Welcome to EDET 632, Using the Internet in Education
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MAT 2015-16
Aaron Schmidt Andrew Fischer Brad Tombers Brian Gehring Brianna Bierma Caroline Bradshaw Colleen Caroll Dylan Peterson Elizabeth Carmichael Ezra Gibson Heidi Brook Hunter Scholtz Jake Newton Jasper Nelson John Brunn Jordan Kendall Joseph Mainardi Karli Dreer Katelyn Heller Keane Richards Kristin Vantrease Lindsay Clark Luke Gunkel Makenzie Moore Maureen D'Armand Michelle Snyder Mike Hoyt Mostapha Beya Ruth Hogle Ryan Flanagan Scott Grant Sophia Butler Stephen Fink Svetlana Filkova Terri Draeger Tom Honer Assignments- on-going 1. ePortfolio development 2. Online community 3. Professional library Assignments, scheduled 1. School edtech culture eval 2. New media development 3. Individualized learning project Resources, info 1. Evaluation, grading 2. Syllabus, timeline 3. Rubrics and assessments 4. ISTE NET T Standards 5. SAMR assessment model Model ePortfolios Alysyn Thibault (Wikispaces) (2011-12) Callie Wilder (Weebly) (2013-14) Emily Buck (Google Sites) (2011-12) Rebecca Hartwell (Google Sites) (2011-12) Spencer Beckman (Weebly) (2014-15) Model digital stories Gabe Bailey The Matanuska Colony Mara Early Elizabeth Peratrovich Abe Olsen Aleutian Relocation Chris Frank The Vital Marine Highway System Rebecca Hartwell Salmon Troller Emily Buck Confessions of a Runner Layne Sarvela Double Replacement Reaction Crystal Ahlstrom The Moose Hunt Citations images used on this site |
Hello Class of 2015-16!
Who is this course for? This course was created specifically for students enrolled in the Secondary MAT program at the University of Alaska Southeast during the 2015-16 school year. We are a huge class this year. The photo represents only half of the students! There are 36 students, who will be student teaching in many locations throughout Alaska, and in some cases outside Alaska. Course rationale This course has been created for the students of the Secondary MAT program to support them in their journey in becoming teachers. It is expected that they do now want to be educational technology specialists at this point in their careers, but rather want to use technology to support their teaching efforts in their content area. Toward that end, this course will explore the role that technology plays in teaching and learning, both in general terms and as it relates to their particular content areas. Particular emphasis is placed on exploring how technology and Internet resources can support pedagogy and teachers' professional practices. Activities focus on several areas, including ePortfolio development, understanding schools as technology cultures, the role that media development plays in student learning, using collaborative leaning communities, effectively mining the Internet for content and pedagogical resources, and developing a personal learning plan to explore an area of teaching, learning and technology. A note about ISTE NETS standards This course uses the standards developed by the International Society for Technology in Education. The ISTE NETS standards (also known as "the refresh standards" because they were updated in 2008) have become the default standard for K-12 teachers to use for integrating technology into the classroom. I identify the ISTE NETS Teacher standards that accompany every activity in this course. ISTE also has standards for students and administrators, and there is some wisdom in looking at the standards for teachers and students concurrently. However, at this point in your career you have many sets of standards in your life and we will use just those developed for you in your position as a teacher. Listed below are links to each set of standards for your convenience: Using the standards Keep in mind that I place this course somewhere in between the two realities you occupy: 1) you are a student in the MAT program and in this class, and 2) you are an emerging teacher, who is both learning from your mentor teacher and beginning to assume responsibility of your own classroom. So, much of what we do in this course models what you could do rather than what you actually have the opportunity to do with your students. You must walk a fine line as a student teacher, careful to respect your mentor teacher, while offering to institute change and develop your own activities. Therefore, often in this class we look at the standards in terms of how they could guide you if you were doing the activities in this class with your own students. In previous years, MAT students took two semesters of Educational Technology. Beginning in the Fall of 2012, they take only one. So, we will be covering a lot of ground in a short time. Theoretical considerations We will use two theoretical touchstones throughout the semester: SAMR (Substitute, Augment, Modify, Redefine) and Bloom, with whom you are probably already familiar. I recommend you go to the page on SAMR and Bloom for inspiration. Course objectives
Students will:
This course makes every effort to adapt to the realities of the MAT intensive experience, which is at the heart of the MAT program. Toward that end, the course seeks to have students take advantage of opportunities that might surface during the course of students' mentoring experience. Your ePortfolio, text
Your ePortfolio
It is the goal of this course to immerse you in the reality of the world wide web as a teaching and learning environment. Toward that end, you will be using resources that will be accessible to you after you graduate from the MAT program. In the case of the ePortfolio, this might mean using Google Sites, Blogger, Wordpress, WIX - whatever you choose. Your text You have one required text for this course: Digital Storytelling in the Classroom, 2nd edition. I used to give students the last PDF version I had created of it before sending it to my publishers, but then my publishers found out. They weren't happy. But feel free to borrow it from past MAT students. Libraries have copies of it too. All other resources needed in the course are free and are identified as the course progresses. |
