Teaching with Digital Media and Technology
EDUC 2201

Instructors: Denise Lindstrom      

Office Phone: 304-367-4824

Class Meeting Time: TTH 8:00 - 9:15

Office Hours: MW 9:00 - 3:00

Office: Education Building 312

Email: dllb123@gmail.com 

Course Description
Rapid advancements in information and communication technologies have fundamentally changed how people form relationships, learn and work.  In this course we will consider how digital technologies might be used in K-12 classrooms to promote academic learning while developing the digital literacies neccessry for successful participation in 21st century social, civic and workplace settings. Throughout this course participants will use social media to communicate, collaborate, and design highly engaging learning environments for school settings. At the end of this course participants will be able to create 21 st century learning environments that are characterized by:
  • 1. Opportunities for different performance modes both pint and multimedia.
  • 2. Students are encouraged to share their varied perspectives in a supportive environment.
  • 3. A balance of individual and collaborative activities.
  • 4. Work centered around projects.
  • 5. Evidence of a break down of traditional student teacher roles.
  • 6. Evidence of student engagement where students experience “flow” states.

Course Outcomes:

The candidate will:
1. Teacher candidates formulate a problem or question that is central to a domain and of interest to professionals in the field, interesting to students and the teacher candidate, and offers opportunities for multiple connections using digital tools and media.
  • CREDE Standards for Effective Pedagogy and Learning:Contextualization
  • USA- The ISTE NETS and Performance Indicators for Teachers (NETS-T): 1.b.
  • WV- West Virginia Professional Teaching Standards: Function 1A: Core Content
2. Teacher candidates support learning with explicit and structured strategies using digital tools and media.
  • CREDE Standards for Effective Pedagogy and Learning: Instructional Conversation
  • USA- The ISTE NETS and Performance Indicators for Teachers (NETS-T): 2.a.link opens in new window,
  • WV- West Virginia Professional Teaching Standards: Function 1D: Designing Instruc...
3. Teacher candidates design learning tasks that require synthesis of multiple sources of information, and/or taking a position, going beyond the data given and making a generalization or creative product using digital tools and resources.
  • CREDE Standards for Effective Pedagogy and Learning: Challenging Activities
  • USA- The ISTE NETS and Performance Indicators for Teachers (NETS-T): 3.d.
  • WV- West Virginia Professional Teaching Standards: Function 1B: Pedagogy
4. Teacher candidates reflect on professional practice to make effective use of existing and emerging digital tools and media.

Course Text
Book: The Teaching for Understanding Guide. We will be using The Teaching for Understanding Guide by Tina Blythe and colleagues in the second half of the course. The Teaching for Understanding Guide (TfUG) provides an excellent overview of the Teaching for Understanding (TfU) framework filled with accounts from practicing teachers and explanations from educational researchers. TfU provides you with an excellent language and framework for considering standards, planning lessons and curricula, and addressing individual students. TfUG is a valuable addition to any teachers’ bookshelf. The book is available through the Bookstore or online retailers.

Course Requirements:

The course requirements include active online participation, active participation in class, and timely completion of assignments. Creative thinking, problem solving, risk taking, humor and joyful exploration will be highly valued.


I will keep track of points in TaskStream.

Attendance = 5 pts each class
Participation Points = 5 pts for each activity

WebQuest 1: Communicating the Role of Technology in Education
This first WebQuest will introduce you to the idea of technology in education and challenge you to consider why using technology to support learning is important. This WebQuest is also structured to help you succeed on the CORE Exam: the two essays you will write are the same kinds of essays you will write for the CORE Exam. We will be helping you through the writing process that you can then bring into your own classrooms to support your own students.

WebQuest 2: Exploring the Many Sides of Diversity
Fully understanding—and supporting—diversity in the classroom will help you become a more successful teacher. This WebQuest will lead you through a number of activities to help you recognize, understand, and advocate for classroom diversity. You will be working as a team to create a public exhibit illustrating diversity through music.

WebQuest 3: Creating an Online Book for All Learners

As a way to engage in digital authoring and inclusive digital practices, you will write an online book for elementary, middle, or high school students about a time when you felt like you persisted, belonged, or saw things in a new way in order to succeed in a learning (although not necessarily classroom) environment. Helping students persist, develop a sense of belonging, and seeing ideas or problems in new ways has been shown to support academic achievement; this WebQuest will help you explore your own experiences as well as help to prepare you to impress the value of the same practices on your future students. 

WebQuest 4: Exploring Models of Teaching with Technology
This WebQuest will allow you to dig deep into how teachers use technology in the classroom by conducting research on teacher blogs, analysis of teacher videos, and the production of an interactive collage of what teaching with technology looks like. You will be able to.....

WebQuest 5: The Quest to Build a WebQuest
As a way to engage in constructing digital learning environments and “get your feet wet” in using the Teaching for Understanding framework, you will construct a well-structured WebQuest for elementary, middle, or high school pupils on a particular topic of their choosing constructed with the Zunal WebQuest Builder. Students will use additional media from other digital tools covered over the course of the semester in their WebQuest.

The “Final Exam:” Reflection on the WebQuest
You will have a take-home “final exam” for this course. You will be writing a reflection paper about your experiences building your own WebQuest following the Framing-Reframing reflection method developed by Donald Schon. This method will allow you to look back on what you’ve done as well as project into the future as to how you might use WebQuests in your own teaching practices. You will also be presenting your WebQuests and your reflections on your WebQuests in small groups during the scheduled Final Exam slot during Finals Week and collecting feedback from peers. Your written reflection is due the day that our Final Exam slot is scheduled during Finals Week (December 8-12).

A = 90 -100

= 80 - 89

= 70 - 79

D = 60 - 69

F = 59 and below

Attendance is Mandatory! "80% of success is showing up!" Woody Allen

Being present is important to success in this class. Research has found that simply showing up is a better predictor of student success in college classes than many other factors, including past academic success (Credé, Roch, and Kieszczynka, 2010). There is a direct correlation between your participation in the class and what you will learn. In addition, this class is very collaborative and you will often be working in teams: your teammates depend on you.

Missing more than 3 classes will result in the drop of one letter grade. 

Late Assignment Policy:

If you are unable to compete an assignment on time you must contact me within 24 hours after the assignment is due.  Make-up work must be completed within one week of the due date and will result in only 50% of the total points allotted for that assignment.

Academic Integrity
Fairmont State values highly the integrity of its student scholars. All students and faculty members are urged to share in the responsibility for removing every situation which might permit or encourage academic dishonesty. Cheating in any form, including plagiarism, must be considered a matter of the gravest concern. Cheating is defined here as:
• the obtaining of information during an examination; 
• the unauthorized use of books, notes, or other sources of information prior to or during an examination; 
• the removal of faculty examination materials; 
• the alteration of documents or records; or 
• actions identifiable as occurring with the intent to defraud or use under false pretense. 

Plagiarism is defined here as the submission of the ideas, words (written or oral), or artistic productions of another, falsely represented as one's original effort or without giving due credit. Students and faculty should examine proper citation forms to avoid inadvertent plagiarism.

Assessments, Surveys, and Course Evaluations 
Fairmont State University and Pierpont Community and Technical College value students’ opinions. Your participation in special assessments, surveys and course evaluations assists us in improving the services of the institution and the effectiveness of classroom instruction. These are to be viewed as
 course requirements and completed to the best of your ability and with full attention.

The mission/vision/philosophy of the unit is to prepare reflective and responsive educators who possess the knowledge, skills, and dispositions to help all students learn. The unit’s mission is integrated across the curriculum, field experiences, clinical practice, and assessments of candidates.

The conceptual framework (CF) provides the structure and guiding principles that are necessary to accomplish this mission. The five West Virginia Professional Teaching Standards (WVPTS) and their respective functions undergird the knowledge, skills, and dispositions that candidates must possess in order to facilitate learning for all students. Diversity and technology are included in the CF representing themes that are integrated throughout the unit’s programs. Demonstrated competencies in the standards/functions empower candidates to function as Reflective and Responsive Educators. The CF is based on research about effective teaching and learning best practices that apply to teacher candidates at the initial level as well as accomplished teachers at the advanced level. The CF and the WVPTS also are central guiding elements of the FSU PDS Partnership that provides a critical structure and context for teacher education and educator professional development.


Disability Services 
Services are available to any student, full or part-time, who has a need because of a [documented] disability. It is the student’s responsibility to register for services with the coordinator of students with disabilities and to provide any necessary documentation to verify a disability or the need for accommodations. 

The Coordinator of Disability Services, Andrea Pammer (apammer@fairmontstate.edu), is located in Colebank Hall 307. The office phone is (304) 367-4686. TTY 304-367-4906. 

For additional information, visit: Fairmont State University Disability Services.
Copyright Notice 
Material presented in this course may be protected by copyright law. 

Students are expected to be: 
Present and attentive in class; aware of official university communication via email
Prepared for university life; prepared for class 
Participating in class and in extra- and co-curricular activities
Polite and respectful to everyone in our academic community. 
Fairmont State's Core Values: 
S cholarship 
O pportunity 
A chievement 
R esponsibility 
SOAR with Fairmont State