Shepherd University

Education 380-03/500-01: Technology in 21st Century Teaching and Learning

Fall 2016
Wednesday 5:00-7:40
Knutti 112
Georgiann H. Toole, Ph.D.
E-mail: gtoole@shepherd.edu
Office Phone: (304) 876-5069

Office hours:
Monday
2PM-5PM
Wednesday 10PM-1PM
or by appointment; email any time

Office: KN 208B
Course Description
EDUC 380/500 provides the opportunity for teacher candidates to learn about the use and integration of
communication technology, and to use this technology to support learning in a K-12 setting.
The focus of this course is the effective use of 21st century technology in the contemporary classroom. The
course aims to help teachers use the power of computer technology to spark students' imagination and
ultimately move them toward greater learning.
This course provides a critical analysis of the full range of educational technology and its use in the classroom.
In this course, pre-service teacher candidates will develop knowledge, skills, and dispositions which support the
use of technology to create effective learning environments that provide opportunities for students to interact
with content in meaningful ways and to assess students in non-traditional ways. (Prerequisite: Admission to
Teacher Education)
Course Goal and Objectives
The goal of this course is to help students increase their theory-based and applied knowledge and skills in
integrating technology as part of a K-12 learning environment.
More specifically, students will:
o
o
o
o

Identify opportunities where educational technologies can extend and enrich a K-12 classroom,
Plan and design effective learning materials using widely available technology,
Use various software and web sources to produce quality educational products,
Help to establish and then participate in a community of practice by communicating with
colleagues, sharing resources, and collaborating on projects via technology-supported
mechanisms, and
Evaluate and reflect on their own implementation of educational technologies to support student
learning in a K-12 classroom.

Learner Responsibilities
Student and instructor share the responsibility for evolving uses of class time which are valuable to each
person involved. It is expected that students share information and act as resources to each other.
The instructors role is that of observer, facilitator, and participant. Each student is responsible for exploring
ways of using this resource to maximize her/his learning.
Students must stay current with all readings and assignments. Assignments and written materials are due on the
assigned date.
Assignments will be based upon the needs of the students as a group and as individuals to meet the general
objectives of the course. Therefore, it is the responsibility of the student to evolve alternative assignments and
experiences with the group and the instructor if at any time this seems necessary to promote interest or growth.
1

Course Objectives
1. Demonstrate knowledge, skill, and understanding of concepts related to NETS technology standards for
learners. NETS-T 1a (P), 5c (P)
2. Demonstrate growth in technology knowledge and skills within contemporary and emerging
technologies. NETS-T 3a (P), 3b (P), 3c (P), 5a (P); WVPTS 2c (I), 3b (I)
3. Design developmentally appropriate learning opportunities that apply technology enhanced instructional
strategies to support the diverse needs of learners. NETS-T 1a (IPA),1b (IPA), 1c (IPA), 1d (IPA), 2a
(IPA), 2b (IPA), 2c (IPA), 2d (IPA), 4b (IP); WVPTS 1b (IR), 1d (IR), 2a (IR), 3d, f (IR)
4. Apply current research on teaching and learning with technology when planning learning environments
and experiences. NETS-T 1d (I), 5b (I), 5c (IR)
5. Identify and locate technology resources and evaluate them for accuracy and suitability. NETS-T 3a (I),
3d (IR), 4a (IP), 4b (I)
6. Plan strategies to manage student learning in a technology-enhanced environment. NETS-T 3b (IR), 3c
(IR)
7. Facilitate technology-enhanced experiences that address content standards and student technology
standards. NETS-T 1b (IR), 1d (IR), 2a (IRP), 2b (IP); WVPTS 1a (P), 1b (P), 3a (P)
8. Apply technology to develop students' higher order skills and creativity. NETS T
1a (IRPA), 1b (IRPA), 1c (IRPA), 1d (IRPA), 2a (IRPA), 2b (IRPA), 2d (IRPA), 3c (IP); WVPTS 1b
(IP), 2a (IP), 2a (IP), 2f (I)
9. Apply technology in assessing student learning of subject matter using a variety of assessment
techniques. NETS-T 2d (IRPA), WVPTS 3e (IPA)
10. Use technology resources to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning. NETS-T 2b (IP), 3b (IP), 3c (IP), 3d
(IPA), 4c (IP); WVPTS 3e (IPA), 3f (IP)
11. Use technology resources to engage in ongoing professional development and lifelong learning. NETS
4d (IP), 5a (IP), 5c (IP), 5d (I); WVPTS 5f (IR)
12. Continually evaluate and reflect on professional practice to make informed decisions regarding use of
technology in support of student learning. NETS-T 2a (IP), 4c (IP); WVPTS 4a (IP), 4c (IRP)
13. Use technology to communicate and collaborate with peers, parents, and the larger community in order
to nurture student learning. NETS-T 3b (IP), 3c (IP), 4d (IP), 5a (IP)
14. Model and teach legal and ethical practices related to technology use. NETS-T 4a (IRP), 4c (IRP)
15. Identify and use technology resources that affirm diversity and empower students regardless of
background, characteristics, and abilities. NETS-T 2b, 2c (IRP), 4b, 4d (IP), WVPTS 2a (IP), 3a (IP)
16. Promote safe and healthy use of technology resources. NETS-T 4a (IP), 4c (IP)
17. Facilitate equitable access to technology resource for all students. NETS-T 4b (IP)

Course Materials
Keep all course materials on a flash drive. No textbook is required for this course; journal articles and other
readings will be provided in electronic format.

Tk20 Assessment Data System: This system is required material for your EDUC courses. It provides constant
and detailed evaluation of your SU teacher education program, and provides you with a record of your EDUC
coursework and assessments. Go to https:// shepherd.tk20.com to purchase your account, or purchase it through
the bookstore. Your one-time purchase is good for 7 years, and you will use it in all EDUC courses throughout
your teacher education program.

Learning Outcomes
Shepherd University has adopted goals from the American Association of Universities and Colleges (AAC&U)
Liberal Education and Americas Promise (LEAP) initiative (http://www.aacu.org/leap/index.cfm) with minor
modifications. There are four that our campus has adopted; this course addresses all of them:
Goal No. 1: Knowledge of Human Cultures and the Physical and Natural World
Goal No. 2: Intellectual and Practical Skills throughout the Curriculum
Goal No. 3: Personal and Social Responsibility
Goal No. 4: Integrative Learning

This course addresses the following LEAP Goals learning outcomes/competencies:

Critical Thinking
Creative Thinking
Information Literacy
Oral Communication

Life-long Learning
Inquiry and Analysis
Teamwork and Problem Solving
Written Communication

These will be assessed through the satisfactory completion of course requirements.

Other Information
Academic Integrity:
Each student in this course is expected to abide by the Shepherd University Academic Integrity Procedures
found in the Shepherd University Student Handbook
(http://www.shepherd.edu/students/studenthandbook.pdf).
Department of Education resource: Education Media Lab
Room G2 (ground floor) of Knutti Hall has been developed as a resource room for education students, and is
available to students enrolled in EDUC 351/2, 353/4, 336, 370, 380, 443, Special Methods courses, and current
Student Teachers, plus SESA and KDP officers or committees. The coordinator of this room is Dr. Dori
Hargrove (KN-101A, dhargrove@shepherd.edu). Please check the Media Lab door for available hours
beginning the third week of the semester. Resources in the Media Lab include laminating machine, five
computers with printer, scanners, bulletin board paper, consumable supplies for creating classroom materials,
paper cutter, poster-maker, etc. By signing in to use this room, you are agreeing to:
follow all written directions for use of all equipment,
document the number and type of consumable materials you use (to assist with reordering),
turn off or appropriately close any resource used, and
be sure the room and cabinet doors are locked and light is turned off, and return keys to the designated
location if you are the last to leave.
Before using the Media Lab, you must attend a Training Session. A Schedule for the Training Sessions will be
posted on the Media Lab door.
Inclement weather/campus emergency policy
Whenever unusual circumstances arise on an SU class day, I will email you ASAP to let you know if class will
be in person or online, so in case of inclement weather or other emergency, check your SU email and/or my
phone message to determine any changes in class schedule.
Plagiarism
Students suspected of receiving unauthorized aid on any assignment will be given the option of withdrawing
from the class with a grade of F or having the matter referred to the SU judicial process.

Assignments and Evaluation: You are encouraged to contact the instructor immediately for clarification on
any assignment. Do not wait until the due date nears!

Assignment Due Dates: Late assignments without prior written approval will not be accepted and
will receive a score of zero.

I. SU in-class class assignments: Teacher candidates are expected to attend each session, prepared to
discuss the readings and other assignmentsthis requires that you demonstrate your awareness
of the information, your ability to interpret the material by relating it to public school teaching
contexts, and your appreciation of multiple values and ideas that can be drawn from the
information. You are encouraged to write down questions and thoughts that you have regarding the
readings, and come prepared to ask these questions in class. Be prepared to contribute meaningful
observations, questions, and analysis at each discussion. Attendance is required at each session and
is tied to participation (see grading section). If you are not present, you obviously cannot participate
that day; both your course grade and your understanding of the topics covered will be negatively
affected. University guidelines apply to absences from SU classroom sessions.
II. Projects
A total of seven class projects will be completed during the semester. These projects will further your understanding of
the various technologies available to educators, and will give you a chance to work with them hands-on. These projects
should be organized as a Unit of Instruction (use the Unit Portfolio Rubric as a guide). For specific information on the
requirements of each project, see each Project section below. Note that many of the projects must include a complete
lesson plan, showing how you would make use of the technology in real-world teaching.
Note: many of these projects are based on those designed for a University of Virginia course taught by Willy Kjellstrom.

A. Class Project Website

You will use a personally-designed class project website to organize and share several projects throughout the semester.
You can build your website yourself with Dreamweaver or another tool and host it in your Home Directory, or you can
use a Web-based application, such as Google Sites, Wikispaces, PBWorks, Wix or Weebly. Your project website will
have the following pages:

Homepage
Project overview (a page which lists the projects you are doing)
Overall structure of your Unit Plan
Page for each project, including:
o Teaching resources (links and other sources used in class)
o Teaching materials (any materials relevant to your projects)
o Lesson Plans (where required)
o Reflection on each project as it is completed

Once you have built your website, e-mail me (gtoole@shepherd.edu) the URL for it. Although you will have your website
created by the due date, you will continue to add content as you complete the course. The final evaluation of the website
will occur at the end of the semester.
B. Personal Blog
Using an online blogging service (e.g. Googles Blogger, Edublogs-Wordpress) to create a personal blog for your work in
this course and the field work you are doing for other EDUC courses this semester. If you choose, you may use this blog
throughout the semester to track your progress through posts containing personal reflections and pictures related to this
semesters field placement and course activities. Once created, e-mail me (gtoole@shepherd.edu) the URL for your blog.

C. Choice of:
SMARTboard project
Develop and demonstrate a short instructional activity using the SMARTboard. The activity should take full advantage of
the interactive features offered through the SMARTboard. You will present your activity to the class in a 5-minute
demonstration. As with all in-class presentations, upload your SMART activity lesson plan to your websites Projects
page before class on the due date, and also bring a copy to class on a USB drive, or be able to access it online.
Minimum Requirements:
At least 5 Pages
At least 1 Student-Centered Page
At least 1 Interactive Element from the Gallery Essentials Collection
At least 1 Link
Be sure to include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson
plan to your websites Projects page.

OR
Video Sources Exploration: Discovery Streaming/Teacher Tube/other source of your choice
Choose a content standard from your content area, and choose 5 videos such as those from Discovery Streaming or
Teacher Tube that support it (you may also find additional sources*). Write a description of how you would use this
assortment of videos to support your instruction, including specific areas of the standards they address, guiding questions,
and examples of techniques you would use to help focus the students' attention. (You may find it easiest to organize this
in the context of an actual lesson plan.) Make sure to include general titles and links to the videos/movies in your
descriptions. *NOTE: Because many schools block access to YouTube, only ONE of your videos can come from
YouTube.
Upload the file to your class projects webpage by the due date.

D. Digital Images Project (choose one from the list below; other options may be approved by the instructor). Be
sure to include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan
to your websites Projects page.
Google Earth
Create a sightseeing tour that includes 5-10 placemarks with personal pictures or creative commons images. The
sightseeing tour should be saved as a .kmz file. The sightseeing tour should connect to an instructional objective or
curricular topic. Consider creating a Google Lit Trip. This can be a difficult digital image project. Upload your .kmz
file to your class projects webpage by the due date. Include a COMPLETE lesson plan for the class in which you
might use this activity. Upload this lesson plan to your websites Projects page.
Animoto
Choose a specific instructional objective or curricular topic, and create an Animoto video that incorporates at least 5-10
personal pictures or creative commons images. The video should be a model example that students could replicate for
the specific instructional objective or curricular topic.
Consider signing up in advance for Animoto for Education at http://animoto.com/education. This allows you to create
longer videos.
Include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to
your websites Projects page. Place a link to your animoto movie on your class projects webpage by the due date.

Visual Narrative
Using ONLY digital images (or scanned photos) you have personally taken, either a) tell a short digital story or b)
demonstrate how to do something:
1.
2.
3.

Capture 5-10 images

Use Photoshop, Fireworks or Picasa to prep them for your story, i.e crop, retouch
Use Picasa, Flickr, Photostory, Windows Movie Maker, or iMovie to make a web photo gallery or movie
with your pictures

Include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to
your websites Projects page. Upload the file or insert a link to your photo gallery on your Class Projects webpage
by the due date.

Glogster Collage
Use Glogster to develop a collage of images (5-10) on a specific subject in your content/specialization area. This collage
can be an advertisement, a mock magazine cover, or can simply be an image that represents what a subject means to
you. For example, a collage on the Louisiana Purchase might have pictures of Thomas Jefferson, Napoleon, Lewis and
Clark, historic maps, and 2-3 bulleted lines of text. The collage should contain the following:
o
o
o

5-10 Pictures
Two instances of text (Minimum)
Visually appealing

Include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to
your websites Projects page. Save and publish your Glogster collage and place a link on your class projects
webpage by the due date.
Flickr project
Create an educational interactive Flickr
Flickr site.

activity using 5-10 images. Be sure to include directions for the activity on your

Include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to
your websites Projects page. Post a link to the project on your class projects webpage by the due date.
Instructional poster
Create an instructional poster appropriate for your grade level and content area using Photoshop or Fireworks. Refer to
Adobes Website for step-by-step instructions http://www.adobe.com/education.edu.html?showEduReq=no . (Go to
Download/Product Trials for the free stuff.) Save the Photoshop file (.psd) and export 2 versions of the poster: one for
printing and one for the Web.
Include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to
your websites Projects page. Upload the files to your class projects webpage by the due date.

E. Digital Video Project (choose from the list below; other options may be approved by the instructor). Be sure to
include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson plan to

your websites Projects page.

Demonstration video
Create a short video (30 seconds or less) demonstrating a concept, process or understanding which clearly
addresses a content standard. You will capture the video, edit it and save it in a format that can be accessed
from the Web. Be sure to include captions, titles, and effects, when appropriate. Make sure you export the final
movie in either Quicktime (.mov) or Windows Media (.wmv) format before you submit the project. Your final
movie should either be uploaded to YouTube and embedded in your Course Projects page, or added as an
attachment to that page and linked.
Be sure to include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson

plan to your websites Projects page. Upload (or link) the file to your class projects webpage by the due
date.
Screencast
Using Camtasia, CamStudio, Showbox, or another screen capture or video editing tool, create a short
screencast demonstrating how to use a software application or website, or any other skill relative to your content
area. You will also include a voice-over to narrate the process. Here are some examples, tutorials, and how-tos:
http://www.atomiclearning.com/k12/en/imovie8
Be sure to include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson

plan to your websites Projects page. Upload (or link) the file to your class projects webpage by the due
date.
Animation
Create an animated video using Xtra Normal, Comic Life, Comic Master or any other animation tool. The
video should be a model example that students could replicate for a specific instructional objective or
curricular topicXtra Normal is occasionally slow to load. Be sure to include a COMPLETE lesson plan for
the class in which you might use this activity.
Be sure to include a COMPLETE lesson plan for the class in which you might use this activity. Upload this lesson

plan to your websites Projects page. Publish the video and post a link to your class projects webpage by
the due date.

F. Web 2.0 Application

Part 1: Permission Form
Choose one Web 2.0 application to explore. This can be an application we talked about in class, listed in the
syllabus, or another application youd like to investigate. However, it cannot be a tool that you have specifically
used in one of your other course projects.
Imagine that you planned to use this application in your classroom, and needed to obtain parental permission.
Draft a permission form (1-2 pages in letter form) that includes the following important points:

A link to the application/tool and a brief description of it.

An explanation of why this web 2.0 application is being used as compared to some other alternative.
An explanation of how this web 2.0 application supports learning.
A brief description of how you will keep students safe (anonymous names, no descriptive information,
no pictures, etc...). Carefully consider the application being used.
Any specific guidelines for the Web 2.0 tool's use.

If you work with a partner, consider using an online word processing application (e.g. Google Docs) as your
collaboration tool.
Please upload your permission form to your website's Class Projects page.
Possible Web 2.0 Resource can be found at: Cool Tools For Schools
Part 2: Teaching students to use tech tools
Imagine that the students in EDUC 380 are YOUR class (grade level of your choice). Prepare to teach us to use
the Web 2.0 tool that you addressed in Part 1. Be sure to provide step-by-step instruction and an age-appropriate
activity for which we will use the tool.
G. Unit Plan
Your Unit Plan must include 3-4 individual lesson plans. You will probably include lessons and
activities you have already taught or demonstrated for this class, though you are welcome to design completely
new ones if you choose. **Remember that many of your Projects require you to write a lesson plan, even if you
do not use that Project in your Unit.
This course requires several technology projects. Use them in your unit as follows:
Use EITHER a website OR a Blog.
Use at least two sources from your Video Sources Exploration, OR a SMARTboard activity.
Use EITHER your Digital Images OR Digital Video.
Include at least one lesson in which your students will be using Web 2.0 tools.
For your final submission, include an overall description of your unit, including all elements of the rubric. Your
unit should include:
Standards for the Unit
Objectives for the Unit and for individual lessons (use the Curriculum Framing Questions model to
organize this if you choose.)
The technology you will use in the unit.
A list of the 21st century skills used in this unit, and a description of how they are addressed.
Descriptions and examples of assessments for the unit (for example, if you use a Jeopardy online game
as a review/formative assessment, you do not have to present the entire game, but should give a few
sample questions/answers.) Be sure to review the purposes of assessment handout, and include
assessments that cover all of them.
8

Submissions: All are due before our last class meeting.

Submit to Tk20:
Cut and paste this chart into a Word doc, complete it, and submit it to Tk20.
FINAL UNIT
Overall standards and objectives for the Unit
LESSON 1
Standards and learning objectives for this lesson.
Summary of activities/procedures
Brief explanation of technology used in this lesson
List 21st Century skills addressed in this lesson.
Describe the assessment used in this lesson.
LESSON 2
Standards and learning objectives for this lesson.
Summary of activities/procedures
Brief explanation of technology used in this lesson
List 21st Century skills addressed in this lesson.
Describe the assessment used in this lesson.
LESSON 3
Standards and learning objectives for this lesson.
Summary of activities/procedures
Brief explanation of technology used in this lesson
List 21st Century skills addressed in this lesson.
Describe the assessment used in this lesson.
LESSON 4 (optional)
Standards and learning objectives for this lesson.
Summary of activities/procedures
Brief explanation of technology used in this lesson
List 21st Century skills addressed in this lesson.
Describe the assessment used in this lesson.
EDUC 380/500 Unit Portfolio Rubric

Criterion

Performance Rating
Does Not Meet Standard

Instructional
design addresses
standards and
objectives.
NA
Instructional
design addresses
21st century skills.
NA

1
My Unit Plan shows that very little
of the work students do in my unit
addresses standards and objectives.

1
Students rarely use 21st century
skills during the unit.

Instructional
1
design
incorporates
My unit does not address CFQs.
CurriculumFraming
Questions (CFQs).

Approaching Standard
2

Meets Standard
3

My Unit Plan shows that some of My Unit Plan shows how the work
the work students do in my Unit my students do will help them
Plan addresses standards and
meet the standards and objectives.
objectives.
2
Students practice 21st century
skills during the unit, but they
receive little instruction to support
their development.

2
The use of CFQs in my unit is
superficial because they are not
used to focus student learning.

3
In my unit plan, I provide
instruction and modeling to help
students refine and develop
relevant 21st century skills.

3
My unit uses CFQs to focus
student learning on important
concepts and big ideas multiple
times in the unit.

Exceeds Standard
4
My Unit Plan clearly shows how
the work my students do will help
them meet the standards and
objectives.
4
In my unit plan, I provide
instruction, modeling, and multiple
opportunities for students to refine
and develop relevant 21st century
skills.
4
My unit integrates CFQs to focus
student learning on important
concepts and big ideas throughout
the unit.

NA
Instructional
design uses

project
approaches.

My students do not demonstrate

their learning through products or
performances.

NA

Instructional
design addresses
student
differences.
NA
Technology
integration
supports content
learning.

In my unit, students have few

choices about how they
demonstrate their learning. They
complete discrete activities that do
not connect to a final product or
performance.
2

My unit does not provide any

My unit provides minimal
accommodations to support diverse accommodations to support
learners.
diverse learners.

My students use of technology is

superficially related to content.

My students use technology to

explore content concepts.

Technology does not support the

practice of 21st century skills.

NA

Technology
integration meets
student and
classroom needs.
NA

1.

2.

Students seldom use

technology, and when
they do us it, the
technology is often
inappropriate for their
ability levels or interests.
Given the specific
circumstances of my
teaching situation, the
technology used in my
unit is not feasible.

Assessment
1
strategies address
standards and
My assessments address few
objectives.
targeted standards and learning
NA
objectives.

Assessment
strategies are
student-centered.
NA

1.

My students use technology to

understand important content
concepts and develop contentspecific skills.

1.

2.

My students
occasionally use
technology that is age
appropriate.
The technology used in
my unit takes a great
deal of effort on my
part.

2.

My students usually
use technology that is
age appropriate and
meets the needs of
diverse learners.
The technology used in
my unit is reasonable
although somewhat
difficult given the
specific circumstances
of my teaching.

My assessments address all

targeted standards and learning
objectives and emphasize content
learning.

1.

1.

2.

In my unit, my students
use technology that is
appropriate for all
ability levels and
interests in ways that
challenge their skills
while building
proficiency.
The technology in my
unit is reasonable and
feasible given the
specific circumstances
of my teaching
situation.

In my unit, students
may assess themselves
and peers.

Technology enhances learning in

my unit by creatively supporting
and developing a variety of 21st
century skills appropriate for the
tasks and content

My assessments address some

targeted standards and learning
objectives.

1.

1.

In my unit students use technology

to enhance conceptual
understanding and develop content
specific skills and strategies.
4

Technology supports the practice Technology enhances learning by

of some 21st century skills.
supporting the development of
relevant 21st century skills
appropriate for the tasks and
content.

In my unit, students have

little or no involvement
in their assessment.

My unit provides accommodations My unit provides well-defined and

to support diverse learners.
thoughtful accommodations to
support diverse learners.

In my unit, students have many

choices about how they
demonstrate their learning. They
create authentic products and
performances developed through
connected tasks and activities.
4

NA
Technology
integration
supports 21st
century skills.

In my unit, students have some

choices about how they
demonstrate their learning. They
create products and performances
developed through connected tasks
and activities.

My assessments clearly and

thoroughly address all targeted
standards and learning objectives,
emphasizing content and processes
over traits such as organization and
appearance.
4

In my unit, students
may contribute to the
creation of assessments

1.

In my unit, students
contribute to the
creation of assessments

10

2.

Assessment
strategies are
varied and
ongoing.
NA

Students cannot use my

assessments to measure
their work.

1
Students are assessed in traditional
ways at the end of the unit.

2.

The assessments in my
unit lack clear criteria
for my students to
measure their work.

2
In my unit students are assessed
infrequently and in traditional
ways to meet some assessment
purposes.

2.

and assess themselves

and peers.
The assessments in my
unit have criteria that
define quality. Students
can use my
assessments to measure
their work against
expectations.

3
In my unit, informal and formal
methods are used throughout the
instructional cycle to meet all five
assessment purposes.

2.

and frequently assess

themselves and peers.
The assessments in my
unit have specific
criteria that define
quality. My assessments
make it easy for
students to measure
their work against
expectations.

4
In my unit, a variety of informal
and formal methods are used
throughout the instructional cycle
to meet all five assessment
purposes.

Grading: Grades will be assigned according to the standard 10-point Shepherd University scale.

11

Assignment

Individual (I) or
Optional Pairs
(P)
(I)

Points available

Date Due

Standards
Addressed

20

Ongoing

Website

(I)

Created by 9/7

Blog

(I)

9/14

(I)

10

9/28

(I)

10

10/26

Digital Video

(P)

10

11/9

Web 2.0 project:

Permission form and
Web 2.0 Teaching
Unit Plan

(I)

20

11/16

NETS-T 1b, 2a,

2b, 2d, 3b, 3c, 3d,
4c, 5c, 5d;
WVPTS 4a, 4c,
3e
NETS-T 1a-d,
2a-d, 3a-c, 5a, c
WVPTS 1a, 1b,
1d, 2a, 2c, 2f, 3a,
3b, 3d
NETS-T 3b, 3c,
4d, 5a, 5c, 5d,
WVPTS 5f
NETS-T 3b, 3c,
4d, 5a, 5c, 5d,
WVPTS 5f
NETS-T 1 and 3;
2b, 2c, 4a-d
WVPTS 2a, 3
NETS-T 2b, 2c,
3a, d, 4a-d;
WVPTS 2a, 3a
NETS-T 2b, 2c,
3a, d, 4a-d;
WVPTS 2a, 3a
NETS-T 4a, 4b,
4c

(I)

20

Presentations
11/30; Complete
and posted to
website 12/7
12/7

Attendance, participation,
and weekly assignments
(other than those listed
below)
Projects

SMARTboard
OR
Video Sources Exploration
Digital Images

Website complete
TOTAL

NETS-T 2;
WVPTS 1

100

12

Course Schedule (subject to changes, additions, and subtractions)

Date
8/24

Topics/Activities
Intro; Course Orientation

8/31

Technology in Education Issues/Cyber Ethics

9/7

Personal Website tours

9/14
9/21
9/28
10/5
10/12
10/18
10/26
11/2
11/9
11/16
11/23
11/30
12/7

Assignment Due

Reflections on relevant articles

(tech in education)
Personal website construction;
cyber ethics assignment
Blog

Flipped classroom as a direct teaching

methods
Flipped classroom examples*
Flipped classroom examples*
SMARTboard/Video Sources demonstrations* SMARTboard /Video Source
lesson plans*
Assessment/Online assessment tools
NO CLASS
TBA
Digital Images demos*
Digital Images lesson plan*
Digital Images demos/Digital Video demos*
Digital Video demos*
Digital Video lesson plan*
Web 2.0 demos*
Web 2.0 lesson plan and
permission form*
NO CLASS (Thanksgiving break)
Final Unit presentations
Final Unit presentations
Website complete: all projects,
including Unit Plan, posted to
website. Unit Plan form posted
to Tk20

*When you demonstrate a project to the class, include the following information:

Grade level
Subject
General topic
State standards being addressed
SPECIFIC objectives
Explain procedures for the ENTIRE lesson, not just the technology being used
Explain assessment for this lesson
Explain accommodations for special learners

13

Disability Support Services:

Disability Support Services (DSS) at Shepherd University facilitates equitable access for every student who
self-identifies as having one or more disabilities. Students requesting any disability related accommodation
should contact the Director of Disability Support Services in Student Center room 124 or at 304-876-5689. This
includes students with disabilities who require academic accommodations, students requesting specific housing
accommodations for health-related reasons, and all other disability accommodations. Accommodations must be
documented, and accommodation letters from the DSS office must be provided to instructors. For additional
information please see http://www.shepherd.edu/mcssweb/dss/default.html .
Academic Support Center:
The Academic Support Centers (ASC) purpose is to provide support services for students of all abilities, but
especially for those who need assistance making the transition to higher education. We are committed to
enhancing students academic potential through peer tutoring, learning skills instruction, and academic
advising. Our goal is to coach students towards reaching their academic goals by building self-advocacy and
self-awareness skills so that they can achieve academic success.
Scarborough Library, Lower Level Room 103
304-876-5221
http://www.shepherd.edu/ascweb/

Plagiarism Statement:
Please read the section on Academic Dishonesty in your college catalog and Student Handbook. Plagiarism
consists of using someone elses work as your own. Plagiarism occurs when you summarize or paraphrase
someone else's work without giving proper credit (through citations), when you use someone else's ideas or
analysis without citing them, or when you turn in someone else's work. The minimum penalty for plagiarism on
any assignment will be zero (0) points on the assignment. Other penalties may include an F in the course,
suspension, or expulsion from the university.
For details, see "Academic Integrity Policy" on page 154 of the SU Student Handbook,
http://www.shepherd.edu/students/studenthandbook.pdf.

14

West Virginia Professional Teaching Standards http://sites.google.com/site/teacherpreparationplanning/wvpts.

Standard 1: Curriculum and Planning
The teacher displays deep and extensive knowledge of the core content skills and tools and designs instructional experiences that move beyond a
focus on basic competency in the subject to include, as appropriate, the integration of 21 st century interdisciplinary themes of global awareness,
economic, business and entrepreneurial literacy, civic literacy and health literacy. Knowledge of content is absolutely necessary for good teaching,
but it must be combined with an understanding of the complex and sophisticated relationships within the content, and must be made relevant to the
learner. The teacher designs instruction that is aligned with the West Virginia Content Standards and Objectives and uses a standards-based approach
to instruction supported by a variety of instructional resources that may include textbooks. Information media and technology tools are frequently
incorporated into lesson design and teaching strategies are supported by a variety of technologies that promote self-directed learning, problem solving
and collaboration. A balanced instructional assessment program is designed to assist students to achieve mastery of the content and depth of
knowledge of the West Virginia Content Standards and Objectives. The teacher uses his/her knowledge of content, process and development of 21 st
century learning skills to move beyond being a provider of knowledge to being a facilitator of learning. Experiences are created to advance student
learning and systems thinking through processes such as critical thinking, collaboration and problem solving that encourage creativity, innovation
and self-direction.
Function 1A: Core Content The teacher has a deep knowledge of the content and its inter-relatedness within and across the disciplines and can
move beyond basic content competency to assure student mastery of skills necessary for success in life and work.
Function 1B: Pedagogy The teacher has a deep knowledge of the art and science of teaching in his/her specific content and can facilitate
experiences that advance creativity, innovation and problem-solving.
Function 1C: Setting Goals and Objectives for Learning The teacher uses a standards-based approach to instruction aligned with the state and
local curriculum and sets instructional goals and objectives that describe what students will learn.
Function 1D: Designing Instruction The teacher designs instruction that engages student in meaningful instructional activities that support the
WV Content Standards and Objectives and that result in intentional student learning.
Function 1E: Student Assessments The teacher uses a balanced approach to assure both assessment of learning and assessment for learning to
provide both teacher and students information to guide future learning.
Standard 2: The Learner and the Learning Environment
The teacher demonstrates knowledge of the underlying principles of how students develop and learn and creates an environment that supports the
learning of all students. The teacher sets high expectations based on a conceptual understanding of what is developmentally appropriate for all
students. The teacher establishes a learning culture that allows all students to be successful while respecting their differences in learning styles, socioeconomic, cultural and developmental characteristics. That respect for diversity is apparent in the design of the learning environment the activities
and tasks, the materials and the student groupingsto assure student learning. The learning environment is characterized by effective classroom
procedures, the appropriate use of technology and efficient management of behaviors and physical space. Students misconceptions and
misunderstanding of concepts are addressed in the lesson design to assure that the appropriate next steps in learning are taken. Students are
encouraged to collaborate and to assume responsibility for their positive interaction in the learning environment.
Function 2A: Understanding intellectual/cognitive, social, and emotional development The teachers understanding of the unique
characteristics of the learner is evidenced in the design of learning activities which are developmentally appropriate and differentiated to engage all
students in the learning process.
Function 2B: Creating an environment of respect and rapport The teachers show their respect for students by having high expectations,
providing management frameworks that clearly define roles and procedures, using respectful language, communicating interest in students as
individuals and encouraging student collaboration.
Function 2C: Establishing a culture for learning The teacher establishes a culture in the learning environment that is focused on learning and
that reflects the importance of the work undertaken by both students and the teacher.
Function 2D: Implementing classroom procedures The teacher assures that rules and procedures are in place for a smoothly functioning
learning environment evidenced by the efficient use of time and resources.
Function 2E: Managing student behaviors The teacher collaborates with students to establish norms of behavior for the learning environment
that assures a focus on learning.
Function 2F: Organizing the learning environment The teacher assures that the physical or virtual learning environment is safe, and that there
is maximum flexibility in the use of physical space in a physical learning environment.

15

Standard 3: Teaching
The teacher displays a deep knowledge of content that, when combined with the knowledge of teaching and knowledge of the learner and the
learning environment, enables the development of instructional experiences that create and support the best possible opportunities for students to
learn. The instructional delivery methods and tools are appropriate for the type of learning target and the teacher facilitates a challenging and active
learning environment and encourages students to make decisions regarding their own learning. The teacher selects questioning, discussion, pacing,
and grouping techniques that engage all students and elicit clear evidence of their learning.
The teacher engages in the instructional cycle of planning, instructing, assessing and adjusting based on data. The teacher extracts data from ongoing
formative/classroom assessments to inform and adjust instruction for intervention, enrichment, or the next acquisition lesson. The teacher uses
summative assessment data to measure student progress toward mastery of the West Virginia Content Standards and Objectives. The teacher provides
timely, specific descriptive feedback through classroom assessment for learning practices, thus enabling students to self-assess and set their own
goals. Excitement about learning is not only demonstrated in the instruction, but also by the engagement of the students in learning activities that are
relevant and based on individual needs and learning characteristics.
Function 3A: Importance of Content The teacher utilizes content knowledge to focus learning targets that create meaningful learning
experiences for students.
Function 3B: Communicating with Students The teacher creates and maintains a positive, supportive classroom climate and communicates with
students in a variety of ways.
Function 3C: Questioning and Discussion Techniques The teacher practices quality questioning techniques and engages students in discussion.
Function 3D: Student Engagement The teacher delivers instruction to motivate and engage students in a deep understanding of the content.
Function 3E: Use of Assessments in Instruction The teacher uses both classroom summative and formative assessment as a balanced approach
to instructional decision making.
Function 3F: Demonstrating Flexibility and Responsiveness The teacher adjusts instruction based on the needs of the students and in response
to teachable moments.

Standard 4: Professional Responsibilities for Self-Renewal

The teacher persistently and critically examines their practice through a continuous cycle of selfimprovement focused on how they learn, teach and
work in a global and digital society. The teacher is responsible for engaging in professional, collaborative selfrenewal in which colleagues, as critical
friends, examine each others practice in order to adjust instruction and practice based on analysis of a variety of data. Participation in this form of
professional dialog enables teachers to discover better practice, be supported by colleagues in engaging in that practice, and significantly contribute
to the learning of others as members of a professional learning community. Teachers contribute to the teaching profession through the
implementation of practices that improve teaching and learning.
Function 4A: Professional Learning The teacher engages in professional learning in preparation to critically examine his/her professional
practice and to engage in a continuous cycle of self-improvements focused on how to learn, teach and work in a global and digital society.
Function 4B: Professional Collaborative Practice The teacher is actively engaged in learning with colleagues in a way that models collaboration
and collegiality to improve his/her practice for the purpose of addressing questions/issues related to the school and student achievement.
Function 4C: Reflection on Practice The teacher engages in continuous critical examination of his/her teaching practice and makes adjustments
based on data.
Function 4D: Professional Contribution The teacher contributes to the effectiveness, vitality, and self-renewal of the teaching profession through
investigation of new ideas that improve teaching practice and learning for students.

16

Standard 5: Professional Responsibilities for School and Community

The teachers primary responsibility is to create and support a learning environment that allows students to achieve at high levels; however, every
teacher also has a primary responsibility for the improvement of the school in which they work. The teacher uses the strategic plan as a guide to help
sustain the mission and continuous improvement of the school and thereby contributes to shaping a cohesive, learner-centered culture. Through a
commitment to group accountability, the teacher helps develop and maintain student support, management and assessment systems that enable
learning to take place. A teachers professional responsibilities also include working collaboratively with colleagues, parents, guardians and adults
significant to students, on activities that connect school, families and the larger community. The teacher demonstrates leadership by contributing to
positive changes in policy and practice that affect student learning and by modeling ethical behavior.
Function 5A: School Mission The teacher works collaboratively with the principal and colleagues to develop and support the school mission.
Function 5B: School-wide Activities The teacher participates in the development and implementation of school-wide initiatives in curriculum,
instruction and assessment.
Function 5C: Learner-Centered Culture The teacher participates in activities and model behaviors that build and sustain a learner-centered
culture.
Function 5D: Student Support Systems The teacher works collaboratively with the principal and colleagues to develop and sustain student
support systems that enable learning to occur.
Function 5E: Student Management Systems The teacher works collaboratively with the school principal, colleagues and students to develop and
sustain management systems that support and extend learning.
Function 5F: School, Family and Community Connections The teacher works collaboratively with the principal, colleagues, parents, students
and the community to develop and sustain school activities that make meaningful connections between the school and families and the community.
Function 5G: Strategic Planning/Continuous Improvement The teacher participates in the development and implementation of the schools
strategic planning and continuous improvement.
Function 5H: Teacher Leadership The teacher demonstrates leadership by implementing classroom and school initiatives that improve education
as well as by making positive changes in policy and practice that affect student learning.
Function 5I: Ethical Standards The teacher models the ethical standards expected for the profession in the learning environment and in the
community

17

The ISTE National Educational Technology Standards (NETST) and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETSS) as they design, implement,
and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models
for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness*
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS.
Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active
participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards
and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and
formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources
to support research and learning*

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital
tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information*
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building,
and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging
digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Copyright 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Intl), iste@iste.org,
www.iste.org. All rights reserved.

18

Student Guide

Completing an Assignment in Tk20

To complete an Assignment within Tk20, you must first log into the system at https://edportal.shepherd.edu
Enter the following information:
Username: <Your Shepherd username> (without @shepherd.edu)
Password: <Your Shepherd password>

Viewing Your Assignment

A. Find the Pending Tasks section in the Home tab.
B. Select the link that says, You have pending tasks in courses. You will see a list of all Pending Tasks for your courses.
Select the link for the assignment you wish to view.

To Complete and Send Your Assignment: Creating and Attaching an Artifact using Artifact Wizard
The word artifact is Tk20 language for assignment. Here is how to submit your assignment (artifact) on Tk20:
1.

After you have viewed your assignment (as described above), click on the Artifact Wizard icon on the right

2. Select *I would like to create a new artifact to create and attach a new artifact for this assignment.

Select the Artifact Type from the drop down menu. Use Project unless your instructor has told you otherwise.

Attach a file using the Browse button. (This is very similar to attaching a document to an email.)
If another document needs to be uploaded for this assignment, click the Click to attach another file link.

Enter a Title for your artifact; a Description is optional. (If you attached a file using the Browse button, the Title field will
automatically add the documents title here. If you want to rename the title, you can do so).

If you are not ready to submit the assignment and want to return to it later to make changes, click the Save button.

If you are done with the assignment and want to submit it to your instructor, click the Submit button.

Clicking the Cancel button will allow you to exit, without saving or submitting anything.

Sending a previously-saved Artifact using Artifact Wizard

If you need to send a document that you already loaded to Tk20, find the related assignment as instructed above, and click the Wizard.
Select I would like to attach/submit a previously created and saved artifact to attach an artifact you have already created and
saved in the system.

If you are not ready to submit the assignment and want to return to it later to make changes, click the Save button.

If you are done with the assignment and want to submit it to your instructor, click the Submit button.

Clicking the Cancel button will allow you to exit, without saving anything.
19

Recalling an assignment that you have sent

If you realize that you have submitted an assignment or project in error (for example, if you sent the wrong document, or
if you need to correct something), you can recall it, so long as the assignment or project has not already been assessed by
your instructor. (If you need to re-send an assignment that your instructor has already opened, ask the instructor to grant
you an extension.)
Go to Courses; select your course. Go to Activities; select the assignment you want to recall. When the list of
assignments appears, click the box next to the name of the assignment you want to recall, and then click the little grey
button labeled 'Recall.' As long as the instructor has not yet opened the assignment, it will be put back into your pending
tasks (the little red flag will reappear next to it), and you can alter it and resubmit it.

Viewing Your Assessments After work has been submitted and graded, you can view the assessed work in
several ways:
A.

1). Courses Tab

2). Select the tab for either Current Courses or Previous Courses (depending on the term) For example, Fall 2011 term has
ended, so this now falls under the Previous Courses tab.
3). Choose a course
4). Select the Activities tab
5). Any activities (assignments, projects, quizzes, etc.) that were sent through that course will display. The status of the
assignment will show (Late, Assessment Complete, Assessment Pending, etc.)
6). Select the assignment.
7). Multiple tabs will display (Assignment Information tab, Standards, Attach Artifacts, Assessments, Extensions, Feedback)
8). The assessment tab will show all assessment tools tied to that assignment. If the assessment is pending, the assessment
tool will be visible but without any marking. If the assessment is complete, the Overall Grade/Score will show and the assessment tool
will be visible with all marking and comments.
B.

1). Courses Tab

2). Select Assignments from the side menu
3). A list of all assignments for all courses will display along with the status for each assignment.
4). Follow steps 6-8 above.
5). Students have the option of creating folders in this section and moving old assignments into those folders to keep this
page organized.

C.

1). Home Tab

2). Tasks
3). A list of all tasks (assignments, surveys, quizzes, etc.) will display.
4). Follow steps 6-8 above
5). There is also an option to create and edit folders in this section.

Want to see your Pro-05s? Here is how:

Click the Courses tab. From the left-side menu, click Observations. A list of your Pro-05s will appear. Choose the one you wish to
view by clicking its title. To print: unfortunately, there isnt a direct print button, but the form will cut-and-paste to Word without
losing the formatting.

Other information
The following informational sub-tabs will appear with the assignment. You may never need them, but in case you are curious:
Standards: This sub-tab allows you to view the standards that you must meet in this Assignment.
Attach Artifacts: This is where you will later attach your artifact(s) to complete the assignment. (Information on artifacts
can be found in section II below).
Assessments: In this sub-tab, you can view the assessment instrument (the rubric) that the instructor will use to evaluate the
assignment.

Help Resources
Online tutorials: Tk20 has step-by-step tutorials located on your log-in page. On the right side of the screen, next to the
Administrators contact information, click on the Tutorials sub-tab. You will see a listing of all of the tutorials. Click on the link for
the one youd like to view.
Student Guide: Tk20 has user guides for both students and faculty members. To access the Student Guide, go to:
http://www.tk20.com/support/studenthelp.html.
On-Campus Help: Dr. Georgiann Toole
GTOOLE@shepherd.edu
Knutti 208B 304 876-5069
20