EDUC 802 Syllabus

Drexel University - School of Education EdD in Educational Leadership & Management Course Syllabus - Summer 2017EDUC 802 - Using and Integrating Learning TechnologiesCourse Instructor Kristen Betts, EdD 912-257-8336 [email protected] Manager TinaMarie Coolridge 215-895-1034 [email protected] Director 916-213-2790 [email protected] TechSupport Kathy D. Geller, PhD 215-895-1224 [email protected] ITG available 24/7 Press option 2 to speak w/ person off hoursTechnology SupportThe Instructional Technology Group (ITG) provides centralized support for Drexel Learn.Contact information for ITG:Phone: 215-895-1224 (available 24/7, press option 2 to speak with a person off-hours)Email: [email protected] (submits a ticket)Location: Korman Center, Room 109 (available Monday through Friday, 7:30am - 6:00pm)Live Chat: Chat Link below is available Monday through Friday, 8:00am - 5:00pm; other times thislink will submit a ticketChat Link:https://openfire.irt.drexel.edu/webchat/userinfo.jsp?workgroup=olt%40workgroup.openfire.irt.drexel.eduCourse DescriptionThis course focuses on the research, theory, and design of the use and integration of learningtechnologies in learning environments. Through team inquiry, readings, written responses,discussions, and research activities, students will explore and study the leading thinkers, practitionersand researchers’ views on the future of learning with technology and media.Concepts & ApplicationsBy the end of the course, students will:• Explore the relationships between technology, multimedia, pedagogy and learning;• Explore current issues in learning technology research including the effects of globalization;• Develop a team project using technology and a systems framework; and• Reflect on their own learning and thinking in this course.EDUC 802: Using and Integrating Learning Technologies 1

Course OutcomesThe student will be able to:EDUC802-01. Explain the emerging trends in technology and their possible effects on ourEDUC802-02. assumptions about learning.EDUC802-03. Evaluate the use and integration of learning technologies to distinguish the impactEDUC802-04. on the ways we think, learn, communicate, and make decisions.EDUC802-05. Compare and contrast the concepts of knowledge, information, and digital literacy in new teaching and learning environments.EDUC802-06. Delineate the importance for leaders to keep abreast of evolving technologies andEDUC802-07. the effects on the evolution of students' media-based learning styles over the nextEDUC802-08. decade. Describe a diverse body of current leading-edge design-based research on new typesEDUC802-09. of tools, applications, media, and environments in education, and the theories of learning that underlie these studiesEDUC802-10. Demonstrate the research skills necessary to identify and evaluate emerging technologies (just-in-time learning). Discuss in the essential conditions for leveraging technology based evaluation and research. Construct guidelines for learning design that build upon advancements in neuroscience and on learning theories that support quality curriculum, measurable outcomes, differentiated instruction, and multiple forms of assessment. Address challenges to educational equity and diversity posed by emerging technologies and strategies for overcoming these problems related to the globalization of learning technologies. Foster and support innovation and change in teaching and learning for a digital age.Integrated Ed.D. KeystonesThe following learning goals are integrated across the Ed.D. program:Community Possess the abilities to create and support communities that are the bases forGlobal Leadership sustainable change. Develop the habits of mind and competencies to lead complex organizations shaped by global forces.Personal Growth Develop the abilities to sustain one’s own leadership growth.Technology Use Use the full range of emerging technologies to reach across generations, communicate effectively, and engage others in meaningful change.Research into Action Exemplify the curiosity, inquiry skills, and scholarly competencies needed to investigate an idea and transform it into meaningful action.Note: It is important to become very familiar with the EdD Keystones since they are integratedthroughout the EdD program. You will also need to be able to discuss them as part of the EdDcomprehensive exam.EDUC 802: Using and Integrating Learning Technologies 2

Required TextBeetham, H., & Sharpe, R. (2013) (2nd Edition). Rethinking pedagogy for a digital age: Designing for 21st century learning. New York, NY: Routledge Press. ISBN-10: 0415539978 ISBN-13: 978-0415539975Publication Manual of the American Psychological Association (2010). ISBN: 1-43380-561-8 (6th edition)Required TechnologyFor this class students will need to be familiar with utilizing the following: • Blackboard Learn • Microsoft Word • Microsoft PowerPoint • VoiceThread • Students must have a microphone and speakers available to use with their computers throughout the entire program for participating in projects, Voice Boards, and Live Classroom sessions.APA Resources• APA Website: www.apastyle.org• Drexel Library Guides (Look for APA): http://libguides.library.drexel.edu/citation• Owl Writing Lab: http://owl.english.purdue.edu/owl/resource/560/01/ The Purdue Online Writing Lab (OWL) provides helpful shortcuts about APA style formatting, in-text citations, endnotes/ footnotes, and the reference page.APA Padlet & Technology Tutorials Padlet – ImportantStudents enrolled in the EdD program are required to use APA formatting with all submittedassignments. To assist students with APA, there is an APA Padlet One-Stop for Students thatincludes links and tutorials for APA along with short videos on common mistakes on in-text citationsand references. There is also a Technology Tutorials One-Stop to provide video demos of thedifferent technologies that you may use in the course. It is strongly recommended that you reviewthese resources prior to beginning your assignments.APA Padlet One-Stop for Students: https://padlet.com/onlinelink/apaonestopEDUC 802: Using and Integrating Learning Technologies 3

Technology Padlet One-Stop for Students http://padlet.com/onlinelink/TECH-resourcesAssignment File NamesAll submitted assignment files must follow the same basic protocol – lower case first initial, lowercase last name, course number, dash -, and sequential numbering of the assignment. Your firstsubmission file name should end in -1 such as bsmith(educ802)-1.docx The following assignmentswill have file names in numerical order of submission so the third assignment should bebsmith(educ802)-2.docx. The cover page, which is required, must include the Title, Your Name,Instructional Name, Course Number, and Date. The cover page and reference section do not counttoward the page count for the assignment.Faculty Office HoursThe instructor will respond to inquiries from students submitted via email or voice message within24-36 hours. In addition, students may schedule a conference with the instructor by phone or viaCollaborate. The instructor can also set up times to meet with you one-on-one by phone, Skype(ProfBetts) or using the EDUC802 Zoom link, which is shared below.Live Sessions – Weeks 1, 4 & 7 (Optional)There are three optional Live Sessions that will be held on Tuesdays at 8:00 pm ET during Weeks1, 4, and 7.Week 1: Welcome and Overview of EDUC802Week 4: Review E-Flip Book Assignment and Learning TransferWeek 7: Guest Speaker - Current and Emerging Technology ShiftsThe EDUC 802 Zoom Room link below provides desktop sharing, voice, and video options so you canconnect by computer, laptop, mobile device (iPad, iPhone, and Android).EDUC 802 - Zoom Classroom: https://zoom.us/j/389165232Dial: +1 408 638 0968 (US Toll) or +1 646 558 8656 (US Toll) Meeting ID: 389 165 232International numbers available:https://zoom.us/zoomconference?m=BFu9FFzPS_78AJOPNlB22j7c1PCfOLKFOr iPhone one-tap (US Toll): +14086380968,389165232# or +16465588656,389165232#EDUC 802: Using and Integrating Learning Technologies 4

Required ReadingsThere are three national reports that you will read throughout the course. The links are providedbelow so you can download them for easy access.Future Ready Learning: Reimagining the Role of Technology in Education (PK-12), 2016Office of Educational Technology, U.S. Department of Education.https://tech.ed.gov/files/2015/12/NETP16.pdfReimagining the Role of Technology in Higher Education, 2017Office of Educational Technology, U.S. Department of Education.https://tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdfRewriting the Rules for the Digital Age - Workforce, 2017Deloitte Global Human Capital Trend.https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/hc-2017-global-human-capital-trends-gx.pdfGrading Grade Scoring A 93% - 100% A- 90% – 92% B+ 87% – 89% B 83% - 86% B- 80% - 82% C+ 77% - 79% C 73% – 76% C- 70% - 72% of total points possible F 62% and belowEDUC 802: Using and Integrating Learning Technologies 5

Methods Of EvaluationAll assignments listed in the table below are described in the syllabus and each week in Blackboardin EDUC 802.Assignments Weight Due Dates %Discussion Forums Weeks 1, 2, 4, 7 20 First Posting by Sunday, 11:59 pm &Weeks 1: Self-Introduction & Final Post by Monday, 11:59 pm Professional Profile InfographicWeek 2: 14 Essential ConditionsWeek 4: 24-Hours Technology Word CloudWeeks 7: Learning Theories Concept MapGroup Work 5 Throughout Weeks 5 & 6E-Flip Book with Small Groups, Weeks 5 & 6 5 Monday, July 31 by 11:59 pm 10 Monday, August 7 by 11:59 pmReflections: 10 End of Weeks 3 & 10 15Week 3: Reflection #1 - Tellagami 20 Monday, July 17, 11:59 pmWeek 10: Reflection #2 - Any Application 15 Monday, September 4, 11:59 pmIndividual Assignments 100% Week 3, 6 & 10Week 3: Writing Assignment: Part #1 Monday, July 17, 11:59 pmWeek 6: Writing Assignment: Part #2 Monday, August 7, 11:59 pmWeek 10: Writing Assignment: Parts #1, 2 & 3 Friday, September 1, 11:59 pmFinal Project End of Week 9Week 9: Interactive E-Flip Book Monday, August 28 by 11:59 pmTotalNote: You are expected to submit all assignments when due via the assignment submission links providedin Blackboard. Assignments submitted after the due date will result in a point decrease per day unlessprior arrangements have been made with the professor.Drexel University Academic Calendar:http://drexel.edu/provost/calendars/academic-calendars/quarter-2016-2017/EDUC 802: Using and Integrating Learning Technologies 6

Course ScheduleImportant: The first day of class is a Monday (June 26) and last day of class is a Monday,(September 4). Weekly course materials will be available on Mondays at 7 am ET; however, thiscourse will run Tuesday to Monday to avoid conflicting due dates with other courses. Remember,your first Discussion Board post must be by Sunday by 11:59 pm and your reply posts by Monday by11:59 pm. Assignments are due on Mondays by 11:59 pm.Week Learning Activities and Experiences AssignmentsWeek1 Technology Enhanced Learning Environments Week 1 Discussion Board: Self-Introduction & Infographic.June 26-July 3 Read: Directions are in Blackboard.Monday- • Textbook: Beetham & Sharpe Note: You must post Part 1 of theMonday Discussion Board by Sunday and post Read: Introduction & Chapter 1 Part 2 by Monday at the end of Week1. • Other readings as assigned Optional: Live Welcome & Course Overview on Tuesday, June 27 at 8:00 pm ET using ZoomWeek 2 Diverse Learners and Advancements in Weeks 2 Discussion Board: Neuroscience 14 Essential Conditions.July 4-10 Directions are in Blackboard.Tuesday- Read:Monday • Textbook: Beetham & Sharpe Reminder: Writing Assignment #1 is due next week. Read: Chapter 2 • National Reports: Select two of the three readings below: o Future Ready Learning: Reimagining the Role of Technology in Education (PK-12) Read: Introduction and Section 1 o Reimagining the Role of Technology in Higher Ed. Read: Introduction and Chapter 1 o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: Introduction • Other readings as assignedWeek 3 Theory to Practice: How Practitioners Design Reflection #1: Tellagami, max. 60-90 Learning seconds using mobile device.July 11-17Tuesday- Read: Directions are in Blackboard.Monday Due: Monday, July 17 by 11:59 pm, • Textbook: Beetham & Sharpe. End of Week 3 Read: Chapters 3, 4 and Appendices 1, 6EDUC 802: Using and Integrating Learning Technologies 7

Week 4 • Instructional Design.org Assignment: Writing Assignment #1July 18-24 Review: Learning Theories, Concepts & Domains post in BlackboardTuesday- http://www.instructionaldesign.org/index.html Due: Monday, July 17 by 11:59 pm,Monday End of Week 3 Note: Review at least three learning theorists videos inWeek 5 the Video Assignments folder Week 4 Discussion Board: 24-HourJuly 25-31 Technology Word Cloud.Tuesday- Teaching and Learning with Technology and Directions are in Blackboard.Monday Mobile Learning Optional: Read: Live Welcome & Course Overview on • Textbook: Beetham & Sharpe. Tuesday, June 18 at 8:00 pm ET using Zoom Read: Chapters 5, 16 and Appendix 4 • National Reports: Select two of the three readings below: o Future Ready Learning: Reimagining the Role of Technology in Education (PK-12) Read: Section 2 o Reimagining the Role of Technology in Higher Ed. Read: Chapter 2 Sections I and II o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: Organization of the Future: Arriving Now and Careers and Learning • Other readings as assigned Leadership, Innovation, and Change Weeks 5 & 6 Group Work Forum: • Textbook: Beetham & Sharpe. E-Flip Book with Three Parts. Due Dates and Directions are in Read: Chapters 7 and Appendix 2 Blackboard. • National Reports: Reminder: Writing Assignment #2 is Select two of the three readings below: due at the end of Week 6. Details about this assignment are in the syllabus. o Future Ready Learning: Reimagining the Role of Technology in Education (PK-12) Read: Section 3 o Reimagining the Role of Technology in Higher Ed. Read: Chapter 4 o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: Leadership Disrupted: Pushing the Boundaries • Other readings as assignedEDUC 802: Using and Integrating Learning Technologies 8

Week 6 Learning in Context and Learning Transfer Weeks 5 & 6 Group Work: E-FlipAugust 1-7 • Textbook: Beetham & Sharpe. Book with Three Parts. Due Dates andTuesday- Directions are in Blackboard. Read: Chapters 11 and Appendix 3Monday • Other readings as assigned Assignment: Writing Assignment #2, post in Blackboard Due: Monday, August 7 by 11:59 pm, End of Week 6Week 7 Quality, Evaluation, and Assessment for Future Week 7 Discussion Board:August 8-14 Learning Concept Map with Learning Theories.Tuesday- Directions are in Blackboard.Monday • Textbook: Beetham & Sharpe. Read: Chapters 6, 8 and Appendix 5, 8, 9 Optional:Week 8 Live Welcome & Course Overview onAugust 15-21 • National Reports: Tuesday, August 8 at 8:00 pm ETTuesday- Select two of the three readings below: using ZoomMonday o Future Ready Learning: Reimagining the Role of Technology in Education (PK-12) Read: Section 4 o Reimagining the Role of Technology in Higher Ed. Read: Chapter 2 Section III o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: People Analytics: Recalculating the Route • Other readings as assigned Learning Design Across Environments Assignments: Work on upcoming assignments. You are encouraged to • Textbook: Beetham & Sharpe. reconnect with your groups from Read Chapters 12, 17 Weeks 5 & 6 as you finalize your E- Flip Book. • National Reports: Select two of the three readings below: Reminder: E-Flip Book is due at the end of Week 9. Details about this o Future Ready Learning: Reimagining the Role assignment are in the syllabus. of Technology in Education (PK-12) . Read: Section 5 o Reimagining the Role of Technology in Higher Ed. Read: Chapter 5 o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: The Future of the Workforce: The Augmented Workforce • Other readings as assignedEDUC 802: Using and Integrating Learning Technologies 9

Weeks 9 & 10 Learning Design: The Next Frontier Assignment: E-Flip Book post in Blackboard Due: Monday, August 28August 22 - • Textbook: Beetham & Sharpe. by 11:59 pm, End of Week 9September 4 Read: Any three of the remaining chaptersTuesday- Assignment: Writing Assignment #3,Monday • National Reports: post in Blackboard Select two of the three readings below: Due: Friday, September 1 by 11:59 pm, Toward End of Week 10 o Future Ready Learning: Reimagining the Role of Technology in Education (PK-12) Reflection #2: Application of Your Read: Remaining sections in the report Choice. Directions are in Blackboard. Due: Monday, September 4 by 11:59 o Reimagining the Role of Technology in Higher pm, End of Week 10 Ed. Read: Remaining sections in the report o Rewriting the Rules for the Digital Age. Deloitte Global Human Capital Trends Read: Remaining sections in the report • Other readings as assigned Learning Activity Details Discussion Board Participation Value: 20 points; DB Due Weeks 1, 2, 4 & 7Discussions are essential to developing understanding both conceptually and meaningfully.Discussions are a forum to share not just a summary of what you are learning about the topic, but toalso make your tacit knowledge more explicit by articulating your thoughts, ideas, and feelings withothers. You are participating in a dialogue with others, so it’s important to listen respectfully and torespond to others over the course of the week as a participant in a learning community.• Write responses that demonstrate your understanding, connections you are making, and examples that support and illustrate your ideas.• Writing helps us deepen our thinking, internalize learning, make concepts concrete, and discover connections. The research demonstrates that writing to learn helps us learn to write.Discussion board and blog posts must: • Focus on the topic; • Occur over the course of the week (not just one day); • Facilitate creative and reflective thinking, and • Facilitate collaboration and community.Rubric: Discussion Board & ReflectionPoints Criteria 5 • The author explores several aspects of the material and makes connections. • The writing includes specific examples and insights about the topics. • The writer responds to at least other posts over the course of the week with constructive feedback and/or a connection or illustration.EDUC 802: Using and Integrating Learning Technologies 10

4 • The writing is adequately developed and includes 1 – 2 examples. • The writer acknowledges 2 – 3 ideas posted by others. 3 • The writer only summarizes the reading, includes 1 example and responds to one other writer. The writer posts on only one day. 2 • The writing is not related to the reading or the prompt. 1 • The writing is haphazard and unfocused. Reflections Value: 5 points End of Week 3, Monday, July 17 by 11:59 pm Value: 10 points End of Week 10, Monday, September 4 by 11:59 pmThere are two reflections you are to post in Blackboard on Mondays by 11:59 pm at the end of Weeks 3 and 10.Reflection #1 (5%). At the end of Week 3, you will submit your first of two reflections. You are to postthis first reflection using Tellagami. Tellagami is a free app that allows you to record your voice or turntext to voice.Create your Reflection #1 using Tellagami. It should be no longer than 60-90 seconds. For yourreflection, respond to the two guiding prompts below.• What has stood out to you most during the first three weeks of EDUC 802?• What have you been able to transfer to other EdD courses or to your place of employment?Note 1: You can only create a Gami on a mobile devise since you can not create one on acomputer/laptop. You will first download Tellagami, which is a free app, to your mobile device using oneof the links below. Be creative in developing and recording your Gami.Note 2: You do not need to respond to any peers.Tellagami links:• Tellagami: https://tellagami.com• Apple App: https://itunes.apple.com/us/app/tellagami/id572737805?mt=8• Android App: https://apkpure.com/tellagami/com.tellagami.TellagamiReflection #2 (5%). Reflect on the readings and activities in which you have been engaged over the past10 weeks. You can use any type of media or technology to answer the following questions such as Padlet,Prezi, Screencast-o-matic, VoiceThread, Haku Deck, Mind Map, etc. Post your text and/or link to thisReflective Forum. You may want to click on the Technology One-Stop or App-a-pedia links as youconsider the application you would like to use for your Reflection #2. 1. What has really stood out to you professionally in the 10 weeks? 2. Have you transferred this new knowledge to your place of employment? 3. How has your perspective on technology changed over the 10 weeks?Remember that this final reflection is worth 10 points so you will want to make sure that you address eachof the three questions and support each of your responses. Be creative with your final reflection. • Technology One-Stop: https://padlet.com/onlinelink/TECH-resources • App-a-pedia: http://www.appapedia.org/EDUC 802: Using and Integrating Learning Technologies 11

Note: You do not need to respond to any peers. Group Work Forum Value: 5 points Due: End of Weeks 5 & 6The group work activity for Weeks 5 and 6 has three parts. You will be assigned to groups of 2 or 3students. The groups will be posted in the Announcements.Part 1. Group Online Conference MeetingDuring Week 5, you must meet with your group member(s) at least one time using an online conferencingplatform (e.g., Zoom, Skype, Collaborate, etc.). One member of each group must post in the GroupWork Forum, either a link for the archived meeting or a screenshot of your group meeting together onlinewith the names of those in attendance. During this meeting you will share your approach for developingyour E-Flip Book and share any work you have completed to date on your E-Flip Book.Note: Only one member from each group needs to post the archive link or screenshot to the discussionforum. In the Subject Line include your group number. In the post, include the names of your groupmembers attending the meeting along with the archive link or screenshot. Due by Monday by 11:59 pmby the end of Week 5.Part 2. Draft E-Flip BookDuring Weeks 5 and 6, all students should be developing a draft of their E-Flip Book. At the end ofWeek 6 by Sunday by 11:59 pm all students must post a link for their draft E-Flip Book to the GroupWork Forum. In your Subject Line, include your group number so your group member(s) will be able toeasily find your post.Part 3. Video/Screencasting, Voice, Text-to-Voice, or Voice-to-Text FeedbackFind your group members' posts in the Discussion Forum and review their E-Flip Books. You must replyto their E-Flip Book post with constructive feedback using Video, Voice, Text-to-Voice, or Voice-to-Text. There are many free options that you can find below in the Technology One-Stop link. You mayconsider Vocaroo, Screencast-o-matic, Jing, SpeakPipe, AudioPal, etc. Your feedback does not need to belong but it does need to be focused and constructive. You must post your links to your group members inthe Group Work Forum by the end of Week 6 by Monday by 11:59 pm . Remember to post your groupnumber in all of your replies.Note: You can post your draft E-Flip Books earlier in Weeks 5 and 6 so you can optimize working inyour groups.Technology One-Stop: https://padlet.com/onlinelink/TECH-resourcesEDUC 802: Using and Integrating Learning Technologies 12

Writing Assignments Assignment #1 (10 pts), Assignment #2 (15 pts) & Assignment #3 (20 pts)EDUC 802 has a final paper that is divided into three parts. The parts are due at the end of Weeks 3, 6, and10. You will receive a grade and feedback on Writing Assignments #1 and #2. You will have to revise thosetwo papers, based on the feedback, and submit them as part of the final Writing Assignment #3 in Week 10.For the writing assignment, you are to identify a current technology or a new technology where youwork and you must develop a framework over the three parts that supports leveragingthe technology for learning. You are to use the International Society for Technology inEducation's (ISTE) 14 Essential Conditions framework to formulate your plan for leveragingthe technology for learning. The ISTE framework is research-based and builds upon ISTE Standards fortech planning and supports systemwide change.Important: ISTE's framework is designed for PK-12 but it can easily be customized for higher education,corporations, and organizations. ISTE’s14 Essential Conditionsframework: https://www.iste.org/standards/tools-resources/essential-conditionsOptions for using the framework for the Writing Assignments include: A. Use the exact framework as it currently is so with the 14 essential conditions in your post. This may be optimal for students who work in K-12 settings. B. Customize the framework with terminology that aligns with your institution/organization/corporation. This may be optimal for students who work in higher education settings or organizations. C. Replace the framework with a similar framework that you may have in place at your institution/organization/corporation or find a framework online that aligns with your institution/organization/corporation. This may be optimal for students who work in corporations, government agencies, or international organizations. If you choose Option C, you must share the framework with the instructor. Writing Assignment #1 Value: 10 points Due: End of Week 3, Monday, July 17 by 11:59 pmWriting Assignment #1 includes the five sections outlined below. This first section of your overall paperwill provide the “Introduction” so the reader is able to understand the problem, significance, and need(rationale) for creating a14 Essential Conditions framework for leveraging the identified technology thatsupports learning. For this first part, you will want to speak with others where you work to learn moreabout the problem, collect research (data, information) that supports the need, etc.• Introduction to the Problem• Statement of the Problem• Significance of the Problem• Needs Statement• Population and SiteThis paper should be 2-3 pages double-spaced, not including the cover page or the reference section.Headings are required for this paper. Each section should include at least 2 paragraphs.Note: When you click on ISTE’s14 Essential Conditions link, you will want to click on each of the 14critical elements to review the questions that guide each critical element.EDUC 802: Using and Integrating Learning Technologies 13

Important: Review rubrics prior to starting each assignment and prior to submitting the assignments. Writing Assignment #1: Rubric (10 points)Introduction to the The introduction provides a The introduction provides an The introduction is unclearProblem & detailed and clear overview overview of the problem and with little detail in theStatement of the and the context of the context but not in detail. overview of the problem andProblem problem. Provides well- Overview is shared but little to no context for the3 points supported and robust overview should be expanded or more problem. There is no real of the problem. focused. focus on the problem orSignificance of the Statement of the problem is Statement of the problem is supporting rationale.Problem & Need clearly articulated with fairly well articulated with Statement of the problem isStatement citations, references, or limited citations, references, unclear with no citations,3 Points examples. or examples. references, or examples. 3 points 2 Points 1 PointPopulation & Site Significance Statement is Significance Statement is2 Points clearly articulated. Research Significance Statement is unclear. There is limited to no supports the intent of this clear but can be expanded. evidence showing the problemWriting: Clarity, project. Strong evidence is Limited research to support is significant.Organization of provided to show why this the intent of the project.Writing & technology is significant. Some evidence is provided to Needs statement provides noFormatting Evidence is clear, current, and show why this technology is rationale for the selection of2 Points linked to the problem significant. The evidence the technology and the need to statement. provided is somewhat clear, better leverage the technology. mostly current, and linked to 1 Point Needs statement provides a the problem statement. strong rationale for the Unsure of the population or selection of the technology Needs statement provides a the site for the development of and the need to better leverage limited rationale for the the Essential Conditions the technology selection of the technology framework. 3 Points and the need to better .99 Point leverage the technology. The writing is unclear, Clearly identifies the 2 Points unorganized and does not population and the site for the demonstrate an understanding development of the Essential The population and the site of scholarly writing. Few to no Conditions framework. for the development of the headings integrated into paper. 2 Points Essential Conditions The writing is clear, well framework is not clearly APA formatting is limited organized, and demonstrates a identified. 1 Points with errors in punctuation, in- comprehensive understanding text citations, and references. of scholarly writing. Proper The writing is clear and The references are not well formatting with headings organized in parts across balanced. Limited use of within the paper. sections of the paper. Writing Drexel databases or other APA formatting is evidenced demonstrates an research database. Includes with proper punctuation, in- understanding of scholarly minimal references in the text citations, and references. writing. Use of some References List. Does not The references include a headings in the paper. include the References for the balance of refereed and non- APA formatting needs to be paper. .99 Point refereed articles. References more well integrated using also include a balance of proper punctuation, in-text current and past research. citations, and references. The 2 Points references need to be better balanced in terms of refereed and non-refereed articles as well as current and past research. 1 PointsEDUC 802: Using and Integrating Learning Technologies 14

Writing Assignment #2 Value: 15 points Due: End of Week 6, Monday, August 7, by 11:59 pmWriting Assignment #2 includes the first seven sections of the 14 Essential Conditions outlined below.You should speak with others where you work to assist you with the guiding questions under each of theseven essential conditions below.Here are the first seven of the 14 Essential Conditions for Leveraging Technology.1. Shared Vision Proactive leadership develops a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents and the community.2. Empowered Leaders Stakeholders at every level are empowered to be leaders in effecting change.3. Implementation Planning All stakeholders follow a systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.4. Consistent and Adequate Funding Ongoing funding supports technology infrastructure, personnel, digital resources and staff development.5. Equitable Access All students, teachers, staff and school leaders have robust and reliable connectivity and access to current and emerging technologies and digital resources.6. Skilled Personnel Educators, support staff and other leaders are skilled in the selection and effective use of appropriate ICT resources.7. Ongoing Professional Learning Educators have ongoing access to technology-related professional learning plans and opportunities as well as dedicated time to practice and share ideas.This paper should be 3-4 pages double-spaced, not including the cover page or the reference section.Headings are required for this paper. Each of the seven sections above should include two to threeparagraphs. The focus should be on clarity and being succinct. Note: The vision section may be just oneto two paragraphs. Writing Assignment #2: Rubric (15 points)7 Essential Each of the seven Essential Most of the seven Essential Few of the seven EssentialConditions Conditions is addressed. Conditions are addressed. Conditions are addressed.9 points Detailed information from Some information from Very little information from interviews, data, etc. is interviews, data, etc. is interviews, data, etc. is included in addressing the included in addressing the included in addressing the guiding questions. Evidence is guiding questions. Limited guiding questions. No provided as to what is/will be evidence is provided as to evidence is provided as toEDUC 802: Using and Integrating Learning Technologies 15

Writing: Clarity, in place in alignment with the what is/will be in place in what is/will be in place inOrganization of framework. alignment with the alignment with the framework.Writing & 9 points framework. 3 PointFormatting 6 Points The writing is clear, well The writing is unclear,3 Points organized, and demonstrates a The writing is clear and unorganized and does not comprehensive understanding organized in parts across demonstrate an understandingAPA of scholarly writing. Proper sections of the paper. Writing of scholarly writing. Few to no formatting with headings demonstrates an headings integrated into paper.3 Points within the paper. understanding of scholarly 1 Point 3 Points writing. Use of some headings in the paper. APA formatting is limited APA formatting is evidenced 1 Points with errors in punctuation, in- with proper punctuation, in- text citations, and references. text citations, and references. APA formatting needs to be The references are not well The references include a more well integrated using balanced. Limited use of balance of refereed and non- proper punctuation, in-text Drexel databases or other refereed articles. References citations, and references. The research database. Includes also include a balance of references need to be better minimal references in the current and past research. balanced in terms of refereed References List. Does not 3 Points and non-refereed articles as include the References for the well as current and past paper. 1 Point research. 2 Points Writing Assignment #3Value: 20 points Due: End of Week 10, Monday, September 1, by 11:59 pmWriting Assignment #3 includes the second seven sections of the 14 Essential Conditions outlined below.You should speak with others where you work to assist you with the guiding questions under each of theseven essential conditions. It should be noted for this final writing assignment that you will be submittingyour first, second, and this third paper together as one paper. You are expected to review the feedbackprovided on the first two papers and make changes as needed.Here are the second seven of the 14 Essential Conditions for Leveraging Technology.8. Technical Support Educators and students have access to reliable assistance for maintaining, renewing and using ICT and digital learning resources.9. Curriculum Framework Content standards and related digital curriculum resources align with and support digital age learning and work.10. Student-Centered Learning Planning, teaching and assessment all center on the needs and abilities of the students.11. Assessment and Evaluation Teaching, learning, leadership and the use of ICT and digital resources are continually assessed and evaluated.12. Engaged Communities Leaders and educators develop and maintain partnerships and collaboration within the community to support and fund the use of ICT and digital learning resources.EDUC 802: Using and Integrating Learning Technologies 16

13. Support Policies Policies, financial plans, accountability measures and incentive structures support the use of ICT and other digital resources for both learning and district/school operations.14. Supportive External Context Policies and initiatives at the national, regional and local levels support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards.This third section of your paper should be 3-4 pages double-spaced. In total your final paper should be nolonger than 12 pages, not including the cover page or the reference section. Headings are required for thispaper. Each of the seven sections above should include two to three paragraphs. The rubrics are below. Writing Assignment #2: Rubric (20 points)Introduction to the The introduction provides a The introduction provides a The introduction providesProblem, very detailed and clear fairly detailed overview and limited detail in terms of theStatement of the overview and context of the context of the problem. Some overview and context of theProblem. problem. Excellent research research and support for the problem. Little to no researchSignificance of the and support for the statement statement of the problem, and support for the statementProblem & Need of the problem, needs needs statements, and of the problem, needsStatement, and statements, and population and population and site. statements, and population andPopulation & Site site. 2 Points site. 3 points 1 Point5 points7 Essential Each of the seven Essential Most of the seven Essential Few of the seven EssentialConditions Conditions is addressed. Conditions are addressed. Conditions are addressed.5 points Detailed information from Some information from Very little information from interviews, data, etc. is interviews, data, etc. is interviews, data, etc. is7 Essential included in addressing the included in addressing the included in addressing theConditions guiding questions. Evidence is guiding questions. Limited guiding questions. No7 points provided as to what is/will be evidence is provided as to evidence is provided as to in place in alignment with the what is/will be in place in what is/will be in place inWriting: Clarity, framework. alignment with the alignment with the framework.Organization of 5 points framework. 1 PointWriting & 3 PointsFormatting Each of the seven Essential Few of the seven Essential Conditions is addressed. Most of the seven Essential Conditions are addressed. Detailed information from Conditions are addressed. Very little information from interviews, data, etc. is Some information from interviews, data, etc. is included in addressing the interviews, data, etc. is included in addressing the guiding questions. Evidence is included in addressing the guiding questions. No provided as to what is/will be guiding questions. Limited evidence is provided as to in place in alignment with the evidence is provided as to what is/will be in place in framework. what is/will be in place in alignment with the framework. 7 points alignment with the 2 Point framework. The writing is clear, well 4 Points The writing is unclear, organized, and demonstrates a unorganized and does not comprehensive understanding The writing is clear and demonstrate an understanding of scholarly writing. Proper organized in parts across of scholarly writing. Few to no sections of the paper. Writing demonstrates anEDUC 802: Using and Integrating Learning Technologies 17

and APA formatting with headings understanding of scholarly headings integrated into paper.3 Points within the paper. writing. Use of some headings in the paper. APA formatting is limited APA formatting is evidenced with errors in punctuation, in- with proper punctuation, in- APA formatting needs to be text citations, and references. text citations, and references. more well integrated using The references are not well The references include a proper punctuation, in-text balanced. Limited use of balance of refereed and non- citations, and references. The Drexel databases or other refereed articles. References references need to be better research database. Includes also include a balance of balanced in terms of refereed minimal references in the current and past research. and non-refereed articles as References List. Does not 3 Points well as current and past include the References for the research. paper. 1 Point 2 Points E-Flip Book Value: 15 points Due: End of Week 9One of the final assignments is an interactive E-Flip Book. This assignment brings together your work inEDUC 802 and allows you to showcase your professional experience, academic background, andexpertise. You should review all discussion board activities and reflect on the feedback from theinstructor and your peers. Make modifications as needed as you prepare these materials for your E-FlipBook.You need to include the items in the list below as a minimum. You are welcome to include any additionalinformation you would like following these required items that you believe will add to your E-Flip Book.Interactive E-Flip Book Requirements: • Professional Experience • Academic Background • Certificates: IRB, other • Skills (language, technology, SPSS, etc.) • Sample artefacts from EDUC 802: • Professional Profile Infographic • Learning Theories Table • 24-Hour Technology Word Cloud • Learning Theories Mind Map • Other EdD coursesAdditional Considerations: • Publications • Presentations • Grants • Reviewer: Journals, Grants, Conferences • Professional Memberships • Committees • Awards, Scholarships • Volunteer Work • Teaching philosophyEDUC 802: Using and Integrating Learning Technologies 18

At the end of EDUC 802, the interactive E-Flip Books will be brought together on an EDUC 802 virtualbookshelf. E-Flip Book #2: Rubric (15 points) Quality & The quality of the interactive E- The quality of interactive The quality of interactiveAccuracy of E-Flip Book less than Flip Book is excellent. It E-Flip Book is minimal. It minimal. It includes a few Content of the required materials as 40% includes all required materials includes many of the listed and little to no additional materials. as listed as well as additional required materials as listed Content is not fully accurate, clear, succinct, or materials. Content is accurate, as well as some additional well organized. clear, succinct, and well materials. Content is fairly organized. accurate, clear, succinct, and well organized. Creativity & The interactive E-Flip Book is The interactive E-Flip The interactive E-Flip Innovation exceptionally well designed and Book is fairly well Book is poorly designed organized. It integrates designed and written. It and written. It does not 25% creativity and innovation in integrates some creativity integrate creativity or showcasing the assignments and and in innovation in innovation in showcasing Formatting, professional/academic career. showcasing the elements of theSpelling, Syntax, assignments and assignments andAPA, Punctuation E-Flip Book integrates professional/academic professional/academic outstanding APA formatting; career. career. 5% spelling is correct throughout; proper use of syntax. Correct APA formatting is APA formatting is not integrated in most of the E- integrated in the E-Flip Flip Book; spelling is Book; spelling is incorrect correct in most sections; in most sections; syntax is syntax is used properly in poorly used. various sections.Course Requirements & GradeYou are expected to attend all BB Collaborate sessions. If you cannot attend a BB Collaborate sessionbecause of a prior commitment, please email us. You will be responsible for listening to the archivedsession. For the three “optional” sessions in EDUC802, you can watch the archive sessions.EDUC 802: Using and Integrating Learning Technologies 19

The learning in this course requires in-depth reading, engaged viewing, writing, designing, discussing,teamwork, independent work, communicating, and reflecting. Be sure to communicate when you needmore support or clarification.Course ExpectationsStudents in this course are expected to be active learners and participants, requiring all students to take anactive role in their own learning and to share the learning process with the class. Evidence of activelearning includes: ♦ Being engaged in all weekly activity, which is critical to promoting a learning community within the class. ♦ Reading and watching all assigned materials and making note of questions, areas of interest, and connections you find to other readings. ♦ Active participation in weekly discussions, allowing each student to test his or her own assumptions about student development as well as expand the worldview of others in the class. Each member has an equally important story to share based on his or her own experiences and student will benefit from the viewpoints of their classmates. ♦ Attendance/Participation: As a student in this course, it is expected that you will actively participate in any online discussion boards and complete assignments on time. Assignments are due no later than the assigned due date. Exceptions to this policy will require explicit permission of the instructor in writing.Key Focus AreasDrexel University has four \"key focus areas\" which are core in all courses, where applicable. These focusareas include: 1. Communication Skills 2. Experiential Learning 3. Global Awareness 4. Problem Identification, Solution Formulation, and Implementation♦ Communication skills will be key throughout the quarter as we form our learning community and discuss, on an ongoing basis, the course topics.♦ Experiential learning is prevalent with topics such as ours that cut across so many disciplines. Sharing our past, present, and possibly future workplace experiences and expectations will enable collaborative learning to take place as we interact.♦ Global awareness is a thread clearly winding its way through our readings.♦ Problem identification, solution formulation, and implementation are very important to leadership. It is essential that they be put into practical and immediate use in our professional, personal, and community lives. IMPORTANT INFORMATIONAcademic PoliciesStudents with Disabilities Statement:Student with disabilities requesting accommodations and services at Drexel University need to present acurrent Accommodation Verification Letter (AVL) to faculty before accommodations can be made.AVL's are issued by the Office of Disability Resources (ODR). For additional information, contact ODREDUC 802: Using and Integrating Learning Technologies 20

at www.drexel.edu/odr, 3201 Arch St., Street, Suite 210, Philadelphia, PA 19104, 215.895.1401 (V), or215.895.2299 (TTY). ODR website: http://drexel.edu/oed/disabilityResources/overview/Course Drop/Withdraw Policy:Please review the following policies:Drop - http://www.drexel.edu/provost/policies/course_drop.aspAdd - http://www.drexel.edu/provost/policies/course_add.aspWithdraw - http://www.drexel.edu/provost/policies/pdf/course_withdrawal.pdfOnce a student is registered, it is his/her responsibility to attend the course, drop the course, orwithdraw from the course. The Academic Calendar provides dates for each term and program type,including quarter, semester, and accelerated programs. The Academic Calendar establishes termdeadlines. Dropping and withdrawing are distinct actions that impact your course enrollment status.In either case, a form, with signature, is required. There are billing consequences and academicrecord impacts during this process; therefore, the student must attend to the proper procedures whendropping or withdrawing from a course. Please refer to the enroll/drop/withdraw polices.Incomplete Grade Policy:Review policies on an Incomplete Grade in the Provost Office Guidelines(http://www.drexel.edu/provost/policies/grades.asp) and note that when your instructor deems anINC grade is appropriate, an Incomplete Grade Contract (available from your advisor) is required ifeligible an incomplete grade.Please note that even if a student requests an incomplete (I), it is the student’s responsibility to make sureshe/he meets the university criteria and deadlines for requesting these grades. If the student stopsattending the class, she/he will not be automatically dropped from the course or receive an INC andshe/he will receive a grade according to her/his overall performance. It is the student’s responsibility tomake sure that she/he is properly enrolled or de-enrolled in the course.Drexel Student Learning Priorities Mission Statement\"Students graduating from Drexel University demonstrate competency in a field of study evidencedby achievement of a set of program-specific learning outcomes. In addition, they also demonstratemeaningful progress in six core intellectual and practical skill areas and five experiential and appliedlearning areas. Learning in these core areas supports, and is integrated with, learning in theirdisciplines. Students exhibit levels of competency in each of these areas appropriate to their programof study, their individual interests, and their abilities. The Drexel Student Learning Priorities providethe framework for a broad education across disciplines and lay the foundation for a successfulfuture.\" To see the Drexel Student Learning Priorities Definitions select the following link: DrexelStudent Learning Priorities DefinitionsReligious Observance Policy:\"Drexel University supports an environment that respects the religious observances of others and iscommitted to make every reasonable effort to accommodate the religious observances of instructors,students, and staff.\" For the full Office of the Provost: Religious Observance Statement, please goto: http://www.drexel.edu/provost/policies/religious_observances.aspPossibility of Course Changes:Drexel Faculty reserve the right to change the course during the term at his or her discretion.Changes will be reflected in an updated and distributed via an updated syllabus. Distribution forEDUC 802: Using and Integrating Learning Technologies 21

campus-based courses will occur in class and distribution for online and hybrid courses will occur viathe Blackboard Learn course management system.Other Academic Policies:Class Cancellation Due to Unexpected Instructor Lateness or Absence andWeather/Emergency Closing Informationhttp://www.drexel.edu/provost/policyweb/cancellation_instructor_absence.htmlhttp://drexel.edu/univrel/weather/ALL Other Academic Policieshttp://www.drexel.edu/provost/policies/EDUC 802: Using and Integrating Learning Technologies 22