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Description: Teachers will explore the use of web 2.0 online tools that support student learning,collaboration, and communication that extends beyond classroom walls. The Internet is rapidly changing from a “read only” resource to a “read and write” environment where anyone can create content, collaborate with others and respond to a global audience. Every person with access will have the ability to contribute ideas and experiences to a larger body of knowledge that is the Internet. The ability to easily publish content online will encourage teachers to rethink the way they communicate with students, and the way curriculum is delivered. Weblogs, Wikis, RSS, Online Photo Galleries, Social Bookmarking, Podcasts, Internet Safety and other online tools will be explored. Educators will become knowledgeable about 21st Century Literacy skills as they fit into the classroom. Teachers will experience ways to motivate students to connect, communicate, collaborate, and extend the walls of the classroom, while being mindful of student safety.

Objectives:

By the end of this course teachers will be able to:
  • Be familiar with what it means to be literate in the 21st century classroom.
  • Think differently about communication and collaboration in their classrooms
  • Design curriculum-based projects using online tools and programs
  • Create a blog using free online tools.
  • Locate and evaluate quality web resources for their students
  • Locate and integrate web sites into their curriculum projects.
  • Understand web 2.0 technology-based teaching methods.
  • Collaborate with other teachers on the use of technology in their classrooms.
  • Understand the social connections on the web that students are making.

Evaluation:

Students must attend class, participate in discussions, reflect on reading assignments, and demonstrate knowledge of technology tools. Assignments and a final project demonstrating an understanding of how technology can be used in a classroom lesson will be required.

Assignments/Basis for Final Grade:
  • Class participation and attendance: 10%
  • Blog postings: 25%
  • Homework Assignments: 30%
  • Final Project: 35%richardsonfirsted.jpg

Materials:

  • TextBook: Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 2. Thousand Oaks, CA: Corwin Press, 2009.
  • Instructor website: http://usmepc500.wikispaces.com
  • Students are responsible for their log in and password for the course.
  • It is the responsibility of each student to back up his or her work. Students may use a USB pen drive or bring CDR-Ws’
  • Students should have an e-mail account that can send and receive files.
  • Students should bring headphones or earbuds.
  • Students may want to bring a digital camera.



Academic Support:

If you need course adaptations or accommodations because of a disability, please contact the instructor as soon as possible. Also make an appointment with the office of academic support for students with disabilities. At any point in the semester, if you encounter difficulty with the course or feel you could be performing at a higher level, please consult with one of the instructors. Students experience difficulty for a variety of reasons. For problems with writing skills and time management, make an appointment to see a student tutor at:
The Learning Center (TLC),
252 Luther Bonney (780-4228).

Help is also available through the Counseling Center, 105 Payson Smith (780-4050), and the Office of Academic Support for Students with Disabilities, 237 Luther Bonney 780-4706).

Inservice Graduate Credit:
Inservice graduate credit courses (a) are developed collaboratively by the College of Education and Human Development (CEHD), Professional Development Center (PDC), and school systems, singly by school systems, or singly by CEHD/PDC; (b) address staff development needs of school systems, teachers and administrators; (c) comply with USM CEHD graduate course standards for intellectual inquiry and credentials of instructors; (d) comply with USM CEHD graduate course requirements for number of instructional contact hours, grading policies, and evaluation procedures; and (e) carry academic credit at the graduate level.

Inservice graduate credit courses are not automatically transferable as electives to graduate degree programs of the CEHD of the University of Southern Maine. Approval for course acceptance is a two-step process:
(1) review the syllabus and recommendation by the student's faculty advisor;
(2) approval of the course by the appropriate USM CEHD program.

Please note if a student wishes to include a PDC course in his/ her program of study, prior approval is necessary for students currently matriculated in USM CEHD graduate programs. For clarification on this matter, please contact the USM Professional Development Center.

Attribution:
Original image: 'Notebook'
http://www.flickr.com/photos/7729940@N06/3551795375
by: Daniel Kulinski
Released under an Attribution-NonCommercial-ShareAlike License