MAT Ed Tech
  • Home
  • Contact
  • ePortfolio development
  • Online community
  • Maintaining a resource library
  • Grading
  • Scheduling, timelines
  • Rubrics, assessment
  • SAMR, Bloom, evaluation
  • Assessing your school's technology learning culture
  • Creating, evaluating new media narrative
  • Individualized learning project
  • Citations
  • ILP Inspiration

Welcome to EDET 632, Using the Internet in Education 

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
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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:
  1. ISTE NETS for Students
  2. ISTE NETS for Teachers
  3. ISTE NETS for Administrators
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​Using the standards
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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:
  1. Conduct and document an inquiry of their school as a teaching, learning and technology environment in order to identify equipment availability, Internet use rules and policies, collaborative learning opportunities, teacher and student expertise resources, professional development opportunities and leadership resources and practices related to using technology and the Internet.
  2. Create and populate an Internet resource library that they use to enhance teaching, learning and professional practice with regard to their use of technology in education generally, and to their content area specifically.
  3. Create and populate an online ePortfolio using free online tools in order to demonstrate their learning during the semester; gain proficiency in the utility and aesthetics of creating an online resource; and demonstrate how to use an ePortfolio to reflect upon their practice.
  4. Participate in and reflect upon their experience as a member of an online discussion group or community that supports their professional practice that draws on an audience larger than their cohort (typically statewide, national or international).
  5. Plan, develop and post an original piece of media using a media planning process and media planning tools that enhance the professionalism and reflective quality of their media piece, and can serve as a model for student production.
  6. Develop a media evaluation rubric to be used with their students that reflects the principles of effective research and media-based narrative.​
  7. Demonstrate their understanding of using technology for teaching and learning through the development and implementation of an individualized learning project that uses technology in their content area.

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.



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