UNIVERSITY OF DUBUQUE

EDU 352 - 31 - TECHNOLOGY IN EDUCATION

Mondays/Wednesdays: 6:00-8:00 PM
MTAC 151
Fall 2015 August 21 October 14
Professor:
Michelle Weber
mweber@dbq.edu or miweber@dbqschools.org
Phone: (563) 663-1507 (cell) Fax: (563) 589-3410
Jefferson MS phone: 563-552-4700
Website:
http://udteacheredtech.weebly.com
Office Hrs:
By appointment before or after class. I work full time as instructional coach at Jefferson
MS, and am unavailable from 7:00 AM-2:30 PM. I am always willing to meet with you by appointment!
Overview/Course Description:
Technologies used for learning and instruction in the K-12 setting. Emphasis on using the broad
technological environment, current trends and issues, evaluations and effectively integrating technology
into instruction. This course is a product-intensive core course.
Prerequisites:
Education Major, Elementary/Secondary/P.E.; CIS 101 or permission of instructor.
Required Text(s), Readings, and Materials:
Instructional reading materials and videos will be provided by instructor.
Earbuds or headphones may be needed to listen to instructional videos.
You may need a flash drive (thumb/jump drive) for saving all assignments.
Most activities will require students to have access to the internet outside of the class time schedule.
MISSION STATEMENTS
University of Dubuque
As a community, the University practices its Christian faith by educating students and pursuing excellence
in scholarship. Therefore, the University of Dubuque is committed to:

The Presbyterian tradition;

Excellence in academic inquiry and professional preparation;
Relationships which encourage intellectual, spiritual, and moral development;
Community where diversity is appreciated and Christian love is practiced;
Stewardship of all Gods human and natural resources;
Zeal for life-long learning and service.

Teacher Education
Preparing students to serve as qualified, caring and effective teachers
PROGRAM GOALS (UD Teacher Education Program Goals correlate with the INTASC Principles and the
Iowa Standards for Teacher Preparation. Program Goals addressed in this course are bolded.)
InTASC Model Core Teaching Standards
Standard #1: Learner Development
The teacher understands how learners grow and develop recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and physical
areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure
inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local
and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the teachers and learners decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing
upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners,
families, other professionals, and the community), and adapts practice to meet the needs of each
learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and community
members to ensure learner growth, and to advance the profession.
Course Objectives
Provide new pre-service teachers with technology based instructional strategies that will enrich their
teaching methods and classroom management skills. Familiarize students with hardware and especially
software innovations that help to empower students to take charge of their own learning.
Student Outcomes & Competencies
Upon completion of this course, the student is able to:
1.

Analyze ethical issues facing students and teachers as they encounter technology in the
classroom.

2.

Analyze 21st Century Teaching and Learning Criteria (Digital-Age Literacy,

Communication & Collaboration, Critical Thinking & Problem Solving, and Creativity &
Innovation) and develop a list of teaching ideas and tools support high levels of these types
of learning.

3. Develop effective and efficient instructional methods by demonstrating proficiency with

integrated hardware and software that assist in the development of instructional
materials, management of professional responsibilities, and provide a variety of delivery
techniques.
4.

Produce and when appropriate deliver a multimedia lesson incorporating video and
graphics and sound into presentation media.

5.

Produce a multimedia culminating project incorporating learning from the course overall.

6.

Navigate the Internet for research and lesson designs. Build an excellence list of teacher
and student web sites that will be useful in their future classrooms.

Course Learning Outcomes

UD Program Goals

ISTE

9. Professional Learning &

Ethical Practice

6. Social, ethical, legal and

human resources.

3. Learning Environments
5. Application of Content
8. Instructional Strategies
10. Leadership and
Collaboration

1. Technology operations and

concepts
2. Planning and designing
learning environments and
experiences
4. Assessment and
Evaluation

2. Develop effective and efficient

instructional methods by demonstrating
proficiency with integrated hardware
and software
ASSESSMENT: Production of
numerous documents and projects
using MS Office 2013 and various web
2.0 tools, etc. Production of numerous
documents and projects using
computer, digital camera, scanner,
camcorder, etc.

3. Learning Environments
5. Application of Content
8. Instructional Strategies
10. Leadership and
Collaboration

1. Technology operations and

concepts
2. Planning and designing
learning environments and
experiences
4. Assessment and
Evaluation

4. Produce and deliver a multimedia

lesson incorporating video and graphics
and sound into presentation media.
ASSESSMENT: Production of 21st
Century Teacher Project, Peer
teaching presentation.

3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies

1. Technology operations and

concepts
2. Planning and designing
learning environments and
experiences
3. Teaching, learning and the
curriculum.

5. Produce a multimedia project.

ASSESSMENT: 21st Century Teacher
Project, of the students choice that is
challenging for that student.

3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies
9. Professional Learning &
Ethical Practice

1. Technology Operations and

Concepts
5. Productivity and
professional practice

6. Navigate the Internet for research and

lesson designs.
ASSESSMENT: Annotation and
compilation of multi-disciplinary web
sites via Diigo bookmarking.

3. Learning Environments
5. Application of Content
6. Assessment
8. Instructional Strategies
10. Leadership and
Collaboration

1. Technology Operations and

Concepts
2. Planning and designing
learning environments and
experiences.
3. Teaching, learning and the
curriculum.

1. Analyze ethical issues facing

students and teachers as they encounter
technology in the classroom.
ASSESSMENT: Reflection papers and
article reviews
2. Analyze 21st Century Teaching and
Learning Criteria (Digital-Age Literacy,
Communication & Collaboration, Critical
Thinking & Problem Solving, and
Creativity & Innovation)
ASSESSMENT: Web 2.0 Tool
Showcase, Class generated idea
banks

Performance Expectations:
1. Attend all class sessions and other required activities.
2. Meet all deadlines.
3. Prepare adequately for each class session using appropriate study strategies.
4. Do your own work.
5. Have and use all textbooks and required materials.
6. Listen actively and carefully in class, including following all directions.
7. Participate in class activities and discussions.
8. Write and speak effectively and appropriately.
Technology Requirements and Computing Facilities (required as appropriate):
1. Electronic Communication: Students are expected to check their UD e-mail accounts regularly
for course updates and University announcements. Instructions for forwarding e-mail from a
dbq.edu account can be found at the Technology Services link on the UD Web Page.
2. For courses using UDOnline.dbq.edu (Moodle), students are expected to login on a regular basis
to access course resources, such as the syllabus, readings, and discussion forums, as well as
upload assignments. Instructions for accessing UDOnline.dbq.edu are provided below:

Use Internet Explorer or another compatible browser to navigate to dbq.mrooms.net

In the upper right column, enter your username in the login block. This will be the same as
your University's network login (e.g., jsmith).

If this is the first time you have ever used UDOnline, then your temporary password is
changeme. Type changeme in the password field (one word, no space).

Once logged in, you will be prompted to change your password. It is best to use the same
password when logging into the University's network.

After changing your password, click on the UDOnline link to navigate to the home page. From
there, you can access your course(s) from the My Courses block located at the top right-most
column.

If this is NOT the first time logging into UDOnline, use your current password. If you forgot
your current password, select the Lost Password? link and a new one will be emailed to
your University email account.

3. Electronic Devices: All cell phones, pagers, PDAs and all other electronic devices not
medically necessary will be turned off during class times unless permission is given by the
instructor. As part of emergency preparedness, faculty may choose to ask all students to leave
cell phones on, set on vibrate and kept in pack or bag during class. Only if all cell phones
vibrate simultaneously, indicating an emergency message, may the students phone be accessed.
Course Assignments and Major Projects
1. Various projects related to use of software (family communication exemplar, smartboard
presentation, coding, etc.)
2. Participation/discussion on topics including: ethics & technology, educational resources,
assessment tools, gamification, iPad apps, coding,
3. Multimedia (Prezi/Powerpoint) lesson peer teaching/presentation.
4. Web 2.0 Tool Showcase/presentation

5. Personal 21st Century Teacher Project

6. Personal collection of education websites using Diigo
7. 2 hour classroom observation and reflection related to usage of technology
8. Readings and reflection papers.

Grading Scale
100 - 97A
96 93 A92 90 B+
89 86 B
85 82 B81 79 C+

78 74
73 70
66 69
62 65
58 61
57 or below

C
C- (repeat course)
D+
D
DF

The final grade is determined through the following weighting system.

21st Century Teacher Project & Classroom Reflection

Peer Teaching Presentation/Web 2.0
Parent Communication/Website Collection/Reflections
Class participation in all Activities

40%
30%
20%
10%

Missed or incomplete assignments will count against the final grade, and will be deducted from the total
average of that weighted score. Absences/participation will also be counted at 10% toward the final grade.
Attendance
Students are expected to attend class. Absences are considered excused only when the professor
receives formal notification from an authority, i.e., medical doctor, associate dean, etc. If you are an
athlete, see me at least a week in advance every time you might have to miss. Remember, you only get
two freebies no matter what the reason, excused or not. Excused merely denotes that the professor
has received communication that this is a UD related absence; it still is considered an absence. If you are
going to be absent, please e-mail me at: miweber@dbqschools.org and mweber@dbq.edu. I check my
dbqschools e-mail constantly during the school day.
Students with absences face stringent penalties. More than two absences will result in a lowered grade for
the course. Grades will be lowered one full grade for each absence over two (for example a B- will become
a C-). Four or more total absences may result in academic withdrawal or failing the course and it will have to
be taken over. Students with extenuating circumstances should have a discussion with the professor. The
professor may choose to write an individual learning contract to accommodate these unusual circumstances.
This will be agreed upon in writing and placed in the students Teacher Education file .
Late Work
Late work is unacceptable and will dealt with severely. Students who turn in late work may not be allowed
credit on the project(s). If the professor does allow a student to make up a project or assignment it is at
the professors discretion to make the maximum grade achievable at only 80% of the total number of
points. Thus, any errors the student may commit (on the make-up test, quiz, or other major assignment)
will be deducted from the 80% possible maximum). Amount deducted from late work will increase
dependent upon the number of days late.
Dress Code
The dress code for field experiences can be found in the Teacher Education Handbook. It is also
expected that education students dress appropriately for class. Hats at no time should be worn in class.
When peer teaching or presenting in class students should be encouraged to dress professionally .

Schedule of Assignments/Calendar:
The schedule below is tentative and is subject to change by the course instructor.

Date

Class Topics

Assignment

Mon, 8/31/15

Class syllabus, Build a 21st Century Learner;

New Learners of the 21st Century

New Learners of the 21st

Century Reflection paper
due 9/2/15
Digital Citizenship Activity
& Ethics Article Review
due 9/2/15

Wed, 9/2/15

Ethics and Technology: Implications for

Professionals, Digital Citizenship, Copyright, Fair Use

Parent Communication
exemplar due 9/9/15

Wed, 9/9/15

21st Century Teaching and Learning: Digital Age

Literacy

Mon, 9/14/15

21st Century Teaching and Learning: Communication

and Collaboration

Wed, 9/16/15

21st Century Teaching and Learning: Critical Thinking

& Problem Solving

Mon, 9/21/15

21st Century Teaching and Learning: Creativity &

Innovation

Wed, 9/23/15

Smartboards; Create a Smartboard demo

Work time on Smartboard demo.
21st Century Teacher Project guidelines/ideas

Mon, 9/28/15

Web 2.0 Tool Showcase Share 1 of your 4 Web 2.0

Tools with the class
Creating screencasts and teaching videos using
iPads.
Video creation, editing, and submitting.

Wed, 9/30/15

Share Keystone AEA Tech Resources.

Smartboard demo presentations

Mon, 10/5/15

Technology and Assessment Showcase

Wed, 10/7/15

Peer Teaching Presentations

Mon, 10/12/15

LMS Learning Management Systems & Flipped

Classrooms Edmodo, Brainhoney, Etc

Wed, 10/14/15

Share 21st Century Teacher Project; course evals

Flipped: PLN Exploration

Reflection due 9/14/15
Join Diigo; Join EDU 352
group; Diigo website
collection due 9/23/15
Flipped: iPad Scavenger
Hunt & Hour of Code
Reflection due 9/16/15
Diigo website collection
due 9/23/15
Flipped: Gamification
Challenge Reflection due
9/21/15
Diigo website collection
due 9/23/15
Flipped:
Diigo website collection
due 9/15/15
Flipped: Web 2.0 Tool
Showcase due 9/28/15
Smartboard Demo due
9/30/15
21st Century Teacher
project due 10/14/15
Flipped: Submit edited
video via LiveText.
Flipped: Smartboard
Demo due 9/30/15
Keystone AEA resources
due 9/30/15
21st Century Teacher
project due 10/14/15
Flipped: Technology &
Assessment Showcase
due 10/5/15
21st Century Teacher
project due 10/14/15
Flipped: Peer Teaching
Presentation due 10/7/15
21st Century Teacher
project due 10/14/15
Flipped:
21st Century Teacher
Observation due 10/12/15
21st Century Teacher
project due 10/14/15
Flipped:
21st Century Teacher
project due 10/14/15

Assignments: All assignments will be submitted through LiveText, unless you are specifically told
otherwise. If you do not have have LiveText account, it is your responsibility to purchase one! All grading
rubrics are posted in LiveText and I encourage you to use these as you work on projects. This is posted
online in on the website (http://udteachertech.weebly.com), Google Calendar, Moodle, and in LiveText. It
will be updated as necessary.

Flipped Assignments:
Patterns of Innovation - 21st Century Teaching and Learning Reflection
DUE: Wed, 9/2/15
21st Century Teaching &
Learning Reflection

DUE: Wed, 9/2/15

Ethics & Technology
Reflection

DUE: Wed, 9/9/15

Communicating with Families
Exemplar
This is a great artifact for
your portfolio.

DUE: Mon, 9/14/15

PLN Exploration

Complete a 1 page, single spaced reflection on 21st Century Teaching and

Learning. Using the Partnership for 21st Century Skills website learn more about
at least 2 different exemplar schools and things they are doing to implement 21st
century practices. What things are these schools doing that make them
exemplary in the area of 21st Century Education? Have you seen these types of
activities in schools that you have been placed at? What types of traits does a
teacher need to work in a 21st Century school?
Ethics & Technology Reflection: Complete a 1 page, single-spaced reflection
on the articles you read. How does this topic impact you as a future teacher? Did
the articles provide you with "food for thought?"
1. Complete the Digital Footprint Quiz
https://survey.vovici.com/se.ashx?s=705E3ED00F4536E1
2. Read Building a Digital Reputation Defensive Strategies
http://gradpost.ucsb.edu/tools/2013/2/6/building-a-digital-reputation-part-idefensive-strategies.html
3. Choose 2 additional articles related to educators and ethical technology
usage. Articles are linked on the course webpage.
http://udteacheredtech.weebly.com/ethics--technology.html
Flipped Assignment: Create a newsletter or syllabus discussing your
classroom and class(es), or introducing yourself as a student teacher to your
class/parents. You must have at least 6 topics and 6 photos/graphics. You may
make up information including; classroom rules, personal information,
curriculum for the year, discipline policies, stories about your students, a poem,
reading list, crosswords etc. Tailor it for a particular grade level and/or subject
area and be creative. You must include word art, an inserted photo, and a graphic
from clip art. Have fun with this and again, think about the future and actually
creating a 4-season or semester newsletter for students and their families! See
rubric for grading criteria.
Acceptable choices include: https://www.smore.com/ http://letterpop.com/
Microsoft Publisher or Word
Flipped Assignment: Complete the PLN (Personal Learning Network)
Exploration found on the course website, then complete a 2 page, single-spaced
reflection paper including the items below:
1. Blogging (1 paragraph)

Find at least 1 educationally-related blog. It can be one that relates to

an individual teacher's classroom, a content area, technology, or any
topic related to education.

Include in your reflection name of blog and url, why this blog interests
you, and at least one idea that you want to use in your future classroom.
2. Twitter (Microblogging): (1 paragraph)

Set up your own twitter account (if you don't have one already)

Find at least 10 educationally related individuals to follow. Include these

user names.

Use a hashtag to find education-related tweets. Which one did you try?
What did you find that you think you could use in your future
classroom?

Reflections on Twitter. Do you think it is useful for a future educator?

Why or why not?
3. Webinars: (1 paragraph)

Find a webinar to "attend." It can be one that happens "live" or one that
has been previously recorded.

Include the name and url of the webinar. Reflect upon your experience.
Is this a useful method of professional development for teachers?
4. Social Bookmarking (1 paragraph)

Don't forget to set up your account via Diigo. You will need it for the
website collection.
Pinterest is an excellent social bookmarking tool for education. Find at
least one idea through Pinterest that you want to utilize in your future

classroom. Include the image and url, describe the idea, and why you
want to use it in the future.
Provide a conclusion to your paper that provides a thoughtful reflection of PLN
topics. What did you learn? Is this method of professional development
worthwhile?

DUE: Wed, 9/16/15

iPad Scavenger Hunt

Flipped Assignments:
iPad Scavenger Hunt & Tablet App Review: Complete the iPad
scavenger hunt by following the directions located here:
http://udteacheredtech.weebly.com/ipad-scavenger-hunt--tabletapps.html
For your review, create a list of the apps you utilized on the scavenger
hunt and provide a 1-2 sentence description of what the app can do and
how it can apply to your future classroom.

&
Hour of Code Reflection

DUE: Mon, 9/21/15

Gamification Challenge &
Gaming in Education
Reflection Paper

DUE: Wed, 9/23/15

Diigo Website Collection

Hour of Code Reflection: Choose a coding activity from the Hour of

Code website: http://csedweek.org/learn and reflect on your experience
in computer programming. Include: name of activity, what is its purpose,
how youd use it in a classroom, and why code.
Provide a conclusion to your paper that provides a thoughtful reflection
of tablet apps and coding. What did you learn? How will the usage
of these two mediums assist in education?
Flipped Assignment: Participate in the EDU 352 Gamification
Challenge. Read one of the articles linked on the class website:
http://udteacheredtech.weebly.com/edu-352-gamification-challenge.html
Then participate in the gamification challenge by:
Earning badges by completing challenges below. As you complete
challenge, you will be awarded badges that will be saved in your online
journal at https://badges.forallschools.com/login/ once the assignment is
graded. Click the images on the class website to enlarge the
descriptions for the Gamification Challenge. You are required to complete
at least 6 challenge areas but are encourage to complete the entire
challenge!
For each challenge badge, you will be asked to:
1. Play a game from particular area.
2. Your final assignment is to write a 1 page single-spaced reflection
paper related to gamification challenge you completed. First share a
brief summary of the article you read. Then share the games you played
and a 1-2 sentence description/educational merit. Finally focus on these
questions: Do you think gamification is worthwhile for education?
Explain. How would you incorporate educational gaming into your future
classroom?
Flipped Assignment: Begin a collection websites that will be useful to
you as a future teacher. We will be using the social bookmarking site
Diigo to collect these websites. We are using Diigo for several reasons. It
is a social bookmarking site that allows others to see what you've found.
It allows you to access your bookmarks anywhere you have internet
access. Finally, this tool allows you to highlight important text on the page
as well as at comments or sticky notes to the page. Watch the
screencast to learn how to join Diigo, the EDU 352 group, and create
bookmarks.
You must identify a minimum of 20 websites and bookmark them to your
Diigo account. You should find at least 2 websites in the following
categories: * Language Arts * Math * Social Studies * Science * Physical
Education/Health * Education games * Lesson Plans/Teacher Sharing *

DUE: Mon, 9/28/15

Web 2.0 Tool Showcase

DUE: Wed, 9/30/15

Smartboard Demo

DUE: Wed, 9/30/15

Keystone Technology
Resources

DUE: Mon, 10/5/15

Technology & Assessment
Reflection

DUE: Wed, 10/7/15

Peer Teaching Presentation

DUE: Mon, 10/12/15

Collaborative Tools/Web 2.0 The remaining websites are your choice. For
each website you bookmark in Diigo, you will need to include a 1
paragraph comment or sticky note. This comment should share why you
choose this site and how it could be used in your future classroom. Save
these as public bookmarks!!!
Flipped Assignment:
During this course you have created a resource list of multiple Web 2.0
Tools with your collaborative groups. For this assignment choose 1 Web
2.0 tool (4 total) that would assist you in teaching in the following areas:
* Digital Age Literacy
* Communication & Collaboration
* Critical Thinking & Problem Solving
* Creativity & Innovation
Then write a 1 paragraph review of each web 2.0 tool including: name,
url, how it works, your opinion about this tool.
Provide a conclusion to your paper that provides a thoughtful reflection
of web 2.0 tools and their connection to the 21 st Century Teaching
and Learning Skills. What did you learn? How will utilizing web 2.0
tools enhance your students proficiency in these areas?
You will create a demo using Smartboards notebook software. You will
choose a topic for your demo related to your future classroom/endorsed
area. Your cohesive presentation should be at least 4 pages/slides long
and should include the following items: * Inserted images, from the
gallery or web. * Reveals * Pops * Cloning * Directions off the page *
Self-checking ability * Grouped items You may use items that you find
online, but YOU MUST ADAPT them.
Flipped Assignment: Become the expert on your assigned Keystone
Technology resource and teach your classmates about this resource by
completing the assigned webquest.
Give a short summary of this tool (think 1-2 sentences) List 5 ways it
could be used in a classroom. What is your opinion or review of this
resource? Was it user-friendly for teachers? For students? Would it be a
resource you could easily use? Share your answers to these questions in
the Google Presentation. Include an image as well as a video (if one can
be found). Personalize your slide as well.
Flipped Assignment:
Complete a 1 page, single-spaced reflection on the topic of technology
and assessment, focusing on your assigned tool. Include: name,
explanation of how the tool works, and applications for your future
classroom. Create 1 assessment using the tool included in your
reflection. You will share your assessment with the class on the due
date.
Flipped Assignment:
Create a presentation that you can use in your future
classroom/endorsed area.
Your presentation will teach a lesson on a specific topic of your choice
(appropriate to your endorsed area).
You will include graphics, photos, transitions/animations, opportunities for
assessment, and at least 1 embedded video.
Your presentation must have a minimum of 10 slides and must include a
reference page (with properly cited references).
You will teach your lesson in your presentation to the class on the due
date.
Flipped Assignment:
You will observe in a 21st century elementary or secondary classroom for

21st Century Classroom

Observation Reflection

2 hours. Your choices to complete this assignment are to complete your

hours at Kennedy Elementary or Jefferson Middle School. Professor
Weber will assist you in making arrangements. Your 2 page, singlespaced reflection will include the following:
1. Name of teacher, grade level, subject area
2. A completed 21st Century Teacher/Learner Checklist
3. Discussion on at least 2 of the areas you observed. How did the
teacher/students utilize the technology? What 21st century skills
did you notice in play in this classroom? What do
teachers/students think about the technology/skills they are
teaching/using?
4. How will you apply your learning to your future classroom?

YOU MUST INCLUDE:

Background information on the technology
How you will use this in your classroomgrade level targeted etc.
Completed project
If it is a technique you will teach students to usethen give instructions
and sample project (exemplar).

Criteria:

21st Century Teacher Project

DUE: Wed, 10/14/15
Note: This project is worth
40% of your grade in this
course. It must be something
that is worthwhile and shows
creativity and effort. You
should start thinking about
this project NOW!

New and Innovative This project is something that stretches you a little.
You have not used or maybe even experienced this technology before.
Classroom Appropriate This is something that you can use you your
endorsed area.
Creativity and Quality It is evident that you have put time and effort into
this project. It goes above and beyond.
Mechanics Grammar, punctuation, spelling, technology links,
navigation, etc are perfect.
TOPIC CHOICES:
* Create a mini unit (4 lesson plans) that on a topic related to your
endorsed area; each lesson must focus on one of the following skills:
Digital-Age Literacy, Communication & Collaboration, Critical Thinking &
Problem Solving, and Creativity & Innovation.
* Create a screencast or video for a flipped or blended classroom. The
video must be at least 8 minutes in length and be on a topic related to
your endorsed area.
* Gamify your future classroom. Choose a teaching unit, classroom
procedures, or another classroom appropriate topic. Then gamify this
activity.
* Create an educational game for a topic in your endorsed area. Note:
This game must be created using technology.
* If you have another idea for your final project, it must be approved by
Professor Weber. A classroom website will not be approved.

Academic Dishonesty Policy:

The University of Dubuque expects students to be honest in academic matters. We expect each person on campus
to be forthright and direct, and to value integrity in all his/her dealings. Activities and attitudes should be consistent
with high academic standards and Christian commitment and should be consistent with the Mission and Values of the
University (University of Dubuque Student Handbook, 2008-09). Please see the Values Violations section of the
UD Student Handbook for appropriate definitions, procedures and possible sanctions related to Academic Dishonesty
(http://www.dbq.edu/studentlife/pdf/UDStudentHandbook.pdf )

Academic Success Center:

The Academic Success Center is located on the second floor of the Myers Library. The phone to the Center is 5893262. This center can assist you in developing basic academic skills and can provide tutoring referrals. Please
contact your instructor to discuss Academic Success Center services that might assist you in achieving course
outcomes.

Library Support
Librarians are available to assist you in every stage of research assignments. The Reference Desk is located on the
first floor of the Myers Library. The phone to the Reference Desk is 589-3770. Librarians also answer questions by
email (reference@dbq.edu) and instant message (screen name: udreference). Librarians can assist you in
developing basic academic research skills and provide referrals as needed. Each academic department has an
assigned librarian. Please contact your instructor to discuss library materials and services that will assist you in
achieving course outcomes.

Americans with Disabilities Act (ADA) Statement:

Reasonable accommodations are available for students who have a documented disability. Please notify (Michelle
Weber) during the first week of class of any accommodations needed for the course. Late notification may cause the
requested accommodations to be unavailable. Confidentiality of all requests will be maintained. All requested
accommodations must be approved through the Academic Success Center, 2nd floor Myers Library (589-3262).

This syllabus, course calendar and other attending documents

are subject to change during the semester.