642 Syllabus

Course Description - This course is designed to provide secondary school educators opportunities to develop interactive websites and dynamic online activities to engage their students in important practices and habits of mind, such as reasoning abstractly and quantitatively, constructing viable arguments, attending to precision, making use of structure, using evidential reasoning, understanding perspectives, asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information. This course fosters the development of Technological Pedagogical Content Knowledge (TPCK) so that K-12 educators are prepared to use the web-based resources they develop to engage students and enhance learning in a variety of fields including mathematics, science, language arts, and social studies. A required course for the Master of Arts degree in Educational Technology Enrollment restricted to students in the Master of Arts in Educational Technology program or with instructor permission.

Masters Degree in Educational Technology

• SED 600 Research in Secondary Education (3)

• SED 618 Educational Multimedia (3)

• SED 642 Educational Website Development (3)

• SED 671 Developing Educational Software (3)

• SED 610ET Leadership in Educational Technology (3)

• SED 690ET Theory and Research in Educational Technology (3)

• SED 652 Computer Supported Collaborative Learning (3) (used to be SED 695G)

• SED 697 Directed Comprehensive Studies (3) or SED 698 Graduate Thesis or Project (3)

Program Learning Objectives (PLO) and Student Learning Objectives (SLO) for Master's Program

PLO 1) Students demonstrate educational technology skills by developing educational resources in accordance with learning theory and best practices.

• • SLO 1a) Students develop computer-supported collaborative learning (CSCL) activities.

  • SLO 1b) Students develop multi-media educational experiences.

  • SLO 1c) Students develop comprehensive educational web sites.

PLO 2) Students demonstrate theoretical understanding of teaching and learning educational technology by reading and synthesizing educational theory and research.

• • SLO 2) Students read and synthesize theory and research in educational technology.

PLO 3) Students demonstrate graduate-level research skills by designing, conducting, and presenting original research on educational technology.

• • SLO 3) Students conduct action research by writing a problem statement, conducting a literature review, designing methods, and collecting, analyzing, interpreting data and presenting their findings in written and oral reports.

PLO 4) Students demonstrate leadership in educational technology by developing plans for implementing and supporting technology based solutions.

• SLO 4) Students develop plans for implementing and supporting technology solutions.

Course Outline

• Website Development for Teaching Secondary School Curriculum

  • Educational Website Design - Principles & Research

  • Website Development - Basics

  • Website Development - Advanced Features

• Developing Online Techniques to Build Student Reasoning Skills and Habits of mind

  • Reasoning abstractly and quantitatively

  • Constructing viable arguments

  • Attending to precision

  • Using evidential reasoning

  • Understanding perspectives

  • Asking questions and defining problems

  • Developing and using models

  • Planning and carrying out investigations

  • Analyzing and interpreting data

  • Using mathematics and computational thinking

  • Constructing explanations and designing solutions

  • Engaging in argument from evidence

  • Obtaining, evaluating, and communicating information

• Collaborative Data Analysis - Applications to a variety of fields

  • Analyzing data and arguments in social studies, math, science, language and other fields.

    • • Research on pooled data analysis in secondary school classrooms

      • Collaborative Spreadsheets

• • • Common Online Data Analysis Platform (CODAP)

      • Collaborative Graphing, Plotting and Diagraming

      • Collaborative Mapping

• Collaborative Resource Development

  • Developing resources to teach social studies, math, science, language and other fields.

    • • Research on collaborative resource development in secondary school classrooms

• • • Collaborative Document Development

    • Collaborative Drawings, Bulletin Boards, Mind Maps and Concept Maps

    • Collaborative Presentations and Slide Shows

• Continuous Formative Assessment

  • Formatively assessing student understanding in social studies, math, science, language and other fields secondary school classrooms

    • • Continuous formative assessment to assess learning in Research on formative assessment

• • • Monitoring Student Performance in Real-Time

    • Adjusting Instruction to Optimize Learning

Assignments and Assessment

Websites (80%). Students will be developing four different websites.

• The masters program website will all resources used and work developed during the masters program in Instructional Technology.

• The CSCL (Computer Supported Collaborative Learning) site will include all CSCL lessons introduced in class, as well as CSCL lessons developed by the student.

• The Classroom website (Teaching) will be the website developed to teach a specific secondary school class and will include a variety of resources useful for teaching a particular subject.

• The Media Resource Website will be developed with the new Google sits and will include all media resources such as photos, videos, animations, etc. (sample)

Participation, Editorial Responsibilities (20%). Students are expected to participate in all in-class and online activities. They are to serve as website editor for a fellow student and provide timely feedback and suggestions for improvement. In addition, they are expected to make regular and thoughtful contributions to all wikis, online forums, quickwrites, collaborative docs and online sessions.

Student work is graded holistically, considering issues of content, presentation, and technical expertise. It should demonstrate proficiency in the skills introduced in the class to create an educational resource that is useful, accessible and appealing. Although students should incorporate all resources introduced in class, excellence in certain aspects may compensate for deficiencies in others. All work should be reviewed by your editor before submitting.

93% A , 90% A- , 87% B+ , 83% B , 80% B- , 77% C+ , 73% C , 70% C- , 67% D+ , 63% D , 60% D- , below 60% F

Course Objectives

SED 619T addresses all five student learning objectives (Reflective Practice, Theoretical Understanding, Research Skills, Educational Awareness, and Leadership), but focuses on , SLO #1 (Reflective Practice: by critically examining their subject knowledge, pedagogical content knowledge, and pedagogical skills to improve their diverse students’ learning), SLO #3 (Research Skills: by designing and conducting research ethically and effectively and presenting their findings at a professional level in oral and written forms); and SLO #5 (Leadership: by influencing policy and practice in educational communities through advocacy and example). This class emphasizes the use of computer-based research tools that will enable students to collect and analyze data in their coursework and action research projects (SLO #3). Students are required to examine new cloud-based techniques for improving instruction to improve the learning of secondary school curricula (SLO #1). After developing and understanding of factors that maximize student learning, and after acquiring skills with cloud-based research tools and techniques, students develop engaging, interactive web-based resources to teach science, math, language, social studies and other secondary school subjects. These resources are shared via websites with educators around the world via the internet (SLO #5). Specifically, students will

• Develop website resources for use in the teaching of the secondary school science, math, social studies, language and other subjects.

• Develop online techniques to build student reasoning skills in science, math, social studies, language and other subjects

• Develop cloud-based resources to encourage collaborative data collection, analysis, and interpretation in science, math, social studies, language and other subjects

• Develop cloud-based resources to encourage collaborative resource development in science, math, social studies, language and other subjects

• Develop cloud-based resources for optimizing formative assessment in science, math, social studies, language and other subjects

Selected Bibliography

Rahimi, E., Berg, J., & Veen, W. (2015). A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments. British Journal of Educational Technology, 46(4), 780-792.

Iskeceli-Tunc, S., & Oner, D. (2016). Use of webquest design for inservice teacher professional development. Education and Information Technologies, 21(2), 319-347.

Nagpal, R., Mehrotra, D., Bhatia, P. K., & Sharma, A. (2015). FAHP approach to rank educational websites on usability. Int J Com Dig Syst, 4(4), 251-260.

Sancar Tokmak, H. (2015). Pre-service teachers’ perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education, 43(5), 392-410.

Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411-420.

Coburn, C. E., Hill, H. C., & Spillane, J. P. (2016). Alignment and Accountability in Policy Design and Implementation The Common Core State Standards and Implementation Research. Educational Researcher, 0013189X16651080.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.

Brown, J. S. (2000). Growing up: Digital: How the web changes work, education, and the ways people learn. Change: The Magazine of Higher Learning, 32(2), 11-20.

Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay?. Computers & Education, 51(4), 1609-1620.

Olson, M. H. (2015). An introduction to theories of learning. Psychology Press

De Witte, K., Haelermans, C., & Rogge, N. (2015). The effectiveness of a computer‐assisted math learning program. Journal of Computer Assisted Learning, 31(4), 314-329.

Carter, R., & McCarthy, M. (2014). Vocabulary and language teaching. Routledge.

Granger, S., & Leech, G. (2014). Learner English on computer. Routledge.

Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26(3), 197-213.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge.

Lai, F., Luo, R., Zhang, L., Huang, X., & Rozelle, S. (2015). Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing. Economics of Education Review,47, 34-48.

Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. Routledge.

Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: An exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32-39.

Yoon, S. A., Anderson, E., Koehler-Yom, J., Klopfer, E., Sheldon, J., Wendel, D., ... & Evans, C. (2015). Design features for computer-supported complex systems learning and teaching in high school science classrooms.

Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A., ... & Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational technology research and development, 63(2), 257-302.

Herr, N. & Cunningham, J. (1999). Hands-On Chemistry Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Prentice-Hall). 638 pages.

Cunningham, J. & Herr, N. (1994). Hands-On Physics Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Simon & Schuster), 670 pages.

Herr, N. (2013). Everyone in the Pool! Collaborative Data Analysis in the Science Classroom. HP Catalyst Academy. (http://hpca-cscs.com)

Herr, N., & Rivas, M. (2014). Using Cloud-Based Collaborative Resources to Conduct Continuous Formative Assessment. Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.

Herr, N., & Rivas, M. (2014). Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS).Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.

Foley, B., Reveles, J., Herr, N., Tippens, M., d'Alessio, M., Lundquist, L., Castillo, K.,& Vandergon, V. (2014) . Computer Supported Collaborative Science (CSCS): An Instructional Model for Teaching the NGSS.Proceedings of the 2014 International Meeting of the Association for Science Teacher Education. New York: Springer-ASTE.

Herr, N., Rivas, M. (2014). Computer Supported Collaborative Science (CSCS): Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS). Proceedings of the 2014 International Meeting of the Association for Science Teacher Education.

Herr, N., & Tippens, M. (2013) . Using scanning apps on smart phones to perform continuous formative assessments of student problem-solving skills during instruction in mathematics and science classes. In T. Bastiaens & G. Marks (Eds.). Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1138-1143). Chesapeake, VA: AACE.

Herr, N., Rivas, M., Foley, B., d'Alessio, M. & Vandergon, V. (2012) . Using cloud-based collaborative documents to perform continuous formative assessment during instruction. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 612-615). Chesapeake, VA: AACE.

Herr, N., Rivas, M., Foley, B., Vandergon, V., d'Alessio, M., Simila, G., Nguyen-Graff, D. & Postma, H. (2012). Employing collaborative online documents for continuous formative assessments. In P. Resta (Ed.),Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3899-3903). Chesapeake, VA: AACE.

NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.

Herr, N. (2008). The Sourcebook for Teaching Science – Strategies, Activities, and Instructional Resources.San Francisco. John Wiley. 584 pages.

Herr, N.; Tippens, M.; Rivas, M.; Vandergon, V., d'Alessio, M., & Reveles, J. (2015). Continuous Formative Assessment (CFA) - A cloud-based pedagogy for evaluating student understanding to optimize STEM teaching and learning. In Chao, L., Cloud-Based STEM Education for Improved Learning Outcomes to be published by IGI Global, Hershey, PA: IGI-Global Publishing.

Vandergon, V., Herr, N.; Tippens, M.; Rivas, M.; d'Alessio, M., & Reveles, J. (2015). Collaborative data analysis. In Chao, L., Cloud-Based STEM Education for Improved Learning Outcomes to be published by IGI Global, Hershey, PA: IGI-Global Publishing.

Herr, N., Rivas, M., Chang, T., Tippens, M., Vandergon, V., d'Alessio, M., & Nguyen-Graff, D. (2015) .Continuous formative assessment (CFA) during blended and online instruction using cloud-based collaborative documents. In Koç, S., Wachira, P., & Liu, X. (Eds.), Assessment in Online and Blended Learning Environments. Charlotte, NC: Information Age Publishing.

d'Alessio, M., Herr, N., Vandergon, V. (2016) Draft Science Framework Chapters

The Instructional Quality Commission approved the Draft Science Framework for California Public Schools for field review on June 20, 2016.