation using the Blended/Online Learning Module Checklist. This learning module will be graded using the Blended/Online Learning Module Checklist.

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Screencast Design Implementation - ISTE Assignment (5.3)

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Screencast Design Implementation - ISTE Assignment (5.3)

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In your course blog, you already set a goal for how you want to improve your implementation of UDL. In designing your Online Learning Module, you implemented strategies for meeting your goal. Now, you will create a 5-7 minute screencast for colleagues that provides an example/model of Universal Design for Learning (UDL) principles in your Blended/Online Learning Module. Your screencast will explain your goal and highlight the portions of your Blended/Online Learning Module that demonstrate how you incorporated UDL in the design of your module. The screencast will adhere to the four basic design principles of Robin Williams (2014), which are contrast, repetition, alignment, and proximity. These principles will be integrated with the use of screencast titles, transitions, and the implementation of audio.

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Develop and present a capstone presentation describing your capstone project and its results.

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I think the Blended/Online Learning Module assignment aligns better with the ISTE standardd 5.3 Design and that 1.1, Set Professional Goal, can be incorporated into this. The screencasting assignment doesn't get at Instructional Design principles as well as the module would. 

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I think the Blended/Online Learning Module assignment aligns better with the ISTE standardd 5.3 Design and that 1.1, Set Professional Goal, can be incorporated into this. The screencasting assignment doesn't get at Instructional Design principles as well as the module would. 

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There is overlap between the Engaged Learning Project Assignmnt (ITEC 7400) and the Lesson Plan Assignment ITEC 7430.  Since 7400 focuses on pedagogy, and 7430 is supposed to focus on tools, I think 7430 needs a different assignment. I don't really see the difference between the assignments since the overall goal is the same that teachers plan lessons/activities that use technology to support student learning. I can cut the lesson plan assignment and just do the blog posts or come up with some other assignments other than blog posts.

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There is overlap between the Engaged Learning Project Assignmnt (ITEC 7400) and the Lesson Plan Assignment ITEC 7430.  Since 7400 focuses on pedagogy, and 7430 is supposed to focus on tools, I think 7430 needs a different assignment. I don't really see the difference between the assignments since the overall goal is the same that teachers plan lessons/activities that use technology to support student learning. I can cut the lesson plan assignment and just do the blog posts or come up with some other assignments other than blog posts.

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It look likes ITEC 7480 is going to teach students to use Screencasting software. This overlaps with ITEC 7430 content. Is there something that 7430 should do differently than 7480 ?

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It look likes ITEC 7480 is going to teach students to use Screencasting software. This overlaps with ITEC 7430 content. Is there something that 7430 should do differently than 7480 ?

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7480 is a screencasts project dedicated to the instructor and colleagues. For 7430 the screencast will be created for their students/parents in mind. If there isn't much of a difference, we can decide on another project.