EDUC EECP 3330 1 -1 -2016 - Nova Southeastern University

Transcription

EDUC EECP 3330
1 -1 -2016
3
Nova Southeastern University
Abraham S. Fischler School of Education
Syllabus
I.
COURSE PREFIX, NUMBER, AND TITLE: EDUC/EECP 3330 Integrating
Instructional Technology in the Classroom (3 semester hours)
Year and Semester:
Course Start and End Dates:
Course CRN and Section:
Meeting Days and Times:
Building and Room:
II.
INSTRUCTOR/FACULTY MEMBER
NOTE TO TEACHER CANDIDATES: If you need to contact your instructor with any questions
about the course, consult the course schedule in Course Wizard at to obtain your instructor’s
name and email address.
NOTE TO INSTRUCTORS: Please provide the following contact information to teacher
candidates on the first day of class.
Name:
Email:
Telephone:
Fax:
Office Hours:
This course is administered by the Department of Teaching and Learning. If the instructor
cannot be reached, please contact the Content Area Faculty (CAF).
CONTENT AREA FACULTY
Instructors are invited to contact the professor listed below for questions about this syllabus.
Name:
Dr. Jason Karp, Ed.D
Email address:
[email protected]
Google Phone:
980.202.1154
Office:
Charlotte, North Carolina
NOTE: To ensure program consistency, all sections of each course in the Abraham S. Fischler
School of Education and Human Services, regardless of delivery format, follow the same course
requirements listed in this syllabus as provided by CAF. Instructors may modify readings,
topics, or assignments in consultation with the CAF listed above.
III.
COURSE DESCRIPTION
A. Catalog Description: EDUC/EECP 3330 Integrating Instructional Technology in the
Classroom presents strategies for technological integration into the classroom curriculum
in elementary/secondary learning environments. Hands-on experiences will allow
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students to apply teaching practices and research to specific learning needs of typical and
atypical learners. Prerequisites: COMP 1500, COMP 2000 or COMP 2020, MATH 1040
B. Course Rationale: This course will develop skills for utilizing technology tools in
today's society. Students will learn to use these tools to create materials through projects
directly related to technology. During the semester several emerging technologies will be
introduced, used, and discussed. Students will reflect and understand the integration of
technology in a K-12 classroom. This course is intended to teach strategies to incorporate
technology into the curriculum. A number of approaches for technology integration will
be discussed and physically used to address 21st century students.
COURSE STUDENT LEARNING OUTCOMES
IV.
By the end of this course, the teacher candidate will
1. Uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom
2. Differentiate between appropriate and inappropriate uses of technology for
teaching and learning while using electronic resources to design and implement
learning activities.
3. Design and simulate peer teaching lesson that meets content area standards and
reflects the current best practices in teaching and learning with technology.
V.
COURSE OBJECTIVES:
By the end of this course, the teacher candidate will
1. Interpret how computers are used in K-12 classroom.
2. Identify available technology resources and create products for instruction.
3. Create specific technology applications and resources that maximize student learning.
4. Explain why computer technology is important for education.
5. Design Digital-Age Learning Experiences
6. Identify concepts and terminology related to computers and their use in education.
7. Participate in online professional collaborations with peers and experts.
8. Design technology productivity tools to complete required professional tasks.
9. Classify ways to integrate technology into specific curriculum subject areas.
10. Identify safety and health issues related to technology use in schools.
11. Evaluate the appropriateness of technology and the effectiveness of technology infusion.
12. Apply appropriate use of software in educational settings
13. Select ways in which technology can positively influence learning.
14. Provide examples of how computers are changing the way we teach and learn.
15. Construct strategies and solutions for integrating computer technology for use with
children of all abilities, disabilities, and diversities.
16. Understands the conceptual, tools of inquiry, and structures of the discipline(s) he or she
teaches and can create learning experiences that make these aspects of subject matter
meaningful for students.
17. Evaluates the effects of his/her choices and actions on others (students, parents, and other
professionals in the learning community).
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18. Use their knowledge and understanding of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the elementary classroom. (NCATE)
19. Creates media projects to foster effective communication with others (students, parents,
and other professionals in the learning community).
20. The teacher candidate uses knowledge of media communication techniques to foster
supportive interaction in the classroom
LEGEND FOR OBJECTIVES
FEAP
= Florida Educator Accomplished Practices
InTASC
= Interstate Teacher Assessment and Support Consortium Standards
NCATE
= National Council for Accreditation of Teacher Education
SSS
= Sunshine State Standards
Competencies and Skills Required for Teacher Certification in Florida:
General
ESOL
= English to Speakers of Other Languages (ESOL) K-12
FPEC
= Professional Education Competencies and Skills for Teacher Certification
Subject Areas
B
= Biology 6-12
EE
= Elementary Education K-6
ESE
= Exceptional Student Education K-12
M
= Mathematics 6-12
PKP
= Prekindergarten/Primary PK-3
SS
= Social Studies 6-12
VI.
REQUIRED MATERIALS
A.
Required Textbook(s):
Transforming Learning with New Technologies, Video-Enhanced Pearson eText - Access Card,
2/E by Maloy & Verock- O'Loughlin & Ed

You can purchase access to the eText ISBN-13: 9780133397031 with or without
purchasing a print book. The NSU bookstore has the access code cards, or you can
purchase access. - How to Register Guide | Textbook Technical Support 24/7
NOTE TO TEACHER CANDIDATES: Check the course textbook list for updates.
B.
Recommended Supplemental Materials:
American Psychological Association (APA). (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Pearson/Longman. (2014). MyCompLab. New York: Author. [online lab]
Wysocki, A. F., & Lynch, D. A. (2014). The DK handbook (3rd ed.) New York:
Longman/Pearson.
NOTE TO TEACHER CANDIDATES: These three items are bundled for cost savings at the
NSU Bookstore. The ordering information is as follows: ISBN: 1256130648, Title: DKHB
Nova SE Univ Pk 2011.
C.
Required Technology:
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Each teacher candidate must acquire a working NSU email address for enrollment in all
courses, whether or not instruction is live or online. To open an NSU email.
Each teacher candidate must use the appropriate programs/files (i.e., Microsoft Word,
PDF, and JPG) when taking online courses in order to insure that the instructor can open and
grade written work.
VII. CALENDAR OF WEEKLY REQUIREMENTS
This is a partial-simulation-based course. This means you will experience a realistic teacher day
and experience a more engaging technology environment while making multifaceted decisions.
This course will be completed using a scenario-based problem solving model and technology
resources training with infusion strategies. Detailed directions can be found under each week.
You will also participate in active blogs during the weeks to come to reinforce the nature of
social media tools and teacher collaboration. Finally, you will have a few check point short
quizzes to evaluate your understanding of the textbook material and the foundation of technology
infusion strategies.
The pre-assignments for this course are as follows. These pre-assignments must be completed
prior to the first class session. A quiz covering this material may be scheduled.
A. Review the teacher candidate standards and student standards for your teacher
education program.
B. Save the syllabus to your computer desktop. Read the entire syllabus and have it
available for review during the first class session.
C. Purchase the required textbooks.
D. Standards to Review: ISTE | FLDOE | NCATE |CAEP | 21st CENTURY SKILLS
Note: You are required to post a response to the blog questions & student feedback
postings. Responses are due Sunday before midnight. Questions are to be posted in the
blog, not sent by email and not posted as an attachment. You must complete all postings
to receive credit. Post your comments during the correct week. You also should respond
to at least 1 student with quality feedback about their posting each week. Your comments
must be based on the readings and course content. Simple comments will not earn the
points for participation.
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1 --------Class Session 1
Please read, (Chapter 1) - Becoming a 21st Century Teacher.
(Chapter 2) - Understanding Educational Technology Issues and Trends
Blog Question 1: View A Vision of K-12 Students Today. What is the overall message of
this clip? On what level do you agree with this message? Why? What are your current
experiences with technology in the classroom? Think about traditional printed books... now
watch this! Download on your iPad, iPhone or android the colAR app. Imagine how books and
print will change. What do you think? NOTE: save a copy of your blog postings, as you will
submit them all together during week 8 as Project 3- BPD.
Part A – Complete a short quiz to assess your library knowledge. This research knowledge is
very helpful as you develop technology proficiency. You will continue training during week 3.
Part B - Prepare a detailed autobiography. Include your full name, phone numbers, your
picture (yes a picture). Next, modify the same picture 4 times. You can use FotoFlexer or ipiccy
another photo editing website. Copy and paste or (Screen shot YouTube) the edited pictures into
the WORD document. NOW the fun part… Create a welcome video in YouTube that gives me
an overview of your autobiography. This is not only fun, but it will help you are we create
projects to present on YouTube. You MUST make the video available so that I can view it. This
does not mean it is public, but you must open make sure it is viewable when you send me the
link. YOU MUST TEST the video it by sending it to a friend or family member first to ensure it
works. (DO THIS STEP). When emailing this, save the document as (last name, First Name,
AutoBio). Your written autobio will also be posted in the Blog section so that we can use our
social forum to get to know each other. You do not have to post the picture to the blackboard
blog if you do not want to or the YouTube video.
Quiz Schedule: You will have a few check point short quizzes to evaluate your
understanding of the textbook material and the foundation of technology infusion strategies. You
can complete the quizzes on your own schedule, but make sure you do not fall behind or wait
until the last week of the course. It is wise to read the chapters ahead of time and do not attempt
to open the book for the first time during the timed quizzes. The quizzes are open now, but again
they are taken on your own schedule.
How2 Complete this Course: This course will be completed using a scenario based problem
solving model and technology resources with 21st century infusion strategies. The problems will
be presented to you in a complex scenario that you must solve using your acquired technology
training. The method in which you solve the scenario is up to you, but the tools and techniques
must be fully infused and viable to solve the problems you will encounter.
The first phase is the Techno-Illumination Preparation Product or (T.I.P.) will offer you the
needed skills and training to best to solve the scenarios presented. You must be prepared to meet
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all of the needs of your students and stakeholders. This requires knowledge and often
personalized learning experiences for each student. The (TIP.) will be paramount to your
success.
The Timeframe: The first four weeks of this course will be dedicated to learning and using the
technology tools listed in the syllabus under week 2 (TIP). You must open free accounts and
actually use the software programs to create products. Some of these products will be seen when
submitting your scenario solution. The next three weeks will be dedicated to actually solving the
scenarios and fully infusing these tech-tools into your final product, some you must create from
scratch. Finally, the last week will be used to reflect on how you grew with respect to
technology. Detailed directions and guidelines can be found listed under each week. You will
also participate in original, visionary, inventive blogs during the weeks to come. These questions
are designed to make you think about technology in a whole new way. The blog questions are a
requirement of the course. Your active participation in the course is measured by your
involvement with your colleagues, your insight, and your technology savviness. Projects are to
be presented to the instructor on the due date and must be saved as requested. NOTE: An APA
title page is required for all projects.
Live on-ground courses see your instructor for submission procedures and due
dates for all activities, or assignments in the course.
Please read, (Chapter 3) - Transforming Learning with Unique, Powerful Technology, and
(Chapter 4) - Designing Lessons and Developing Curriculum with Technology
Blog Question 2: What will the future be like? As new technology tools become available
educators think of ways to make teaching more effective and creative. Check out this translation
free app (Word Lens) and describe how this could be used in the classroom. What will the next
trend be for technology? Watch this video ASIMO and imagine the possibilities. Respond with
your thoughts.
Sanford Assignment: This is a required task: This assignment is a short video designed to
introduce teachers to game-infused curricula and the professional competencies. See Sanford
directions on page 38 of the syllabus. After viewing the video, summarize on the discussion
board what you learned and your reaction. Explain in detail how you will infuse your newly
acquired knowledge in your case scenario and how this can be used in the future. Post your
detailed reply on the discussion board under the title Sanford-Discussion. See login and
registration information on page 38.
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Techno-Illumination Product: - 20 points (online students - see due dates in blackboard, ground
students - see your instructor for due dates). Technology infusion is not an event or a separate lesson;
rather it is part of your day and is paramount to the success of the content you are delivering. As
our students demand overall information immediately and in a multimedia format, it becomes a
priority to meet those demands. This means the teacher must be ahead of the students with
respect to tech-tools. This means you must be willing to embrace technology. This (TIP) task is
not a difficult challenge to meet; moreover it is a conscious decision about what tools to select
and how to use the multitude of resources available to meet your student’s needs. While
planning and training, keep in mind the standards that exist to meet the needs of 21st century
students. Complete the training by reviewing and creating products from the TIP list (below).
This (TIP) project will require you to create accounts and actual products from each category.
You will create original YouTube videos as you address the emails scenario presented in project
two. Although you will not be able to integrate all of the products you learn during the training,
please pick the most relevant tools from each category to address the needs of the scenario
problem presented during week 4. The opportunity to practice collaborating with colleagues,
parents, students, school leaders, and community leaders or (stakeholders) is a major part of this
training. When emailing /submitting this project the email subject area and the actual document
will be saved as, (last name, first name, TIP).
Applications to learn and use: First step is to open a
Google will be used for many sections of this course. All tech-apps listed are free! They also provide
informational training videos about how to access, use, and share the software products you
create. Always search YouTube for more training videos if you get stuck or need more help.
Please review all products; however you only need to create 1 product from each of the 6
categories. Some of the program will do the same thing, but having your own preference is
important.
Sanford Assignment: Use the template (Appendix K) to evaluate 2 (two) of the resources
you select for your Techno-Illumination Product. You will submit the form from (Appendix K)
with your TIPP project. See login and registration information on page 38.
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TIPP Categories:
1. Category: Photo Editing: Using one of the products below, edit pictures in a creative way.
This will be used for your scenario solution (see week 4). This task can be focused towards an
open house presentation, or the science activity, or an about you presentation. Edited images can
be used in other applications such as YouTube, PhotoStory, or social media.



Application Name: iPiccy | Informational Training Video
Application Name: FotoFlexer | Informational Training Video
Application Name: Instagram | Informational Training Video
2. Category: Video & Presentations: Using one of the products below, create an open house
presentation that will impress the parents with your technology know-how. Incorporate edited
pictures from your photo editing training.




Application Name: PhotoStory | Informational Training Video
Application Name: YouTube Channel or Vimeo | Informational Training Video
Application Name: Mix.Office.com | Informational Training Video
Application Name: Prezi | Informational Training Video
3. Category: Social Media: Using one of the products below, create free virtual learning
environment where you will post homework assignments and messages to parents. You can
include edited pictures and video from your previous training.




Application Name: Edmode | Informational Training Video
Application Name: Wikispaces | Informational Training Video
Application Name: Twitter | Informational Training Video
Application Name: Facebook | Informational Training Video
4. Category: Cartoon Software | Avatar Creation: Using one of the products below, create
visual aids and cartoon for academic purpose. Create a cartoon for the science activity to address
personalized learning or whole class instruction. (See week 4).



Application Name: Voki | Informational Training Video
Application Name: GoAnimate | Informational Training Video
Application Name: ToonDoo | Informational Training Video
5. Category: Communication Tools: Using one of the products below, create an account to
electronically communicate with stakeholders and stay organized with classroom events.


Application Name: Remind | Informational Training Video
Application Name: Sign up genius | Informational Training Video
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

Application Name: Google Voice | Informational Training Video
Application Name: Fodey | Create some exciting titles
6. Category: Mobile Learning Devices & Research Tools: Using one of the products below,
create a document with the most relevant iPad apps for your students to complete homework
activities and reinforce the Science activity. You will need to review science apps during the
scenario solution (see week 4).


Application Name: Google/Education | Informational Training Video
Application Name: Appitic.com | Informational Training Video
The Techno-Illumination Product will be used to solve the scenario mock emails (see week
4). Knowledge and practice using these products is paramount. You will create a Google site
similar to the sample below with the results of your training. You will present some of your
findings on YouTube during project 3. You MUST make the videos available so that I can view
it. This does not mean it is public, but you must open make sure it is viewable when you send me
the link. YOU MUST TEST it by sending it to a friend or family member first to ensure it works.
(DO THIS STEP). (Live /on-ground courses see your instructor for submission procedures and due dates).
For example: Include the following for the products you create:
1.
2.
3.
4.
Application Name: PhotoStory
A screen shot of your product or a link to your product
Why you created this product
How this product will be used in the scenario to address students’ needs (see week 4).
What other programs will be integrated with this tool | product
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Please read, (Chapter 5) - Teaching Information Literacy and Digital Citizenship
Blog Question 3
Watch “The history of technology in education” and discuss your reaction. Things have changed
for certain. Now watch the 3D Hologram Video. Can you imagine using Holograms to teach in
the future? What are your thoughts…? What about augmented reality…download a few and try
them now... Anatomy 4D | Elements 4D. How would you use this sort of technology?
Continue working on: The Techno-Illumination Product & Quizzes
LIB-Training: (LIB-1 video) | (LIB-2 video) | (LIB-3 video) | (LIB-4 quiz) Complete this
quiz again based on the 3 library videos you viewed. I will receive a copy, so you do not have to
email the results to me.
Please read, (Chapter 6) - Fostering Online Learning with Educational Websites and Apps
The (T.I.P.) project is due. Include the project as described in previous weeks. Include the
Sanford form, make sure you saved it as requested with the correct cover pages, and ensure you
have tested the links.
Blog Question 4
Watch the Social Media in Education - Teaching Digital Natives. Do you participate in social
media? Our students do! Respond with your thoughts and your plan to get even more involved in
social media by integrating it into your teaching.
Directions to Teacher Candidates: You must develop and create some of the materials that
are used. An original YouTube video is a requirement. You do not have to appear in the
YouTube video, but must still create an original video to help solve the scenario. You do not
have to make your videos public for this project; however I will need the direct Open link to
view them. Pay close attention to lighting and audio clarity and privacy settings. If you do not
make the media available to me, then I cannot grade it.
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SOLVE The Scenario: You have just graduated from college and
have accepted your first teaching position teaching third grade and you are expected to prepare
students to learn using 21st century skills. You have a great deal of knowledge that you learned in
college at NSU and want to apply everything to your teaching to enhance student’s achievement
and active participation.
You want to reach all students and know that you must integrate many different tools to make
this possible. This will include developing personalized learning experiences for many students
as you plan and develop your lessons and activities. Since your school is a paperless school, you
will rely heavily on technology tools that involve electronic communication to reach your
students and stakeholders. It is also very important that you collaborate with your grade level
team as you plan and present topics to students and stakeholders. Technology will heavily aide in
this endeavor. Keep in mind that flipping the classroom is a great way to reach today’s students.
Below you will encounter several simulated emails that must be answered as if you are directly
writing back to the sender. These simulated emails were sent from a parent, a colleague, an
administrator, and a student. Make sure you carefully think about how you will respond and what
tech-tools you will employ to best meets the needs of the problem presented. Your response will
be directly correlated to the (T.I.P.) project and the tech-know skills you acquired. A very
detailed email response to the sender with live links to your Google site is a requirement for this
project. Prepare a well formatted document that addresses each email below. Each response
email should be written as if you are speaking with the email sender personally. Separate each
email response with a clear title and a separate page for each response. This makes it easier to
grade and read… SO, I want only 1 document that will be several pages long with many clear
titles and great details and tested live links. For example: the second page of your document will
be “A Parent email” and so on… Finally you will answer about 15 questions in narrative form
about your experience.
1. A Parent Email:
 Hello Ms. Taylor,
I am writing this email to you to let you know that I am very happy my daughter Katheryn
is in your class. I love being involved in her studies and would really like to get involved
in the classroom this year. What is the best way that I can keep in touch with you and
keep up-to-date with the weekly homework? Do you have a preferred way for me to
contact you if I have questions? Do you post homework on a blog or social media
website? How will you contact me in the event of an emergency? Do you have a BYOD
program at your school and should I send a tablet with Katheryn? I appreciate your
timely response and hope you are having a nice week.
Signed,
Katheryn’s Mother – Susan Patrick
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2. The Science Lesson Plan:
 Hello Third Grade Team:
I am sending you the agreed upon Science lesson we are all delivering this week. It is
very clear that we are in need of tech resource to make this lesson a 21st century activity.
As a member of the science team, please go through the lesson/activity below and find
media resources. I think we are going to need to make a YouTube video presentation to
best illustrate how this activity can be done. Maybe you should make a car that moves.
Maybe a picture presentation will help… Either way we need something to make this
lesson successful. Please keep me updated on your progress and review the lesson below.
Signed,
Team Leader Science – Mr. Smith
Proposed Science Activity in need of Media:
Objectives: Students will be able to formulate a model to show force, gravity, and
velocity.
Activity: What makes things move? How can you design a car that moves on its own?
Start by making a car with wheels that turn smoothly. Dowels and binder clips make
good axles and bearings. One person from each group comes to the table to get the
supplies needed to construct their simple machine. Students have a copy of "Models and
Designs" to get ideas. The most important factor is their simple machines must roll. The
wheels must turn. After their vehicle is constructed, students will predict whether their
vehicle will travel further with the quarter or the penny. Then they will increase the
steepness of the ramp by putting more books underneath one end. Students write
predictions in activity log. After making predictions, students will follow the rest of the
directions recording their observations. Compare and contrast the length the vehicle
travels with the quarter and with the penny. Explain. Describe what force changed the
velocity of this simple machine
3. An Email from Principal:
 Hello Teachers,
I hope your first week of school is going very well. I would like to remind you that we are
having our open house next week and our parents will be expecting great things from
you. Make sure you are preparing your digital welcome presentations and signing
interested parents up as classroom volunteers via your electronic communication tools.
As a reminder we are a paperless school, so all resources are made available to parents
through your technology know-how resources. Also, please email me a direct link to your
website or blog so that I can see what sorts of innovative things you are doing in your
classrooms.
Signed –
Principal Nosaj Prak
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4. A Personalized Learning Request:
 Hello Math Teachers,
As you may know we need to pay special attention to some of the activities that grab
student’s attention. I have seen some variation of the students test scores so far and
would like our math team to work to not only to address the whole class, but also the
individual students. Please evaluate some apps and give me your feedback about what
you think works best. It can be anything to get the students involved and motivated for the
math lesson and for at home practice as well.
Signed,
South District S.T.E.M. Director – Ms. Krista
5. From Your Student Jordan:
 Hello Ms. Taylor
I am having a hard time understanding the science lesson you covered today about space
and whether it is infinite or not. Can you give me the link to your website/blog again? I
thought you had some good link on there? Also what iPad apps can I use to learn more
about space and the universe? Does Hubble have a website? Do you have any good
YouTube videos that you created that may help me as this has my head spinning? What
about something on twitter or social media that I can follow that may also help me? Can
you make something like a picture presentation on Pinterest to help me better understand
the subject?
Signed,
Your Student- Jordan W.
Questions to Solve and submit with Project 3: Please answer these questions in
essay/narrative/paragraph format. Do not provide simple answers to the questions, rather
compose a clear document that illustrates how your addressed the scenario and how the
tech-tools you used answered the questions below. Provide links (test the links to be sure
I can access it with no password)
1. What tech-tools did you create to address the parents, staff and principal for open house
2. What tech-tools did you create to effectively communicate with parents to get them
involved in the classroom activities?
3. What tech-tools did you create for the science or math activity?
4. What tech-tool will you integrate into the classroom to address individual learning for
student that need remediation?
5. How can you collaborate with your colleagues even if planning time is limited?
6. How can you present lessons to your students that infuse technology seamlessly into the
content without making technology a separate event or stand-alone activity?
7. What tech-tools did you create/utilize so that parents can contact your easily and directly?
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8. What tech-tools did you create to keep students and parents involved in the classroom?
9. How can you share some of the exciting things that happen in the classroom with
stakeholders?
10. How will you elevate achievement and engagement to the highest level by integrating
tech-tools?
11. What mobile learning apps are you going to use to support teaching and learning?
12. What role do you envision Social Media will play in your classroom?
13. How are you going to capture your student’s attention using media technologies?
14. How can you ensure the selected media engages student learning and critical thinking
rather than simply entertaining them?
15. How will you become a technology leader in your school?
16. What are your plans for continued professional development or tech-tools training?
Please read, (Chapter 7) - Exploring Problem Solving and Inquiry Learning with Software, Apps,
and Games
Blog Question 5
Watch the video RSA Animate - Changing Education Paradigms. Consider how education is
delivered in the United States. How will you make a difference knowing what you know about
technology and 21st century students?
Continue to solve the Scenario:
Please read, (Chapter 8) - Communicating and Collaborating with Social Media
Blog Question 6: Watch the video Technology in 2019 - What does the future of technology
looks like and are things getting too advanced or are things becoming easier? What are your
thoughts about our students today and in future? Things have changed rapidly to say the least!
Make sure you have been: completing the quizzes and continue working on the Scenario (see
previous weeks for directions)
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Please read, (Chapter 9): Expressing Creativity with Multimedia Technologies
Blog Question 7
Think about the simple mundane, commonplace, humdrum, uninteresting, mind-numbing task of
ordering a Pizza in the future and how that experience has become a BIG DATA collection
opportunity. How things have changed? How will you prepare your students to be safe online
while keeping their personal information secure from unwanted hands?
Project 2 - Scenario Solution Guide Due: - 30 Points (online students - see due dates in
blackboard, ground students - see your instructor for due dates). Items to Submit: A document containing
comprehensive results based on the direction in week 4. Include: YouTube links, images of
technology used, screen shots, and live links to the products you created. A detailed report
explaining your answers to the question posed in the emails and questions in narrative form. A
Proper APA cover page and title are required. When emailing this project the email subject area
and the actual document will be saved as, (last name, first name, SSG).
Please read, (Chapters 10 & 11): Chapter 10, Promoting Success for All Students Through
Technology. Then, in chapter 11, Engaging Teachers and Students in Learning and SelfReflection, you will learn more about how to evaluate your own learning through digital
portfolios and other performance assessment technologies.
Project 3 - Blog Posting Document: - 10 points (online students - see due date in blackboard,
ground students - see your instructor for due dates) Email a copy of ALL your blog postings in a WORD
doc. Make sure they are clearly labeled and well-formatted so that I can see each weeks posting
and a title identifying what week I am looking at. When emailing this project the email subject
area and the actual document will be saved as, (last name, first name, BPD).
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VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR RUBRICS
Key Assessment Assignments
Key assessments for each education major are integrated throughout various courses in
the Undergraduate Teacher Education Program and document teacher candidates’
acquisition/mastery of standards. Therefore, it is important that you do your best work on the
key assessments.
Key assessments are graded by the instructors teaching the courses in which the
assessments are integrated. Instructors grade the key assessments using the required rubrics.
Grades of 80-89 meet standards, and grades of 90-100 exceed standards. Grades of 79 or less do
not meet standards. Your instructor will enter the data (i.e., didn’t meet, met, exceeded) for the
standards into the online Key Assessment System (ASSESS) at the time that course grades are
submitted. Please note that reflection is part of the key assessment assignments.
If you fail to meet standards (i.e., earning a grade of B- or higher) on a key
assessment, you must remediate the key assessment with the course instructor. You have
one eight-week term to revise and resubmit the key assessment for instructor re-grading
using the required rubric. PLEASE NOTE THAT ALL KEY ASSESSMENTS THAT
DIDN’T MEET STANDARDS MUST BE REMEDIATED BEFORE YOU WILL
QUALIFY FOR INTERNSHIP.
Once you successfully remediate the key assessment, the course instructor will enter the
data in ASSESS using the edit function in order to change your rating from does not meet to
meets or exceeds standards. The course instructor also indicates in the comments section of
ASSESS that the key assessment was remediated. PLEASE NOTE THAT REMEDIATION
OF THE KEY ASSESSMENT DOES NOT CHANGE THE COURSE GRADE.
There are NO key assessments for this course.
Course Assignments: (online students - see due date in blackboard, ground students - see your instructor for
due dates) See Weekly schedule
IX.
A. UNIVERSTY-WIDE POLICY STATEMETNS
Students should visit www.fcas.nova.edu/about/policies.cfm to access additional required
college-wide policies. It is your responsibility to access and carefully read these policies to
ensure you are fully informed. As a student in this class, you are obligated to follow these
college-wide policies in addition to the policies established by your instructor.
The following policies are described on this website:
 Academic misconduct
 Last day to withdraw
 Email policy
 Student course evaluations
 Student responsibility to register
 Student responsibility for course prerequisites
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B. UNDERGRADUATE TEACHER EDUCATION PROGRAMS’ POLICIES
Refer to the class policies on the Teacher Candidate Resources webpage at
http://education.nova.edu/students/teachercandidateresources.html.
IX.
STANDARDS
NOTE TO TEACHER CANDIDATES: Standards (i.e., expectations for teacher and student
performance) vary from state to state, with some states using national standards. Review the
standards here, making sure that you know which ones apply to you.
Standards for Teacher Candidates:
Association for Childhood Education International (ACEI). (2007). ACEI/NCATE elementary
education standards and supporting evidence. Retrieved
from http://www.acei.org/images/stories/documents/ACEIElementaryStandardsSupportin
gExplanation.5.07.pdf
Council for the Accreditation of Educator Preparation (CAEP). (2015). CAEP standards.
Retrieved from http://caepnet.org/standards/introduction
Council for Exceptional Children (CEC). (2012). Initial and advanced preparation standards.
Arlington, VA; Author. Retrieved from http://www.cec.sped.org/Standards/SpecialEducator-Professional-Preparation/CEC-Initial-and-Advanced-PreparationStandards?sc_lang=en
Council for Exceptional Children. (2009). What every special educator must know: Ethics,
standards, and guidelines for special educators (6th ed. revised). Arlington, VA: Author.
Retrieved from http://www.cec.sped.org/Standards?sc_lang=en
Florida Department of Education. (2010). Florida teacher standards for ESOL endorsement.
Tallahassee, FL: Author. Retrieved from
http://www.fldoe.org/core/fileparse.php/7587/urlt/0064460-approvedteacherstandards.pdf
Florida Department of Education. (2010). Reading endorsement competencies. Tallahassee, FL:
Author. Retrieved from http://www.justreadflorida.com/endorsement/
Florida Department of Education. (2010). The educator accomplished practices. State Board of
Education Rule 6A-5.065. Tallahassee, FL: Author. Retrieved from
http://www.fldoe.org/profdev/FEAPs/
Florida Department of Education. (2015). Competencies and skills required for teacher
certification in Florida (20th ed.). Tallahassee, FL: Author. Retrieved from
http://www.fldoe.org/asp/ftce/ftcecomp.asp
Interstate Teacher Assessment and Support Consortium (InTASC)/Chief State Schools Officers
Council. (2011). Model standards for beginning teacher licensing, assessment and
development: A resource for state dialogue. Washington, DC: Author. Retrieved from
http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf
International Reading Association (IRA). (2010). Standards for reading professionals. Newark,
DE: Author. Retrieved from
http://www.reading.org/general/CurrentResearch/Standards/ProfessionalStandards2010.a
spx
National Association for the Education of Young Children (NAEYC). (2009). Standards for
professional preparation. Washington, DC: Author. Retrieved from
http://www.naeyc.org/positionstatements/ppp
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National Board for Professional Teaching Standards. (2014). National Board standards.
Arlington, VA: Author. Retrieved from http://www.nbpts.org/national-board-standards
National Council for Accreditation of Teacher Education/Association for Childhood Education
International. (2007). Elementary education standards and supporting explanation.
Washington, DC: Author. Retrieved from
http://www.ncate.org/LinkClick.aspx?fileticket= 2G2qXsJF9cI%3d&tabid=676
National Council of Teachers of English. (2012). NCTE / IRA standards for the English
language arts. Urbana, Illinois: Author. Retrieved from
http://www.ncte.org/standards/ncte-ira
National Council of Teachers of Mathematics (NCTM)/Council for the Accreditation of teacher
Education (CAEP). (2012). Standards for mathematics teacher preparation: Secondary,
middle, and elementary. Reston, VA: Author. Retrieved from
http://www.nctm.org/Standards-and-Positions/CAEP-Standards/
Nevada Department of Education. (2013). Nevada educator performance framework: Teacher
professional responsibilities standards and indicators. Las Vega, NV: Author. Retrieved
from http://rpdp.net/admin/images/uploads/resource_147.pdf
Teaching English to Speakers of Other Languages International Association (TESOL). (2010).
Standards for the recognition of TESOL programs in P-12 ESL teacher education Alexandria,
VA: Author. Retrieved from http://www.tesol.org/docs/books/the-revised-tesol-ncate-standardsfor-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-%282010pdf%29.pdf?sfvrsn=0
Standards for Students:
Achieve, Inc. (1996). Next generation science standards. Retrieved from
http://www.nextgenscience.org/
Common Core State Standards Initiative. (n.d.). The standards mathematics. Retrieved from
http://www.corestandards.org/Math
Florida Department of Education. (2008, 2010). Next generation sunshine state standards (SSS)
and common core standards. Retrieved from http://www.fldoe.org/bii/curriculum/sss/
Florida Department of Education. (2012). Collaborate, plan, align, learn, motivate, and share
(CPALMS). Retrieved from http://www.cpalms.org/homepage/index.aspx
Florida Prekindergarten/Primary Education, Age Three through Grade Three Subject Area
Competencies. (n.d.). Retrieved from http://www.fldoe.org/asp/ftce/pdf/53PreK-3.pdf
National Council for the Social Studies (NCSS). (2010). National curriculum standards for
social studies. Retrieved from http://www.socialstudies.org/standards
NCTM. (n.d.). Standards for school mathematics: Pre-K through 12. Retrieved from
http://www.nctm.org/standards/content.aspx?id=26863
Nevada Department of Education. (2008). Standards. Retrieved from
http://doe.nv.gov/standards.html
XI.
ADDITIONAL ACADEMIC RESOURCES
Nova Southeastern University offers a variety of resources that may aid in student success.
Among these resources are:
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Accommodations for students with documented disabilities:
For more information about ADA policy, services, and procedures, students may call the
Office of Student Disability Services at 954-262-7189 or visit
http://www.nova.edu/disabilityservices.
Tutoring and Testing Center:
Free tutoring services: Students are encouraged to use the free, individualized tutoring
services offered by the Tutoring and Testing Center (TTC). TTC provides a supportive
atmosphere in which tutors and students work collaboratively on improving students’
writing, math and/or science skills. http://www.nova.edu/tutoring-testing/index.html
X.
CLASS POLICIES
Refer to the class policies attached to this syllabus.
XI.
GRADING CRITERIA
A. Guidelines – The requirements for each assignment are outlined in detail in this
syllabus and attachments. Please follow the guidelines carefully in order to receive full credit.
B. Plagiarism – Teacher candidates will submit all major written assignments into
Turnitin and then correct their work for plagiarism before submitting their assignments to their
instructor. Please note that if you plagiarize, you will earn a grade of F on the assignment. If you
plagiarize a second time, you will earn a grade of F on the assignment and in the course. The
instructor will report all instances of plagiarism to the associate dean of UTEP.
C. American Standard English (ASE) – All written work must be submitted in
professional form. American Standard English grammar and mechanics is required. Please pay
particular attention to correct spelling, capitalization, punctuation, grammar, and sentence and
paragraph structure. All assignments must be submitted using Microsoft Word, be error free, and
grammatically correct.
D. American Psychological Association Manual (APA) – All assignments must be
completed using the style delineated in the Publication Manual of the American Psychological
Association. Please pay close attention to the format for the spacing, margins, title page, header,
numbering of pages, headings, and references pages. Be sure to cite or quote all reference
material, using the correct format. (See the APA Manual pages 207-214 for citations and pages
117-122 for quotations.) All instructors will review APA format using the UTEP module on
APA during the first week of each course.
E. Grading of Assignments – The instructor reserves the right to refuse to read and/or
correct an assignment that does not meet professional form using ASE and APA style standards.
F. Assignments Not Meeting Standards – The instructor refers teacher candidates who
are having difficulty with reading the course content and/or writing assignments to meet ASE
and APA standards to the Office of Academic Services for remediation. For critical tasks/key
assessments that do not meet standards, the instructor works directly with the teacher candidate
to remediate the work.
G. Synchronous Online Sessions – Teacher candidates enrolled in online course
sections are required to attend a minimum of one Elluminate session conducted by the instructor.
H. Late Assignments – Late assignments are NOT accepted.
I. Grading Rubrics – Rubrics for all assignments are located in the Appendixes.
J. Grading Scale – A list of the course requirements and the grade scale follow.
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Letter
Grade
A
AB+
B
BC+
Percentage
94-100
90 -93
87 -89
83 -86
80 -82
77 -79
Letter
Grade
C
CD+
D
F
Percentage
73 -76
70 -72
67 -69
60 -66
0 -59
K. Course Assignments and Their Percentage of the Final Grade
Assignment
Project 1: Techno-Illumination Product
Project 2: Scenario Solution Guide
Project 3: Blog Postings & Participation
Quiz 1
Quiz 2
Quiz 3
Quiz 4
Points Possible
Points Earned
20
30
10
10
10
10
10
L.
Key Assessments – Teacher candidates must check to insure that all of the data from key
assessments is updated in ASSESS. To identify all of the key assessments for your major, go to
the UTEP website http://www.nova.edu/~karpj/portfolio_website/about.html and download the
Monitoring Sheet for Teacher Candidates’ Attainment of Standards for your major.
XII. LIST OF SUGGESTED RESOURCES
Websites:
APA
American Psychological Association. (2012). APA online. Retrieved from
http://www.apastyle.org/
E B Communications. (1996-2001). The APA wizard. Retrieved from
http://www.stylewizard.com/apa/apawiz.html
Warlick, D. and The Landmark Project. (2010). Landmarks citation machine. Retrieved from
http://citationmachine.net/
ESE
Education Development Center/National Center to Improve Practice in Special Education
through Technology, Media and Materials (NCIP). (1998). NCIP library. Retrieved from
http://www2.edc.org/NCIP/library/toc.htm
ESOL
Broward County Public Schools (2012). Multicultural, ESOL program services department.
Retrieved from http://www.broward.k12.fl.us/esol/Eng/BestPractices/index.html
ESL Lesson Plans and Resources. (n.d.). Retrieved from
http://www.csun.edu/~hcedu013/eslplans.html
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Lesson Planning
Teacher Vision and Pearson Education. (2012). Lesson plans. Retrieved from
http://www.teachervision.com/lesson-plans/lesson-5775.html
NOTE: As internet addresses tend to change overtime, we cannot guarantee the viability of the
links listed.
XIII. APPENDIXES
The following appendixes are located on the Teacher Candidate Resources webpage at
http://education.nova.edu/students/teachercandidateresources.html.
Lesson Plan Template
Teacher Candidate’s Contract
Classroom Management Strategies
Acronyms for Special Education
Undergraduate Teacher Education Programs’ Policies
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Appendix A
EDUC | EECP 3330
Teacher Candidate’s Contract Form
Directions: Teacher Candidate’s Contract Form
Directions: Please copy and paste this contract into your NSU email and submit to your
instructor. Copy and Paste all of the information below into an email. Your subject line should
read: Teacher Candidate’s Contract Form (your name)
Name:
Date:
Campus Location:
Your Phone Number:
I AGREE WITH THE STATEMENT BELOW: (type your name)
As a teacher candidate, or a student in an Undergraduate Teacher Education Program, I
understand that I must comply with all program requirements. By signing/agreeing to this form, I
am acknowledging that I will attend the Mandatory Teacher Candidate Meetings. In addition, I
understand that failure to comply with program requirements, including attendance at the
Mandatory Meetings, may result in disciplinary action. By signing this contract, I understand that
I must comply with all course requirements. I will read and study the assigned material and
complete all course assignments in a timely manner. I will attend and participate in
classes/online chat sessions. I also will demonstrate the dispositions of an effective teacher. I am
acknowledging that I have read and understand the syllabus and, if I am taking the course online,
that I have read and understand the Blackboard pages. In addition, I understand that failure to
comply with any of the course requirements could result in a failing grade in the course. Further,
I certify that I am the author of all of my assignments and that any assistance I received in their
preparation is fully acknowledged and disclosed in the assignment. In my assignments, I have
cited any sources, ideas, or words that I used and the date of the citation, in standard American
Psychological Association format. I understand that all sources, ideas, or words must be cited,
whether they are quoted directly or paraphrased. I also certify that all of my assignments were
prepared by me specifically for this course. I understand that failure to follow these requirements
will result in disciplinary action.
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Appendix B
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Classroom Management Strategies for Lesson Plan Integration
I. Teacher Behaviors
A. Classroom Management
1. Assertiveness (Canter & Canter, 1996) – Deliver lessons clearly, with confidence and
enthusiasm. Demonstrate consistency in expectations and enforcement of rules and
consequences.
2. Avoid satiation (Kounin, 1977) – Avoid student boredom from too much time spent
on one topic or activity.
3. Group alert (Kounin, 1977; FPMS, 2002) – Develop and implement a system to
obtain students’ attention and heighten awareness of expectations.
4. Momentum (Kounin, 1977) –Conduct even transitions among tasks in a lesson and
transitions between lessons. Opening and close lessons well.
5. Overlapping (Kounin, 1977; FPMS, 2002) – Demonstrate that you can instruct one
group of students while also supervising and assisting students who work
independently.
6. Smoothness (Kounin, 1977; FPMS, 2002) – Run lessons well, with even progress,
and without disruptions.
7. Student accountability (Kounin, 1977; Arends, 2004) – Hold students responsible
for their learning by regularly calling on them and keeping them actively involved in
the lesson.
8. Withitness (Kounin, 1977; FPMS, 2004) – Demonstrate that you know what is
happening in your classroom at all times by scanning the classroom for observation of
students’ behavior. Have “eyes in the back of your head.”
B. Praise and Encouragement
1. Praise is used with students to promote academic achievement (FPMS, 2002), while
encouragement is used promote social and emotional growth (Charles, 2002;
Edwards, 2000).
2. Specific praise (FPMS, 2002) and positive repetitions (Canter & Canter, 1992) –
Identify the student by name, deliver the praise or positive comment, and describe the
specific academic behavior or action that should be repeated. (e.g., “Juanita, Great,
you have the correct answer! I like the way that you lined up your numbers when you
added your math problem.)
3. Age appropriate praise (Canter, 1992) or low-key praise (FPMS, 2002) – Provide
praise that is acceptable to the age/grade level of the students. The praise may need to
be quite or low-key.
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4. Authentic praise (FPMS, 2002) or genuine praise (Canter, 1992) – Deliver praise in
a way that students know it comes from your heart; it’s meaningful.
5. Conditional praise (FPMS, 2002) – Deliver the praise after the specific behavior has
been accomplished; thus, it is based on a condition being met.
6. Proximity praise (Canter, 1992) or praise for compliance (FPMS, 2002) – Identify
the student by name, deliver the praise or positive comment, and describe the specific
behavior or action that should be repeated so that the whole class can hear and
comply with the behavior.
7. Encouragement (Dreikurs, 1972) – Encouraging statements imply respect and
confidence in the student. Phrase the encouragement statement so that it is student
centered and simultaneously encourages repetition of the action or behavior and the
student’s self-confidence. (e.g., “You cleaned up your materials on time. It helps us
all get to lunch on time.”)
8. Ripple effect (Kounin, 1977) – One student’s poor behavior can cause others to
misbehave, so misbehavior must be stopped promptly.
9. Teacher control of group praise (FPMS, 2002) – Explain to the students how
encouraging misbehaving students has a negative effect on the class.
II. Structuring Students’ Behaviors
A. Rules
1. Rules are specific statements for observable student behavior written in positive
terms that are few in number (Canter & Canter, 1996; Jones, 1987). They should be
agreed upon, printed, and enforced with reasonable consequences. Never accept
excuses for bad behavior (Glasser, 1969).
2. Explain the rules; give the rationale (Canter & Canter, 1996).
3. Teach the rules (Canter & Canter, 1992).
B. Routines
1. Routines are procedure for the classroom such as how to collect papers, how to line
up for recess, how communication should be handled, etc. (Jones, 1987). (see
Everston, Emmer, & Worsham for full blog of types of routines and strategies)
C. Consequences
1. Logical consequences (Dreikurs, 1972) – The results that follow from behavior
should directly follow the nature of the behavior and be appropriate for the behavior.
For example, if you don’t where a coat and it is 40 degrees outside, the logical
consequence is that you will be cold. Logical consequences applied in the classroom
follow this principle.
2. Following the classroom rules brings learning, good grades, and other rewards, which
are known as positive consequences (Canter & Canter, 1992). Poor behavior brings
logical consequences such as finishing work at home or being excluded from other
activities, which are known as negative consequences (Canter & Canter, 1992).
3. Students must have full knowledge of the consequences for behaviors in advance
(Canter & Canter, 1992).
4. Natural consequences (Zirpoli, 2005) – Positive consequences for appropriate
behavior may naturally occur in the classroom and my not need to be structured with
a token economy (e.g., well done work being hung on the bulleting board).
5. Discipline hierarchy (Canter & Canter, 1992) – Consequences must be listed in
order, with each consequence becoming progressively more unpleasant. The range is
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typically one (e.g., verbal warning) to five (e.g., sent to the administrator) and
includes a severe clause (e.g., sent to the administrator) to skip to for the most severe
behavior.
6. Consistency – Be consistent in applying consequences. Use them every time students
disrupt the class (Canter & Canter, 1992).
III. Handling Disruptive Behaviors (alphabetical order)
A. Contingency contracting (Zirpoli, 2005) – The teacher and student develop a written
contract for behavioral expectations and specify specific “target behaviors” (p. 211) and
consequences.
B. Functional assessment and Positive behavioral support (Zirpoli, 2005) – A detailed
assessment and treatment plan required by the Individuals with Disabilities Act to assist
students by altering settings and supporting students to increase their skills thereby
helping them with behavioral challenges. (see Zirpoli for detailed explanation of
assessment and classroom implementation)
C. Mistaken goals (Dreikurs, Grunwald, & Pepper, 1998) – Students are motivated by goal
behavior. Four of these goals in the classroom are: attention, power, revenge, and
avoidance. These goals help explain student behavior and can be used to correct student
misbehavior.
D. Move in – Younger students who continue to disrupt need to be reminded of the choices
they are making. Move in and use the discipline hierarchy (Canter & Canter, 1992).
E. Move out – Older students who continue to disrupt need to be reminded of the choices
they are making by moving out with them. Step outside the door and remind them of the
next step in the discipline hierarchy (Canter & Canter, 1992).
F. Physical proximity (Canter & Canter, 1992) or proximity control (Zirpoli, 2005) –
Move closer to the student, remain calm, and clearly communicate expectations.
G. Problem solve – Meet with the student one-to-one using guidelines provided by the
Canters (1993).
H. Response Cost (Zirpoli, 2005) – Used with a token economy, the teacher removes tokens
from the students for predetermined reasons which have been explained in advance.
I. Stay calm – Take a deep breath if you need to; count to five. Use a steady, even tone of
voice when speaking. (Canter & Canter, 1992)
J. Time out (Zirpoli, 2005; Weinstein & Mignano, 2003) – There are many versions of time
out; the type selected must match the needs of the student in order to be an effective
intervention. The general definition of time out is to remove the student from the setting
where there is positive reinforcement for a set period of time, and the student is returned
contingent upon appropriate behavior. (see Zirpoli for full blog of types of time out) The
standard rule is not to exceed time out periods of more than one minute per year of age
for the child, and never more than ten minutes.
K. Token economy (Zirpoli, 2005) – Tokens, such as marks, points, stickers, etc., can be
used to reinforce appropriate behaviors. These tokens are then redeemed for
predetermined privileges or prizes at a specified time based on a preset schedule.
L. Use a “desist” – Identify the student by name, identify the inappropriate behavior, tell
the student to stop, identify the correct behavior (FPMS, 2002).
M. Use the “look” – Gaze directly at the student; make eye contact that shows disapproval
(Canter & Canter, 1992)
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N. Use the offender’s name – Use offending student(s)’ name: “I want everyone to read
page 35, including Mary and Juanita.” (Canter & Canter, 1992)
O. Use proximity praise (Canter & Canter, 1992)
IV. Caring Classroom (alphabetical order)
A. Belonging (Dreikurs & Cassel, 1972) – Students need to feel that they belong in the
class, are valued, and are members of the group.
B. Greetings – Greet students at the door. Say something personal. (Canter & Canter, 1992:
Wong,1998)
C. Interest inventory – Discover students’ interests with a survey. Use the information to
help build relationships with your students. (Canter & Canter, 1992)
D. Safety – Provide an environment where students feel safe, including the physical
arrangement of furniture and space.
E. Send cards – Send get well cards to students who are ill (Canter & Canter, 1992).
F. Trust (Charles, 2002) – Build a caring relationship by standing by your word. Do what
you say you are going to do and students will trust you.
V. Democratic Values
A. Democratic classroom (Dreikurs & Cassel, 1972) – You and students make important
decisions about the rules, routines and consequences in the classroom. It is not
permissiveness where students rule, but where the teacher guides and facilitates the
students’ development.
B. Multicultural classroom (Nieto, 2004) – You respect diversity in the classroom and
hold high expectations for all learners.
C. Accommodate learners with modifications (Everston, Emmer, & Worsham, 2006) –
You adapt explanations of rules and routines for special learners (e.g., English Speakers
of Other Languages, Exceptional Education Students) and adapt application of them as
directed (i.e., Individualized Educational Plans). (see Everston, Emmer, & Worsham for
strategies)
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References
Arends, R. I. (2004). Guide to field experiences and portfolio development to accompany
Learning to teach (6th ed.). New York: McGraw-Hill.
Canter, L. & Canter, M. (1992). Assertive discipline: Positive behavior management for today’s
classroom (2nd ed.). Santa Monica, CA: Canter & Associates.
Canter, L. & Canter, M. (1993). Succeeding with difficult students: New strategies for reaching
your most challenging students. Santa Monica, CA: Canter & Associates.
Canter, L. & Canter, M. (1996).First, the rapport—then, the rules. Learning, 24(5), 12, 14.
Charles, C. M. (2002). Building classroom discipline (7th ed.). Boston: Allyn & Bacon.
Domains: Knowledge base of the Florida performance measurement system (FPMS) (3rd ed.).
(2002). Chipley, FL: Panhandle Area Educational Consortium Clearinghouse.
Dreikurs, R. (1972).Coping with children’s misbehavior. New York: Gutton/Plume.
Dreikurs, R., & Cassel, P. (1972). Discipline without tears. New York: Hawthorn.
Dreikurs, R., Grunwald, B. B., & Pepper, F. C. (1998). Maintaining sanity in the classroom:
Classroom management techniques (2nd ed.). Philadelphia, PA: Taylor & Francis.
Everston. C. M., Emmer, T. E., & Worsham, M. E. (2006). Classroom management for
elementary teachers (7th ed.). Boston: Pearson, Allyn & Bacon.
Edwards, C. H. (2003). Classroom discipline and management (4th ed.) Indianapolis, IN: Wiley,
Jossey-Bass.
Glasser, W. (1969). Schools without failure. New York: Harper & Row.
Jones, F. (1987). Positive classroom discipline. New Yourk: McGraw-Hill.
Kounin, J., (1977). Discipline and group management in classrooms (Rev. ed.) New York: Holt,
Reinhart, & Winston.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher.
Mountain View, CA: Harry Wong Publications.
Weinstein, C. S., & Mignano, A. J. (2003). Elementary classroom management: Lessons from
research and practice (3rd ed.). Boston: McGraw-Hill.
Zirpoli, T. J. (2005). Behavior management: Applications for teachers (4th ed.). Upper Saddle
River, NJ: Pearson, Merrill, Prentice-Hall.
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Appendix C
EDUC | EECP 3330
Acronyms and Special Education
Listed below are acronyms related to early intervention, education, and special education
important to individuals with disabilities, their families, and educators.
ADA
ADD
ADHD
AIP
APE
Alternative Augmentative
Communication
Americans with Disabilities Act
Attention Deficit Disorder
Attention Deficit Hyperactivity Disorder
Academic Improvement Plan
Adaptive Physical Education
ARNP
Advanced Registered Nurse Practitioner
ASL
American Sign Language
Assistive Technology
Education Network
Adequate Yearly Progress
Bureau of Exceptional Education and
Student Services
FBA
Extended School Day
Elementary and Secondary Education Act
English for Speakers of Other Languages
Exceptional Student Education
Extended School Year
Free Appropriate Public Education required by
IDEA
Functional Behavioral Assessment
FC
Facilitated Communication
FCAT
Florida Comprehensive Assessment Test
FERPA
Family Educational Rights and Privacy Act
CA
Chronological Age
FDLERS
CAP
CAPD
CEC
CF
CFR
CP
CMS
CNS
CP
Corrective Action Plan
Central Auditory Processing Disorder
Council for Exceptional Children
Cystic Fibrosis
Code of Federal Regulations
Cerebral Palsy
Children’s Medical Services
Central Nervous System
Cerebral Palsy
Comprehensive System of Personnel
Development
Child Study Team
Deaf-Blind
Developmental Delay
Department of Education
Diagnostic and Statistical Manual of
Mental Disorders
Emotionally Handicapped
Education of the Handicapped Act (now
IDEA)
Early Intervention
FEFP
FIRN
FSDB
FTE
H/H
HI
HO
IAES
IDEA
Florida Diagnostic and Learning Resources
System
Florida Education Finance Program
Florida Information Resource Network
Florida School for the Deaf and Blind
Full Time Equivalent
Homebound / Hospitalized
Hearing Impaired
Hearing Officer
Interim Alternative Educational Setting
Individuals with Disabilities Education Act
IEP
Individualized Education Program
IFSP
LEA
LD
LEP
Individualized Family Service Plan
Local Education Agency
Learning Disability
Limited English Proficiency
LRE
Least Restrictive Environment
MA
Mental Age
MD
Muscular Dystrophy
MD or MH
Multiple Disabilities or Multiply Handicapped
AAC
ATEN
AYP
BEESS
CSPD
CST
DB
DD
DOE
DSM
EH
EHA
EI
EDUC EECP 3330
ERIC
Education Resource Information Center
ESD
ESEA
ESOL
ESE
ESY
FAPE
1-1-2016
32
MPS
MR
NCLB
NPRM
OCD
OCR
ODD
OHI
OI
O&M
OT
PASS
PI
PBS
PCA
PDD
Perkins Act
PLEP
PP
PT
§
SB
Section 504
SED
SLD
S/L
S/L P
SPOA
SSDI
SSI
TBI
Minimum Performance Standard
Mental Retardation
No Child Left Behind
Notice of Proposed Rule Making
Obsessive-Compulsive Disorder
Office of Civil Rights
Oppositional Defiant Disorder
Other Health Impairment
Orthopedic Impairment
Orientation and Mobility
Occupational Therapy
Parallel Alternative Strategies for
Students
Physically Impaired
Positive Behavioral Supports
Personal Care Attendant
Pervasive Developmental Disorder
Carl Perkins Vocational and
Applied Technology Education Act
Present Level of Educational
Performance
Paraprofessional
Physical Therapy
This symbol means “Section”
Spina Bifida
Section 504 of the Rehabilitation
Act
Severely Emotionally Disturbed
Specific Learning Disability
Speech and Language Impaired
Speech/Language Pathologist
Specific Power of Attorney
Social Security Disability Income
Supplemental Security Income
Traumatic Brain Injury
TS
VE
VI
Voc Ed
VR
YRE
Tourette’s Syndrome
Varying Exceptionalities
Visual Impairment
Vocational Education
Vocational Rehabilitation
Year-Round Education
This resource was adapted from the Families and Advocates Partnership for Education (FAPE)
FAPE Coordinating Office: PACER Center, Inc. 8161 Normandale Blvd., Minneapolis, MN 55437
952-838-9000 voice ~ 952-838-0190 TTY ~ 952-838-0199 fax ~ 1-888-248-0822 toll-free
Web site: www.fape.org ~ E-mail: [email protected] / PACER Center FAPE-14
EDUC EECP 3330
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Appendix D
Undergraduate Teacher Education Programs’ Policies
A. Attendance
As a teacher candidate in this course, you are expected to model the behavior of a
professional teacher. Tardiness/absenteeism is not acceptable. Teacher candidates are expected to
actively participate in class blogs and to have assignments completed as required on the calendar
of weekly requirements. Teacher candidates enrolled in an online course must log into the course
regularly to demonstrate active participation.
If illness occurs or an emergency arises, the teacher candidate is responsible for
contacting the instructor of the course within one week of the absence. The teacher candidate is
responsible for the academic consequences of absences from class, including but not limited to:
obtaining class notes and/or handouts from a classmate and, with permission from the instructor
of the course, making up any missed work or assignments.
B. Code of Ethics
As a teacher candidate in this program you will have many opportunities to practice the
Teacher Code of Ethics in your state. Please refer to the following websites for more
information.
Florida:
Florida Department of Education. (2005). Code of ethics – Education profession. Retrieved from
http://www.fldoe.org/edstandards/code_of_ethics.asp
Nevada:
Title 23 - Public Officers and Employees. (n.d.). Code of ethical standards. Retrieved from
http://www.leg.state.nv.us/nrs/NRS-281.html#NRS281Sec481
C. Academic Misconduct
Please refer to the Undergraduate Students Catalog for information on Conduct,
Academic Honesty, and Integrity. In particular, teacher candidates must tend to the following.
The university is an academic community and expects its students to manifest a
commitment to academic integrity through rigid observance of standards for academic honesty.
The university can function properly only when its members adhere to clearly established goals
and values. Accordingly, the academic standards are designed to ensure that the principles of
academic honesty are upheld.
The following acts violate the academic honesty standards.
1. Cheating: intentionally using or attempting to use unauthorized materials, information, or
study aids in any academic exercise
2. Fabrication: intentional and unauthorized falsification or invention of any information or
citation in an academic exercise
3. Facilitating Academic Dishonesty: intentionally or knowingly helping or attempting to help
another to violate any provision of this code
4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as
one’s own without proper acknowledgment
Students are expected to submit tests and assignments that they have completed without
aid or assistance from other sources. Using sources to provide information without giving credit
to the original source is dishonest. Students should avoid any impropriety or the appearance
EDUC EECP 3330
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thereof in taking examinations or completing work in pursuance of their educational goals.
Students are expected to comply with the following academic standards.
1. Original Work
Assignments such as course preparations, exams, texts, projects, term papers, practicum,
etc., must be the original work of the student. Original work may include the thoughts and words
of another author. Entire thoughts or words of another author should be identified using
quotation marks. At all times, students are expected to comply with the university and/or
program center’s recognized form and style manual and accepted citation practice and policy.
Work is not original when it has been submitted previously by the author or by anyone
else for academic credit. Work is not original when it has been copied or partially copied from
any other source, including another student, unless such copying is acknowledged by the person
submitting the work for the credit at the time the work is being submitted, or unless copying,
sharing, or joint authorship is an express part of the assignment. Exams and tests are original
work when no unauthorized aid is given, received, or used before or during the course of the
examination, re-examination, and/or remediation.
2. Referencing the Works of Another Author
All academic work submitted for credit or as partial fulfillment of course requirements
must adhere to each program center’s specific accepted reference manuals and rules of
documentation. Standards of scholarship require that the writer give proper acknowledgment
when the thoughts and words of another author are used. Students must acquire a style manual
approved by their center and become familiar with accepted scholarly and editorial practice in
their program. Students’ work must comport with the adopted citation manual for their particular
center.
At Nova Southeastern University, it is plagiarism to represent another person’s work,
words, or ideas as one’s own without use of a center-recognized method of citation. Deviating
from center standards (see above) is considered plagiarism at Nova Southeastern University.
3. Tendering of Information
All academic work must be the original work of the student. Knowingly giving or
allowing one’s work to be copied, giving out exam questions or answers, or releasing or selling
term papers is prohibited.
4. Acts Prohibited
Students should avoid any impropriety or the appearance thereof, in taking examinations
or completing work in pursuance of their educational goals. Violations of academic
responsibility include, but are not limited to the following.
• Plagiarism
• Any form of cheating
• Conspiracy to commit academic dishonesty
• Misrepresentation
• Bribery in an attempt to gain an academic advantage
• Forging or altering documents or credentials
• Knowingly furnishing false information to the institution
Students in violation will be subjected to disciplinary action.
5. Additional Matters of Ethical Concern
Where circumstances are such as to place students in positions of power over university
personnel, inside or outside the institution, students should avoid any reasonable suspicion that
they have used that power for personal benefit or in a capricious or arbitrary manner.
EDUC EECP 3330
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D. Writing across the Curriculum (WAC) Policy for Undergraduate Teacher Education
Program
Each undergraduate course in the Abraham S. Fischler School of Education and Human
Services includes written assignments, in the language of instruction, that make up at least 25%
of the final course grade. Each course must contain at least eight (8) pages (approximately 2000
words) of writing, with faculty providing feedback on these assignments. Written assignments
can include, but are not limited to: essays, summaries, memos, lesson plans, journal entries, lab
reports, project proposals, progress reports, case studies, and project reviews.
Writing Remediation
While it is the teacher candidate’s responsible to demonstrate professional command of
the English language, both spoken and written, it is the responsibility of the instructor to score
assignments based on both content and writing skills and refer students lacking skills for
remediation. For any teacher candidate who demonstrates weaknesses in writing, the instructor
recommends that the candidate make an appointment at the Office of Academic Services to
receive assistance in strengthening the area of weakness. It is the teacher candidate’s
responsibility to follow up on the recommendation from the instructor, make the appointment at
the Office of Academic Services, remediate whatever area(s) need to be strengthened, and report
back to the instructor of the course about how the remediation is progressing.
E. Americans with Disabilities Act
Please refer to the Undergraduate Student Catalog for information on this topic.
F. FCAT Application and Preparation
The Florida Comprehensive Assessment Test (FACT) is part of Florida’s effort to
improve teaching and learning. The purpose of the FCAT is to assess student achievement based
on the Sunshine State Standards (SSS), and results are used to compare student achievement
across the state of Florida. (For more information about the FCAT, please see
http://fcat.fldoe.org/) As you learn the content of this course, consider methods for integrating
Bloom’s Taxonomy to foster thinking processes in the students with whom you work, who can
then apply these thinking techniques in preparation for the FCAT.
G. Last Day to Withdraw from Course
Students/teacher candidates may initiate a withdrawal from a course after the first two
weeks from the start of the course. Students may withdraw from a course with no financial
refund or credit up until the end of the week following the halfway point of the semester or term,
depending on the course length. For example, students may withdraw up until the end of the fifth
week of a term for an 8-week course or up until the end of the ninth week of a semester for a 16week course. For exact dates, please refer to the Academic Calendars section of the
Undergraduate Student Catalog. For further assistance, contact your Academic Advisor.
H. Course/Instructor Evaluation
Course evaluations facilitate the collection of feedback from students/teacher candidates
about their classes—how they feel about course content, instructors’ effectiveness,
appropriateness of textbook selection, and other aspects. All evaluations are confidential and
EDUC EECP 3330
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36
anonymous. Students are urged to be honest and constructive in their remarks. The course
evaluation process is conducted completely online. Students must have an NSU email account to
access the course evaluation website. Students/teacher candidates may fill out online course
evaluations beginning 14 days prior to the start of the session, term, or semester’s exam week.
Evaluations remain open to students for seven days.
Template Revised 2010
EDUC EECP 3330
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Appendix E
Techno-Illumination Preparation Rubric
Category
Exceeded Standard
Meets Standard
Not Met
Selecting
contemporary
technologies
5 pts.
The candidate included and identifies
capabilities and limitations of
contemporary and emerging technology
resources and assesses the potential of
these systems and services to address
personal, lifelong learning, and
workplace needs.
The candidate met expectation, however
deeper research and evidence could have
been provided to identify capabilities and
limitations of contemporary and emerging
technology resources and assess the
potential of these systems and services to
address personal, lifelong learning, and
workplace needs.
The candidate did not include
informed identify capabilities and
limitations of contemporary and
emerging technology resources and
assess the potential of these systems
and services to address personal,
lifelong learning, and workplace
needs.
Expression of
information
5 pts.
Mistakes in grammar, spelling, citations, Mistakes in grammar, spelling, citations,
and formatting occur in less than 10% of and formatting occur in less than 20% of
project
project
Mistakes in grammar, spelling,
citations, and formatting occur in less
than 60% of project
Investigate and The candidate included and identifies /
research
evaluates technology-based options.
5 pts.
Used online information resources to
meet needs for collaboration, research,
communications, and productivity.
been provided to identify / evaluate
technology-based options. Use online
information resources to meet needs for
collaboration, research, communications,
and productivity.
The candidate did not include or
identify technology-based options.
Use online information resources to
meet needs for collaboration,
research, communications, and
productivity.
Applied
technology
5 pts.
been provided to identify technology tools
for research, information analysis,
problem-solving, and decision-making in
classroom learning. Investigate and apply
systems, simulations in real-world
situations.
The candidate did not include
technology tools for research,
information analysis, problemsolving, and decision-making in
classroom learning. Investigate and
apply systems, simulations in realworld situations.
The candidate included and identifies
selected technology tools for research,
information analysis, problem-solving,
and decision-making in classroom
learning. Investigate and apply systems,
simulations in real-world situations.
EDUC EECP 3330
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38
Appendix F
Scenario Solution Guide Rubric
Category
Exceeds Standard
Meets Standard
Not Met
Concept
10 pts.
has a clear picture of what they are
trying to achieve. Each member can
describe what they are trying to do and
generally how his/her work will
contribute to the final product.
has a fairly clear picture of what they are
trying to achieve. Each member can
describe what they are trying to do overall
but has trouble describing how his/her
work will contribute to the final product.
has brainstormed their concept, but
no clear focus has emerged for the
team. Team members may describe
the goals/final product differently.
Document,
Video, Posted
Tech Tools
5 pts.
Product is complete with detailed notes
on titles, transitions, special effects,
sound, etc. Product reflects outstanding
planning and organization for the visuals
in the video. Documents are complete
and it is clear what each team member
will say and do. Videos are professional
Product is relatively complete with
sketches for most scenes, and notes on
titles, transitions, special effects, sound,
etc. Product reflects effective planning and
organization for the visuals in the video.
Script is mostly complete. It is clear what
each actor will say and do. Script is shows
planning
Product has glaring omissions in
scene planning. There are some
sketches, and notes on titles,
transitions, special effects, sound,
etc. Product reflects attempts at
planning and organization for the
visuals in the video. Script has a few
major flaws. It is not always clear
what the actors are to say and do.
Script shows an attempt at planning,
but seems incomplete.
Tech-Tools
Properly
Integrated
5 pts.
Product shows a large amount of original Product shows some original thought.
thought. Ideas are creative and inventive Work shows new ideas and insights based
based on the TIP training.
on the TIP training.
Uses other people’s ideas (giving
them credit), but there is little
evidence of original thinking and the
products learned in the TIP training
were minimal.
Documents
Rationale
5 pts.
Covers topic in-depth with details and
examples. Subject knowledge is
excellent. Content is well organized
using headings or bulleted lists to group
related material.
Includes essential information about the
topic but there are 1-2 factual errors.
Content is logically organized for the most
part.
Content is minimal OR there are
several factual errors. There was no
clear or logical organizational
structure, just lots of facts.
Relatively interesting, rehearsed with a
fairly smooth delivery that usually holds
audience attention. Somewhat collaborate
with peers, to contribute to a contentrelated knowledge base by using
technology to compile, synthesize,
produce, and disseminate information,
models, and other creative works.
Delivery not smooth and audience
attention lost. Failed to collaborate
with peers, experts, and others to
contribute to a content-related
knowledge base by using technology
to compile, synthesize, produce, and
disseminate information, models, and
other creative works.
Overall Product Interesting, well-rehearsed with smooth
5 pts.
delivery that holds audience attention.
Collaborate with peers, experts, and
others to contribute to a content-related
knowledge base by using technology to
compile, synthesize, produce, and
disseminate information, models, and
other creative works.
EDUC EECP 3330
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Appendix G
Blog Posts & Participation Rubric
Category
Exceeds Standard
Meets Standard
Not Met
Analysis of
information
4 pts.
Masterful grasp of information and Very good grasp of information and Some grasp of information and ideas
ideas under consideration
ideas under consideration
Expression of
information
2 pts.
citations, and formatting occur in
less than 10% of posts
citations, and formatting occur in no citations, and formatting occur up to
more than 20% of posts
70% of posts
Participation with Balance between "initial" and
classmates
"response" postings; interaction
2 pts.
with more than two classmates;
responses are timely and relevant
Balance between "initial" and
"response" postings; interaction
with two classmates; responses
mostly timely and relevant
More responses than original thinking;
responds to less than two classmates;
does little to move blog forward; lacks
timeliness/relevance
Etiquette
2 pts.
Displays a good grasp of the posts
of others; interacts tactfully and
respectfully
Displays a basic grasp of what others
are posting; some harsh or tactless
expressions
Displays a thorough grasp of the
posts of others; challenges
classmates' thinking tactfully and
respectfully
EDUC EECP 3330
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Appendix H
SSG Student Sample 1
A Parent Email:
Hello Ms. Felix,
I am writing this email to you to let you know that I am very happy my daughter Katheryn is in
your class. I love being involved in her studies and would really like to get involved in the
classroom this year. What is the best way that I can keep in touch with you and keep up-to-date
with the weekly homework? Do you have a preferred way for me to contact you if I have
questions? Do you post homework on a blog or social media website? How will you contact me
in the event of an emergency? I appreciate your timely response and hope you are having a nice
week. Signed, Katheryn’s Mother – Susan Patrick
Response:
Good afternoon Ms. Patrick,
I am so happy to hear that you are enjoying Katheryn’s placement in my class. I am also
enjoying having her in my class! She adds so much life to the classroom and loves to get
involved in our class discussions. I am overjoyed to hear that you want to get involved in our
classroom this year; parent involvement is so important in the success of children.
1. The best way to keep up-to-date with Katheryn’s homework: Our class website:
https://sites.google.com/site/educ3330msdesautels/ -On this site, homework will be posted
weekly, along with live links to videos and pictures for the students to look at. This is an easy
way for you to stay involved as a parent, and for Katheryn to easily access everything she needs
to know. Occasionally, on the website, questions will be posted for homework that will then
need to be answered and posted onto our class Twitter page. Our class Twitter:
https://twitter.com/ThirdGradeFelix -This is a super easy way for the students to post their
answers to discussion questions, and this allows them to see other students’ responses and feed
off of those.
2. Best way to contact me: Email: [email protected] It is best to reach me on school
days before 6pm Cell: 945.262.XXXX I do not mind parents contacting me on my cell for
emergencies! Twitter: The twitter link I provided is a great way to contact me for quick
questions. In the event of an emergency, I will contact you by calling the number you provided
on the class information sheet. I hope this was able to answer all of your questions! Have a great
week, Ms. Patrick.
Sincerely,
B. Felix
EDUC EECP 3330
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41
Appendix I
Sanford
Directions: Enter the ASU Professional Learning Library. Click on: __, then on the “Register
Now” icon. On the next page, click on the link under Section Detail. On the next page, click on
“Click Here” to obtain the module
EDUC EECP 3330
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42
Appendix J
Sanford Growth & Achievement: Tech Evaluation
Student Growth & Achievement: This domain contains resources that help teachers create
aligned assessments and monitor student progress. Teachers who develop competency in this
domain will know how to implement systems that allow students to track their own progress
towards meaningful and ambitious goals.
ASSESSMENT: Technology Evaluation Template
Planning Tools: https://pll.asu.edu/p/node/190828
This template focuses on the content and pedagogy of technology resources for the classroom.
Directions: Use this template (Appendix K) to evaluate 2 (two) of the resources you select for
your Techno-Illumination Product. You will submit the form from (Appendix K) with your TIPP
project.
EDUC EECP 3330
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43
Appendix K
Tech Evaluation Template
Technology Evaluation Template
GENERAL INFORMATION
Technology Name:
Age/Grade Level:
Technology Type:
Application Software
Device
Source: (Web address, company name, etc.)
Associated Learning Standard(s): The resource may be generally applicable, if so, simply state that.
RESOURCE DESCRIPTION
Give a brief description of the resource.
The Resource Allows Students To:
YES
Content and Pedagogy
Create: Students can use creative thinking or will create an innovative product.
Connect: Students can communicate with others outside the classroom.
Research: Students can gather, evaluate, and use information.
Collaborate: Students can work together within the classroom or outside of the
classroom. They can build upon each other’s knowledge and work.
Contextualize: Students can make connections between content areas, ideas,
and/or solve problems in a real-world context.
Critique: Students must think critically, solve problems, evaluate information, and
make informed decisions.
Build Technology Skills: Students must understand or be able to use technology
concepts, systems, and operations.
EDUC EECP 3330
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NO
N
/
A
44
RECOMMENDATION
Given the information above, would your recommend this resource? Why or why not? Include any additional
considerations or notes you have.
IMPLEMENTATION IDEAS
How could you use this in the classroom?
Note: The following criteria may also be considered in the use of this resource. However, it is
important to understand that these are secondary criteria to content and pedagogy.
Implementation
The Resource Allows Students To:
YES
NO
N/A
YES
NO
N/A
Work at different levels or paces: Students work is differentiated through
the resource.
Gather data about themselves: Students can see their progress because
the resource contains a tracking system.
Work intuitively: Students work easily with the resource because it is user
friendly and intuitively designed.
Be motivated: Students are engaged and excited to use this resource.
The Resource Is:
Logistics
Free: There is no financial cost for the students, teacher, or school.
Easily Accessed: The resource does not require licensing and is available
through the web.
Reliable: The resource does not have frequent bugs and may have some
kind of trouble shooting support available (either a “help” menu or a support
team).
This template has been adapted from the following resources: Christie, A., (2007). Dr. Alice Christie’s 6C Model for Evaluating
Apps. Retrieved from http://www.kathyschrock.net/uploads/3/9/2/2/392267/evalipad_content.pdf
ISTE, (2012). iste.nets•s Advancing Digital Age Learning. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.
Schrock, K., (2011-14). Critical Evaluation of an Content-Based IPAD/IPOD APP. Retrieved from
http://alicechristie.org/6C/6C.pdf. Other resources on technology evaluation tools can also be found at:
http://learninginhand.com/blog/ways-to-evaluate-educational-apps.html
EDUC EECP 3330
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Appendix L
Game Infused Curricula
Professional Practices: This domain contains resources that address critical elements of
professional conduct and reflective practice. Teachers who develop competency in this domain
are prepared to navigate challenging situations in ways that will result in more positive outcomes
for students.
PROFESSIONAL COMPETENCIES
Teacher Leader: Pursuit of Professionalism Overview
Video Learning Module (3:14)
https://pll.asu.edu/p/node/191595 http://fast.wistia.net/embed/iframe/l2hs3zos3p
This is a short video designed to introduce novice teachers to game-infused curricula and the
professional competencies.
EDUC EECP 3330
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EDUC EECP 3330 1 -1 -2016 - Nova Southeastern University

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