Credit+Option

=**COURSE TITLE: 2011 Hamline Teaching and Technology Institute**=

If you are interested in taking this course for credit here is the registration form: Cost: $128.00

=**COURSE DETAILS**= = = = A. Course Co-sponsor (school district, organization, or individual) = East Metro Integration District 6067 = B. Instructor =

Name Carl Anderson

Email anderscj@yahoo.com

 * D. Number of __semester credi__ **__ ts __** (quarter credits no longer offered) **


 * 12 hours contact/instruction time = 1 semester credit**

Course assignments/projects are required to earn graduate credit. The expectation is that these assignments/projects are additional to the contact/instruction hours listed above and should be completed outside of the class session/s. (*See Part III. Assignments)

=COURSE ASSIGNMENTS AND EVALUATION=

= Assignments =

*Course assignments are completed outside instructional time. The expectation is that 5-6 hours of outside work be completed for __each__ semester credit.


 * 1) **Mini Lesson or Personal Learning Plan -**Develop either a mini-lesson that integrates a new technology, idea, or teaching strategy learned at the Hamline University Teaching and Technology Institute or draft a personal learning plan that outlines how you will continue to learn about and explore a topic of interest introduced to you at the event.
 * Mini Lessons Should Include The Following
 * Clearly articulated learning objective(s) or [|Essential Question(s)]
 * Detailed list of learning activities to be carried out in the lesson
 * Materials and/or resource list
 * Assessment task(s) that clearly assess content learning
 * Assessment measurement tool ([|rubric], checklist, etc.) that includes quality indicators.
 * Project exemplars (if applicable)
 * [|Standards alignment]
 * [note: Lesson plan templates are available on the 2009 institute website. You may use these or another format if you prefer.]
 * Personal Learning Plans Should Include the Following:
 * Clear written description of the topic or idea to be explored.
 * A clearly articulated personal learning objective.
 * Detailed itinerary describing how and when future learning will occur.
 * Materials and/or resource list
 * Self-assessment tool ([|rubric], checklist, etc.)
 * A detailed prediction of how this new learning will impact your practice.

2. **Reflection Paper** - Drawing upon your own past experiences, write a 3-5 page reflective paper on your experiences from the Institute.

>>> 3. **Threaded Discussions** – Each week in the month of July a reading assignment related to issues discussed at the Edcamp portion of the institute and two discussion topics will be posted in Blackboard. Participants will log in, respond to the discussion prompt and return to reply to at least two other student comments.
 * Reflection Papers Should Include the Following:
 * A list and description of sessions attended at the institute
 * An expanded reflection on one or two ideas taken from institute sessions, keynote, or round table discussion.
 * Connections between new ideas and your own past experiences (could include an assessment of current comfort with technology integration, skill level, technology available at school, etc.).
 * Connection to professional literature in education, the social sciences, humanities and/or technology.
 * Sources cited in[| APA format].
 * **Optional: Structure your reflection as a series of blog posts related to individual sessions you attended.**

= Evaluation =

How will the instructor critically examine and evaluate student work? Provide criteria and identify quality indicators for each assignment. Describe how the specific grades for the course will be determined. Criteria for grades of “A” and “B” __only__ are required. *The evaluation component of the syllabus is essential for full approval of the course and will be carefully examined by the governance committee reviewing the course proposal.

Evaluation

 * Assignment & Weight || “A” Quality Indicators || “B” Quality Indicators ||
 * Mini Lesson or Action Plan (40 pts) || * Essential question(s) and/or learning objective(s) lies at the heart of the subject area to promote inquiry; open-ended and arguable.
 * Assessment specifically identifies student's ability to answer the essential question(s) and meet learning objective(s).
 * Exemplars are created that demonstrate positive learning outcomes.
 * Lesson plans articulate clearly how lesson content relates to state and/or national academic standards. || * Essential question(s) and/or learning objective(s) lies at the heart of the subject area and attempts to promote inquiry.
 * Assessment generally identifies student's ability to answer the essential question(s) and meet learning objective(s). ||
 * Threaded Discussions (20 pts) || * Participants frequently post updates and replies to both prompts and other student replies.
 * Replies to writing prompt clearly relate to the week’s required reading and are connected to student’s own personal experience.
 * Student shares additional resources they have collected related to the topic(s) posted in threaded discussions. || * Participants frequently post replies to writing prompts each week.
 * Replies to writing prompt clearly relate to the week’s required.
 * Student shares additional resources they have collected related to the topic(s) posted in threaded discussions. ||
 * Reflection Paper (40 pts) || * Score of 3 or better according to the 6+ 1 Trait Writing Continuum
 * Paper clearly connects session content from Hamline University Technology Integration Institute to personal experience or uses either professional literature or personal experience to form an informed prediction about the impact of new tools and/or strategies for education.
 * Paper clearly describes all sessions the student attended and identifies at least one key idea or strategy learned from each session.
 * All cited follow proper Hamline APA citation format. || * Score of 2-3 according to the 6+ 1 Trait Writing Continuum
 * Paper clearly connects session content from Hamline University Technology Integration Institute to personal experience to form an informed prediction about the impact of new tools and/or strategies for education.
 * Paper clearly describes all sessions the student attended and identifies at least one key idea or strategy learned from each session.
 * All cited works follow proper Hamline APA citation format. ||

All assignments are due on or before **August 6, 2011**. Assignments may be sent as email attachments to Carl Anderson at anderscj@yahoo.com (for large files please use one of the services listed [|here]) or they may be mailed to: Carl Anderson 5386 Castleview Dr. NW Rochester, MN 55901 If assignments are mailed please include a self-addressed stamped envelope if you would like the contents returned to you. All items must be received, not postmarked, by August 10th.

=PART IV. RESOURCES=

= A. Required Readings and Texts =

Fisch, Karl. ( February 24, 2008) [|My Personal Learning Network in Action]. The Fischbowl. Retrieved May 20, 2011 from [].

Siemens, George (2004, December 12). Connectivism: A learning theory for the digital age. elearnspace, Retrieved March 19, 2009, from []

= B. Bibliography =

List resources and research references that have influenced the instructor in designing this course. The bibliography should include a list of resources that have provided background information and expertise in the content area that prepared the instructor to teach the course. Please use current APA format in developing your bibliography. The following link will provide examples if needed.

[]

Dron, Jon & Anderson, Terry (2009). How the Crowd Can Teach. Retrieved April 23, 2010 from []

Edcamp. (N.D). Edcamp Wiki. Retrieved May 20, 2011 from http://edcamp.wikispaces.com/home

Fisch, Karl. ( February 24, 2008) [|My Personal Learning Network in Action]. The Fischbowl. Retrieved May 20, 2011 from http://thefischbowl.blogspot.com/2008/02/my-personal-learning-network-in-action.html.

Frazier, M., Bailey, G., & (2004). The technology coordinator's handbook. Eugene: International Society for Technology in Education.

Fryer, Wesley (N.D.). TOOLS FOR THE TEKS: INTEGRATING TECHNOLOGY IN THE CLASSROOML: Skype in the Classroom. Retrieved April 23, 2010 from []

Hart, Jane (2010). How to use Twitter for social learning. Centre for performance and learning technologies: Social learning academy. Retrieved April, 23 2010 from []

Jenkins, Henry (2010) TEDxNYED. Retrieved April 23, 2010 from []

McKenzie, Jamie (2008, March). Searching for the grail: Finding good information on the Net. Retrieved March 19, 2009, from From Now On: The educational technology journal Web site: http://fno.org/mar08/searching.html

McTighe, J. & Wiggins, G. (2005) Understanding by design, expanded second edition. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

November, Alan (May 22, 2008 ). 13th annual governor’s education summit - Afternoon featured speakers. Retrieved March 19, 2009, from Google Video Web site: http://video.google.com/videoplay?docid=4388285787389013333&ei=Wn3CSZWgE4-WrwKSnPSgBw&q=alan+november&hl=e

November, Alan (N.D.). Creating a new culture of teaching and learning. November Learning, Retrieved March 19, 2009, from http://novemberlearning.com/wp-content/uploads/2009/02/beyond-technology.pdf

Richardson, Will (2009, January 19). The News According to Twitter. Retrieved March 19, 2009, from Weblogg-ed Web site: http://weblogg-ed.com/2009/the-news-according-to-twitter/

Santo, R., James, C., Davis, K., Katz, S., Burch, L., and Joseph, B. (2009). Meeting of the minds: Cross-generational dialogue on the ethics of digital life. Good Kids, Inc.,The goodplay project at Harvard University’s Project Zero, & Common Sense Media. Retrieved April 23, 2010 from []

Schradie, Jennifer (2009). The digital production gap: The digital divide and web 2.0 collide. American Sociological Association Conference, August 8, 2009. Retrieved April 23, 2010 from []

Selwyn, N. (2006). Exploring the "digital disconnect" between net-savvy students and their schools.

Shareski, Dean (2010). The Stupidest Thing You've Ever Heard of But Might Find Useful Retrieved April 23, 2010 from http://shareski.wikispaces.com/Twitter

Siemens, George (2004, December 12). Connectivism: A learning theory for the digital age. elearnspace, Retrieved March 19, 2009, from []

Trotter, Andrew (2007, June 26). //Technology Educators Decry New Digital Divide.// Education Week, Retrieved June 30, 2007 from, [].

UC Berkeley, (02/23/09). Recommended search engines. Retrieved March 19, 2009, from UC Berkeley - Teaching Library Internet Workshops

Uebelacker, K. (2006). Closing the digital gap in the classroom. Retrieved May 1, 2008, from Digital Divide Network Web site: []

Utecht, Jeff (2009, March 16). The Age of Composition. Retrieved March 19, 2009, from The Thinking Stick Web site: []

Wenger, Etienne (1998). Communities of practice: learning, meaning, and identity. Cambridge University Press. Retrieved April 23, 2010 from [|http://books.google.com/books?id=heBZpgYUKdAC&dq=wergner+communities+of+practice&printsec=frontcover&source=bl&ots=kcpiXobu3k&sig=UiMXiHqVi0UpPE4b7VePk2pLDWo&hl=en&ei=TcH9SqXFAo-KnQf33pyeCw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAoQ6AEwAA#v=onepage&q&f=false]

Wesch, Michael (2008, July 29). “An anthropological introduction to YouTube” video of Library of Congress presentation. Retrieved March 19, 2009, from Digital Ethnography Web site: http://mediatedcultures.net/ksudigg/?p=179