Project Title

EdTech Certificate

Project Manager
Brouke Reynolds

Sponsor
Dr. Trey Martindale

Date
October 17, 2016

Revision History
Revision
date

Revised by

Approved by

11/13/2016

Ed Tech Team

Project
Manager

11/13/2016

Ed Tech Team

Project
Manager

11/14/2016

Ed Tech Team

Project
Manager

Description

Comments

Note removed from Purpose

section, regarding 7063 and
7064 being under
construction
Update Content Map section
of the document.
Update the Objective and
Assessments portion of the
document to match the
current course
documentation.

Purpose
This document maps out the design of the four courses in the University of Memphiss
Educational Technology Certificate Program. A content map is provided to show the
macrovision of the program. Next, objectives, Blooms level, and assessments are provided in a
table with more specific information provided on each instructional module.

Content Map

Objectives and Assessments

Module &
Task

Objective

Blooms
Level

Assessment Item

7061
Module 1
Learning with
Productivity
Tools
Module 2
Learning with
Technology

Given the Google productivity

tools, the student will show
proficiency in creating documents
with 100% accuracy.

Application

Students will complete one assignment

for each productivity tool, Google Docs,
Slides, and Sheets. Students will
complete two assignments for Google
Forms.

Given the ISTE Teacher and

Student standards, students will
will analyze how they could be
implemented in the classroom with
90% accuracy.
.

Analysis

Students will reflect on the use of the

technology in todays schools, ISTE*T
standards, ISTE*S standards, and 21st
century skills in the classroom by
creating a digital storybook by using
either Storybird or StoryJumper.

Synthesis

Students will originate, integrate, and

combine their prior knowledge with new
ideas into an abridged version of the
MTVT lesson plan model that is new to
him or her, without integrating
technology.

Application

Students will select three of the core

visible thinking routines to use for this
assignment. Students will make their
thinking visible by using the content of
the ISTE*S Standards, 21st Century
Skills, and Lesson Planning modules.
Students will perform one thinking
routine over the ISTE*S standards
and/or 21st Century Skills, and two over
the content presented in the lesson
planning module using the online
presentation tool, Prezi.

Given the 21st Century Skills

designed by P21.org, students will
analyze how they could be
implemented in the classroom with
90% accuracy.
Module 3
MTVT Lesson
Plan
(Abridged)

Given resources (Blooms

taxonomy) and instruction,
students will be able to develop at
least 6 learning objectives (one for
each that include the ABCD
learning objective model with 90%
accuracy.
Given the MTVT template,
students will be able to
independently create a lesson plan
using the MTVT lesson plan
template with 90% accuracy.

Module 4
Visible
Thinking

Given the 7 core visible thinking

routines, students will apply 4 to
their previous learning with 90%
accuracy.

Select one of the visual thinking routines

to integrate into the lesson plan from

Mod.2. Students will justify their

reasoning in their selection.
Module 5
Integrating
Technology
with Lesson
Planning
Module 6
Assistive
Technology

Given the MTVT template,

students will be able to
independently create a lesson plan
that includes technology
integration independently.

Synthesis

Create an MTVT lesson plan with

effective technology integration.

Given two new tech tools and a list

of assistive technologies, students
will review two assistive
technologies with 90% accuracy.

Application

Students will read three articles about

different examples of assistive
technology.
From these online readings, students
will select two examples of assistive
technology that the students are
interested in. For each of the two
technologies, students will create a
presentation using one of the technology
tools listed below under Resources.
Students may not use the same
technology tool for both presentations.

7062
Module 1
Learning with
Web 2.0 Tools

Module 2
21st Century
Skills

Module 3
Visible
Thinking

Given an understanding of Web

2.0 tools, students will recommend
ten tools that would be best to
implement in the classroom with
90% accuracy. .

Application

Students will create their own list of

educational uses of the Internet in the
classroom.

Given the 21st Century Skills Mp

examples designed by P21,
students will analyze how they
could be further implemented in
the classroom with 90% accuracy.

Analysis
Application

Students will create their own 21st

Century skills map based on a key
subject, including at least three 21st
century skills and one interdisciplinary
skill. Each map is to be created using a
technology tool.

Given the three categories of

thinking routines, students will
demonstrate how each can be
used to track student thinking
during instruction with 90%
accuracy.

Application

Students will select three visual thinking

routines (one from each category:
Introducing and Exploring Ideas,
Synthesizing and Organizing Ideas, and
Digging Deeper into Ideas), integrate
technology to be used with these
routines, and address both a content and
an ISTE Standard*S while doing so.

Students lists should contain at least 10

items. The students list should NOT
include websites and resources that are
mentioned in the course. Part of the
assignment is for the student to "search"
for and discover websites that are new to
them.

Module 4
MTVT Lesson
Plan

Module 5
Social Media
and PLN

Module 6
Adaptive
Technology

Given the MTVT lesson plan

template, the student will be able
to independently create a lesson
plan that includes 21st Century
Skills, Visible Thinking, and Web
2.0 tools with 90% accuracy..

Synthesis

Given an overview of various

social media platforms, students
will engage their PLN on at least
two different social media
platforms and create a list of social
media resources for future use
with 90% accuracy.

Application

Students will explore two concepts by

creating and maintaining their online,
professional profile and interviewing
someone who is part of their PLN.

Given instruction over Adaptive

Technology, the student will be
able to define adaptive learning
and complete a review of an
innovator in the field of adaptive
learning with 90% accuracy..

Application

Students will read the article Adaptive

learning: The best approaches weve
seen so far.

Knowledge

Students will write a lesson plan using

the MTVT lesson plan, implementing
their prior knowledge on strategies
for creating a lesson plan while
integrating technology, 21st Century
Skills, visible thinking, and Web 2.0
tools.

After reading the article, students will

write a minimum 1,000 word essay about
one of the companies mentioned in this
article, using additional resources
located by the students
The students will include how the
technology produced by this company
could be incorporated into their own
classroom.

Module 7
Digital
Citizenship

Given resources on Digital

Citizenship, students will create an
age appropriate project introducing
Digital Citizenship to their students
independently.

Synthesis

Students will define digital divide and

AUP in their school.
Students will create a project that
encompasses one tenet of Digital
Citizenship.
The project will be a presentation that
will culminate in an activity for their
students.

7063
Module 1
Models of
Learning &
Instruction

Given an overview of several

learning and instructional models,
the students will develop an
archive of resources to support
implementing four of the models
with 90% accuracy.

Evaluation

Students will find resources (articles,

examples, videos, and other media) to
develop their understanding of three of
learning/instructional models.
Students will also find a model not
covered in this weeks instruction and
explore it as well.
Note: Minimum of 4 models are required.

Module 2
Innovations in
Learning

Module 3
MTVT Lesson
Plan

Given a list of cutting edge

technologies, students will
synthesize a variety of resources
and examples of how these tools
are being used in classrooms with
90% accuracy.

Synthesis

Given the MTVT lesson plan

template, the student will be able
to independently create a lesson
plan that includes all of the course
content with 90% accuracy.

Synthesis

Using one augmented reality tool,

students will create a resource that can
be used in their classroom.
Students will reflect upon the information
and examples they found for the various
technology innovations.
Students will refer to the information from
prior modules and courses, their
previous projects and corresponding
feedback, the MTVT resources, etc
Students will develop a MTVT lesson
plan that integrates at least one of each
of the following concepts:
a. One of the learning and
instructional models covered in
7063 module 1
b. One of the technology
innovations covered in 7063
module 2
The lesson plan must include at least
one technology that has been studied
being integrated with learning.
The student will write this lesson plan
following the MTVT Lesson Plan
Template as described in the instruction
and the accompanying web links.

Module 4
Mobile
Learning

Module 5
Badges and

Given resources on Mobile

Learning, students independently
create a project using two of the
apps introduced, applying the term
app smash with the project.
.

Application

Students will select at least two of the

apps introduced in the table for their
project.
Create a content/age specific project that
their students would complete.
Using at least two apps, smash them
together to create a technology rich,
creative product.
Example: I can create a short
movie in Tellgami or Plotagon,
then add it as part of my iMovie
or I can create original music in
Garageband and use it as my
theme music for my iMovie.
Students will create a Google Doc that
describes the project and the apps they
used to create the project.
Note; Depending on the project
the student creates,he/she may
add screenshots to show their
project or a link if their end
product is a video. Students
may also upload a video from
Google Drive to show their
work.

Given access to graphic design

tools (Google Draw, Adobe
Creative Cloud), students will

Application

Students will be design badges for

teachers and students that represent

Gamification

Module 6
SelfImprovement
Plan (SIP)

Module 7
MTVT Lesson
Plan

design four different badges with

90% accuracy.

knowledge and skills with emerging

technologies.

Given examples of gaming in

education, students will reflect on
how badges and gaming can be
used to motivate students in the
classroom with 90% accuracy.

Students will reflect on how badges and

gaming can be used in the classroom by
posting one example of gaming in
education in the appropriate discussion
feed along with their reflection.

Given the Self Improvement Plan

Template, the student will design
their personal self improvement
plan pertaining to an aspect of
technology that they would like to
improve on or gain more
knowledge about with 90%
accuracy.

Evaluation

Students will create a SIP that will be

approved and finalized by the instructor.

Given the MTVT lesson plan

template, students will design a
lesson plan incorporating badges,
gaming, and mobile technology
with 90% accuracy.

Synthesis

The students will integrate technology

and visible thinking through completing
the full MTVT lesson plan template.

7064
Module 1

Given instruction over needs

assessments, students will
conduct a needs analysis to
determine if the proposed
instructional design is needed with
90% accuracy.

Application
& Analysis

Synthesis &
Evaluation

Learning
Contract

Given the learning contract

template, the student will plan an
instructional design project that will
take approximately 50 hours to
complete with 90% accuracy.

All domains

Unit Design
(4 Weeks)

Given the instruction in IDT 7061,

7062, and 7063, the students will
execute an abbreviated
instructional design process to
address an instructional need with
at least 90% accuracy.

Needs Analysis

Module 2

The students will use a Needs Analysis

template to complete a needs analysis
to justify their chosen topic for their Unit
Design project.
The students will analyze their
audience, collect and analyze data, and
give recommendations for their
instruction based on the analysis.
Students will write their individualized
Learning Contract using the learning
contract template.

Projects will vary and be assessed via

the learning contract,needs analysis,
and deadline checkpoints. Each project
will take roughly 50 hours to complete.
Students will be design a series of
instruction that will incorporate
technology for professional
development for teachers or content
instruction for students.
Students will first conduct a needs
assessment to determine if there is a
need for the instruction. After the needs
assessment, students will complete a
learning contract that will outline their

unit design. It will need to be approved

by the instructor before the students
begin the project. Students will be
design the instruction for a period of
four weeks, and will be expected to
complete a minimum of 50 design
hours.
Students will have check points along
the way to ensure that they are meeting
their goals and progressing in the
project. It will be reviewed during the
final week by their peers and instructor
before final submission.

Module 3
Review and
Feedback

Given the finished Unit Designs of

their peers, students will evaluate
the work using the feedback
template with 100% accuracy.

Analysis &
Evaluation

Students will be assigned 2 of their

peers Unit Design projects to review and
to provide feedback.
Students will review their peers
feedback and make any necessary
changes to their project.
After making alterations, students will
submit their final Unit Design project for
grading.
Finally, students will reflect over their
entire experience over the EdTech
Certificate by completing a visual
thinking routine.

Agreement
______________________________________________
SME

__________
Date

______________________________________________
Dr. Trey Martindale, Project Sponsor

__________
Date

______________________________________________
Brouke Reynolds, Project Manager

_________
Date

______________________________________________
Anna Carrie Flynt, Lead Instructional Designer

__________
Date