Nova Southeastern University Fischler School of Education and Human Services

CRN: 30587

Winter 2014 Syllabus

01/6/2014 - 05/04/2014

I.

COURSE NUMBER AND TITLE:

EDD 7914 Curriculum Teaching and Technology (3 credits) No prerequisites

II. INSTRUCTOR Name: Al P. Mizell Email: [email protected] Telephone: 954-262-8642 (o); 954-529-4524 (c) Office Hours: TBA
Students should contact their online instructor for any questions regarding this course.

LEAD PROFESSOR (Responsible for Syllabus) Name: Email address: Telephone: Fax: Office: Alan Cohen, Ed.D [email protected] 954-262-7271 or 1-800-986-3223, ext. 8533 954-262-3903 1750 NE 167th Street, North Miami Beach, FL 33162

NOTE: To insure program consistency, all sections of each course in the Fischler School of Education and Human Services, regardless of delivery format, follow the same course requirements and content as listed in this syllabus that is provided by the Program Professor/Lead Faculty. The Instructor may add, but not delete, topics and activities based on best practices. III. COURSE DESCRIPTION A. Course Description This course will focus on the integration of curriculum, teaching, and instructional technology. The topics will include teaching with emerging technologies, development of media, integration of technology into the curriculum, evaluating the use of technology using rubrics, distance education, course design and online teaching, diffusion of innovations, and production of media for teaching. B. Course Rationale Competence in the integration of technology in the curriculum, especially those related to instructional design using new and emerging media, is fundamental for the professional instructional leader. The Curriculum Teaching & Technology course is designed to provide a comprehensive overview of curriculum delivery using technology. Also, best practices for online learning within the context of lesson structuring to include appropriate media will be a focus of the course. It is intended that through the course presentations, discussions, group work, and

problem-solving assignments, the student will gain experience in the integration of curriculum, teaching, and instructional technology. IV. COURSE OBJECTIVES: At the conclusion of the course, the student will be able to: 1. Define technology-integrated teaching and learning. 2. Evaluate the level of instructional technology integration using appropriate technology standards and instruments. 3. Share the evaluation experience through the writing of a publishable article. 4. Explain factors to be considered when planning to integrate technology into the curriculum. 5. Observe, record, and analyze the extent of use of technology in a typical instructional session. 6. Incorporate the integration of emerging technologies in planning a lesson following a recognized instructional design model. 7. Integrate standards into a standards-based curriculum. 8. Select and integrate World Wide Web resources into the curriculum. 9. Enhance instructional presentations with technology with an emphasis on emerging technologies (e.g., Prezi, video, podcasting). 10. Develop a Web-based curriculum resource. V. REQUIRED MATERIALS A. Required Textbook: Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. ISBN 0-13-800815-9) B. Required Supplemental Materials: American Psychological Association. (2012). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. NOTE: Check the course textbook list for updates. http://www.nsubooks.bkstore.com/ VI. CALENDAR OF WEEKLY REQUIREMENTS A. Introduction This syllabus is provided to help guide you through the course. This overview can serve as an advance organizer for you. You have already seen the basic descriptive information and objectives with this course and the instructor. Next, you will find a calendar indicating what is to be done each week. This calendar may be revised and updated in the Blackboard calendar. You have two posts,

five blogs, a wiki posting, and six assignments to complete by specific deadlines. Your reading assignments in the text are listed each week. Look at the blog posting topic for the module so you get your blog postings and responses to the postings of others done on time. The six assignments are also listed on the calendar with their due week. Note that there are seven required Elluminate virtual classroom sessions that you must attend plus one optional session that you are encouraged to attend. There is a detailed description of each of the activities and assignments in the next section. These details are then summarized in an objective manner in the checklists. Your activities have a matching checklist to help you make sure you do everything needed. The instructor uses these guides as the basis for grading your work. The primary methods of instruction used in this course are presentations (synchronous and asynchronous), readings, discussions, team projects, and problem-solving assignments. B. List of Weekly Requirements The following chart lists the topics, activities, and assignments for each week of the course. Your instructor may modify this schedule for the Winter, Fall, and Summer terms. Week Topics & Objectives Class Activities and Assignments Module 1 Introduction to Learning & Technology 1
Jan. 6-12
Topic Introductions & overview Activity Obtain all textbooks and explore Blackboard course area Posting #1 Post introductions to Blackboard discussion area and respond to at least two others. Many students enjoy having classmates post pictures as well. A good way to do this is to create your bio in Word and insert your photo; then copy and paste it into the posting. Or you can attach, as your post, a Word document including short bio and picture if you prefer. The instructor will assess your writing skills from this first posting, so do your best to follow APA style and general mechanics of good writing. Objective #1 Reading Smaldino et al. Chapter 1 Elluminate Session #1 Introductions and Course Orientation (& sign-up for your Group # for Asg. #2 presentation date) Online (Each week, links for you to skim online will be listed for you to review. You may then discuss these with your classmates on a blog or in an Elluminate session.) Teachers use Pinterest to make lessons interactive. Teachers worldwide are beginning to use the social-networking website Pinterest to make lessons more interactive. Possible uses for

2
Jan. 1319

Topic Facilitating effective learning and the role of technology

the site, in which users "pin" images to a virtual bulletin board, include planning lessons, sharing ideas and using as a tool for project-based learning. Before beginning a project, students can organize pins on the board by topic, helping to organize Web sources and information.
ZDNet/iGeneration blog (4/24)

Can Technology Help Students Find the Sweet Spot for Learning?
http://blogs.kqed.org/mindshift/2013/09/can-technology-help-students-findthe-sweet-spot-for-learning/?goback=.gde_108447_member_271866125#!

LearnBIG - Find Your Best Educational Resources Easily

http://edtechreview.in/news/news/e-learning/754-learnbig-find-your-besteducational-resources easily?utm_source=EdTechReview%E2%84%A2+Weekly+Newsletter&ut m_campaign=1a91eb291e Newsletter_2013_November_311_14_2013&utm_medium=email&utm_ter m=0_94aed71205-1a91eb291e-95481241

Objectives 1 & 9

Week 3
Jan. 2026

Topics & Objectives

Topic Learning theories, strategies in the classroom, and distance learning

Class Activities and Assignments

Reading Smaldino et al. Chapter 2 Blog Post 1 You Name it: Topic of your choice: Educational/Instructional Technology Focus. See prompts Online Siphoning the Fumes of Teen Culture: How to Co-opt Students Favorite Social Media Tools by Todd Finley http://www.edutopia.org/blog/teen-culture-social-media-toolstodd-finley Objectives 4, 6, & 8

4
Jan. 27Feb. 2

Topic Designing instructional materials

Reading Smaldino et al. Chapter 3 Elluminate Session #2 (Asg. 2 presentations) Presentations from assignment #1-2 on the use of new technology, by groups 1 & 2 and discuss the ASSURE model. Or 2b, use of video conferencing. If more than 6 groups are formed, 1, 2, & 3 will present Assignment #1a or 1b (Video) Exploring New Technologies -Paper due by end of Week #4. Assignment #2a or 2b (Video) Exploring New Technologies Presentation due Week # 4, 6, or 8 (see Elluminate presentation schedule). Online Math and writing websites for teachers. From

http://www.edweek.org/tsb/articles/2011/04/04/02websites.h04.ht ml Objectives 4, 6, 7, 8, & 9

Module 2 Instructional Design 5

Feb. 3-9
Topic Instructional design Reading Smaldino et al. Chapter 4 Online Another great eye-opener about paradigms in teaching and learning with technology
Faculty 'Buy-in'--to What? By Trent Batson
04/06/11

http://campustechnology.com/articles/2011/04/06/faculty-buy-in-towhat.aspx

Blog 2 Diffusion of Innovations, Rogers theory: How Innovativeness Affects Technology Integration Objective 6

Week 6
Feb. 1016

Topics &Objectives
Topic Planning multimedia to meet student needs

Class Activities and Assignments

Reading Smaldino et al. Chapter 5 Elluminate #3 Presentations from assignment #1-2 on the use of new technology, by groups 3 & 4 and discuss the ASSURE model. If more than 6 groups are formed, groups 4, 5, & 6 will present. Assignment #3a or 3b (Survey Guide) Observation of Integration of Instructional Technology (ICOT) in the Classroom and Written Journal Article due by end of Week #6. Online None this week Objectives 4, 8, & 9

Module 3 Distance Learning 7

Feb. 1723
Topic Distance learning over the Internet Reading Smaldino et al. Chapter 7 Blog 3 Due Feb. 23. A Day in my Life without Media Online Going 24 Hours Without Media http://theworldunplugged.wordpress.com/ Objectives 4, 6, 9, & 10

8
Feb. 24-

Topic Audio in distance learning

Reading Smaldino et al. Chapter 10 Elluminate Session #4 Presentations from assignment #1-2 on the use

March 2

of new technology, by groups 5 & 6 and discuss the ASSURE model. If more than 6 groups are formed, 7, 8, & 9 will present.

!
Online Grammar Girl!http://www.quickanddirtytips.com/grammar-girl! Fotobabble - easy peasy image 'voice over' tool http://www.ccedtech.com/2013/08/fotobabble-easy-peasy-voiceover.html?goback=.gde_108447_member_266489249#! Anyone who's anyone has a podcast these days. And they're finding millions of listeners.! http://www.usatoday.com/story/tech/columnist/talkingtech/2013/08/ 15/podcast-explosion/2647963/! Assignment #4 Due by end of week 9. Integrating Emerging Technology (TIM) into the Curriculum-Paper Objective 9

9
March 10-16

Topic Integrating video into the curriculum

Reading Smaldino et al. Chapter 11 Online Can technology help top teachers reach more students?
http://www.ajc.com/news/news/opinion/the-digital-teacher/nQTF4/

Objectives 6 & 9

Module 4 Trends, issues, and the future 10

March 17-23 Topic- Finding and Sharing Resources
Reading Smaldino et al. Chapter 12
Elluminate Session# 5 (Optional)

How to create web pages and publish to them (for Assignment #6). If you already know how to create a web page, you do not need to attend. However, be sure to read the requirements in the directions and rubric. Online Math and writing websites for teachers. From
http://www.edweek.org/tsb/articles/2011/04/04/02websites.h04.html

Moving to MobileCampuses respond quickly as the higher ed mobile marketplace takes shape.
http://campustechnology.com/articles/2011/04/01/moving-to-mobile.aspx

Educational Tools for Social Learning and Lesson Planning!

http://edtechreview.in/news/685-educational-tools

Objectives 6 & 9 ! !

Week

Topics and Objectives

Class Activities and Assignments

11
March 24-30

Topic Web pages

Reading None this week Blog 4 What is your vision of the way technology will be integrated into the curriculum 10 years from now? Objectives 6, 7, & 10

12
March31 -April 6

Topic Social, Ethical, Legal & Human Issues

Assignment #5 Integrating Emerging Technology (TIM) into the CurriculumASSURE Lesson Plan due by end of Week #12. Online Schools and Social Media More Mich. schools communicating via social media Why Hasn't Technology Revolutionized Education? Guitar Heroes, Inspiration, and Technology Adoption
http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/02/why_h asnt_technology_revolutionized_education_guitar_heroes_inspiration_and_te chnology_adoption.html !

Objectives !""#!$#!%!"&'"

13
April 713

Topic- Web Page Sharing Topic

Reading None this week Online None this week Elluminate Session #6 Presentation of Web Resource Page or PLN by individuals or groups Blog #5 What is one controversial issue in education that technology has raised in your experience? Objectives 2, 9, & 10.

14
April 1420

Class Activities and Assignments

Reading None this week Online None this week Elluminate Session #7 Presentation of Web Resource Page or PLN by individuals or groups Reading None this week Online None this week Elluminate Session #8 Presentation of Web Resource Page or PLN by individuals or groups Objectives 2, 9, & 10. Post 2, Evaluation of Course

15
April 2127

Course Wrap-Up

No makeup assignments (if allowed) accepted after April 21.

Assignment #6 Web Page Exploring Emerging Technologies due by end of Week #15.

16
April 28May 4

Grades due

VII.

COURSE STRUCTURE The course will be housed in the Nova Southeastern University Blackboard area. With all courses, a valid NSU UserID (email name) and password are required. The course area will contain useful documents and tools that include, but are not limited to, a copy of this syllabus, a course calendar, discussion boards, blogs, an email facility, a list of discussion topics and the conceptual rubrics, and a synchronous virtual classroom (Elluminate) for course lectures/presentations and faculty office hours. Students are expected to access the Blackboard course several times each week and participate and communicate actively with the instructor and classmates.

VIII. DESCRIPTION OF ASSIGNMENTS AND THEIR CRITERIA A. Activities Blogs (25 points possible) Objectives 9, 12 A total of five asynchronous blog topics (at 5 points each) will focus on the readings and the relationship to the work of students as practitioners. (The first posting is the posting of your individual bio and your response to two other postings.) Scoring will be based upon posting of one major response to each of the five blog topics (including references) and a substantive response to two postings of others in each topic. Proper grammar, spelling, punctuation, and format (APA, 6th ed.) are expected. Please compose, proofread, and edit your work in Word before posting. Do not embarrass yourself with poor quality, hasty writing. Blog Posting Checklist A substantive response to the stimulus item in each posting (1.0 point) Blog Posting is made on time (0.5 points) You must make your original post in the week due. Please post early so your classmates will have time to respond. At least one citation and reference is included in initial posting. (0.5 point) Required responses are made to two other students initial post. (1.0 point) APA format, spelling, grammar, and punctuation are at graduate level. You may lose up to 2 points if the initial posting is deemed below graduate level expectations.

1.

Elluminate Virtual Classroom Sessions (21 points possible.) Objectives 3, 6, 11, 14 These eight (seven required-at 3 points each) sessions will not only provide course content but will also be a positive learning experience that models the infusion of technology into instruction. In the event that a session is missed, a recording will be available with a make-up activity based upon the content of the recording or by summarizing the session with your comments and posting it on the Discussion Board. If you know in advance that you will be missing an Elluminate session,

contact your instructor to arrange a make-up assignment to ensure your 3 points for each session. Elluminate Virtual Classroom Checklist
Present on time or make-up work is submitted within one week of session (0.5 points) Participate actively in the discussion or presentation (2 points) Able to use microphone and chat board effectively (0.25 points) Able to use other features (e.g., applause, hand-up, voting, whiteboard, showing Prezi or PowerPoint slides, etc.) (0.25 points)

B. Assignments (Note: If you feel that your work is such that any of the assignments, as stated, will not provide you with significant benefit, then you should suggest an alternative activity that parallels the stated assignment but changes it to fit into your setting. Our goal is to help you find ways to integrate technology into your work to help others learn more effectively. Therefore, anything you might consider to be busywork does not belong in this course. However, it is up to you to make us aware of your special needs and circumstances so we can work with you to create a different, but equivalent, approach to the course topics. First, submit a proposed alternate topic for your assignment and a brief rationale why a selfdesigned assignment is appropriate for you for this assignment. Once approved, develop the details, including a checklist with points for the instructor to use to evaluate your work.) There are six assignments that constitute a large portion of your grade. The specific details listed here are used with each assignment (except the actual presentation of the web resource page, Assignment #6). Each assignment is to be completed and submitted online in Blackboard in the Assignment Drop Box before the deadline date. The first page of each assignment should be a Cover Sheet. The Cover Sheet (i.e., Title Page) should contain the course number and name followed by your full name on the next line; in the middle, place the assignment number and title and then the instructors name; near the bottom, indicate the assignment date due and the date actually submitted. If you are required to resubmit a revised paper, you must list the resubmission date. Abstract: This page should include your goal and a summary of what you did and how you did it. Briefly tell what you found or what happened and how you evaluated the product or results. Everything in the checklist should be apparent in the abstract. The next page (actually page 1) is really the first page of your paper after the abstract page. Include the title of your paper (not assignment number or name) as a level 1 heading: centered and boldface. 1. Assignment #1a: Exploring Emerging Technologies-Publishable Paper Due by end of Week 4. 6 pts. possible) Objectives 1, 6, & 9 It is time to reach out and touch one of the emerging technologies that you can experiment with by using it in a F2F (i.e., face-to-face) or an online class. Select a new technology that you have not experienced. Investigate it, try it, become familiar with it, and report on its use to the class and describe it in a minimum 2- or 3-page paper (in addition to your title page, abstract, and references). The audience for your paper will be readers of a practitioner magazine or online magazine or journal in your field or in an educational publication or attendees at a professional conference. You must study the publication or conference and follow the style guide (if one is listed) of the journal. However, if no style guide is listed, follow what you can discover from studying articles in the publication and explain this to the instructor in

a note. In other words, this paper is not just for your classmates or your teacher. You want to write about the emerging technology and share it with the wider world of readers or participants. This will require you to write specifically and effectively, and your mechanics must be correct. Depending upon your class size, you will select or be assigned to other class members to form groups to do this assignment as a collaborative experience with your partners in your group. You might look at something like Facebook, MySpace, Videoconferencing (such as Skype, ooVoo, ZOOM, Prezi, and Pamela), artificial intelligence, augmented or virtual reality, Virtual Worlds (such as Second Life, Active Worlds, and Gaia Online). Or you might choose Pinterest, Google Chrome, audiocasts, and tools such as Twitter, podcasting, and Audacity, online reflection tools (such as blogs), an online repository for sharing videos (such as TeacherTube, VideoJug, Camstudio, and YouTube), collaborative software (such as Wikis, Deliciousa social bookmarking service, Flickr), Course Management Systems (such as Blackboard, Moodle), streaming video, RSS feeds, mobile broadband, ChromeCast and other wireless computer to TV converters, unique classroom activities using technology, and so forth. Be sure that the technology you wish to learn about can be used in your school or work place. (For example, some schools block Facebook, MySpace, or Skype). Select at least one such emerging technology to learn more aboutlike the above examples, not just a new piece of software. After you finish exploring the technology, discuss it with your partner(s). Then, each of you will incorporate this example(s) of new or emerging technology into your own instruction in your own setting in your own way. Be sure that, in an instructional setting, you each actually use the technology that you investigated. You and your partners will use the same technology in different locations, and probably in different ways, and then combine your experiences into a single, interesting, demonstration of the technology to share in an assigned Elluminate session to help your classmates see ways that they might use it. For this first assignment, each of you will prepare your own 2-3 page paper (pages are in addition to title page, abstract, and references if required by the publication) on your experience with this emerging technology and how this technology can be integrated into the curriculum. Include at least two references with at least one from a professional journal. You may earn up to three bonus points if you include (in a separate document) evidence that you sent (or plan to send) the article to a professional journal or conference that focuses on practitioners for their review. Be sure to include and follow the journal style recommendations (or APA 6 if they do not specify other styles) and focus on the audience for that journal or conference even if not submitting your article. Include a copy of the journal or conference requirements to your instructor.

Assignment #1a - EMERGING TECHNOLOGIES PAPER: Scoring Guide due Week #4

6 Points

Criteria
Submitted on time with correct filename (last name of author, shortened assignment title and #, and shortened due date); title page, and abstract. Do not number the title page. The next page and subsequent pages are numbered consecutively in the upper right hand corner of the page starting with page 1 (unless the publication specifies otherwise).

0.5

A new or emerging technology selected and described. 1.0 A2 l 3 2-3 page length; paper fully describes actual use & integration. 3.0 t At least two references and correct use of style required by the publication 1.5 e 4 you select to write for writing rules, course requirements, and hints. Copy r of publication or Conference writing guidelines included. n ative Asg. #1b: Exploring Compressed Video Alternatives-Paper Due by end of Week 4. 6 pts. possible) Objectives 1, 6, & 9 What are some ways that you could use free, or for a small fee, video conferencing programs? Which of the various possibilities is the best video technology for your use? Investigate several alternatives, such as Skype, ooVoo, and Zoom plus one or two others. Try them out with your partners so you can report from your own experience as well as from the literature. Indicate their best uses; e.g., meetings, training, etc. Compare their pros and cons and their costs and features. Give your recommendation for the best one(s) to use in your setting. Be prepared to demonstrate and summarize your findings for the class.

Describe your findings in a 2- or 3-page paper. The audience for your paper will be readers of a practitioner magazine or online magazine or journal in your field or in an educational publication. You must study the publication or conference and follow the style guide (if one is listed) of the journal. However, if no style guide is listed, follow what you can discover from studying articles in the publication and explain this to the instructor in a note. In other words, this paper is not just for your classmates or your teacher. You want to write about the emerging technology and share it with the wider world of readers. This will require you to write specifically and effectively, and your mechanics must be correct. Include a copy of the style guidelines. It is time to reach out and touch one of the emerging technologies that you can experiment with by using it in a F2F (i.e., face-to-face) or an online class. Select a new technology that you have not experienced. Investigate it, try it, become familiar with it, and report on its use to the class and describe it in a minimum 2- or 3-page paper (in addition to your title page, abstract, and references). The audience for your paper will be readers of a practitioner magazine or online magazine or journal in your field or in an educational publication or attendees at a professional conference. You must study the publication or conference and follow the style guide (if one is listed) of the journal. However, if no style guide is listed, follow what you can discover from studying articles in the publication and explain this to the instructor in a note. In other words, this paper is not just for your classmates or your teacher. You want to write about the emerging technology and share it with the wider world of readers or participants. This will require you to write specifically and effectively, and your mechanics must be correct. Depending upon the class size, you will select or be assigned to other class members to form groups to do this assignment as a collaborative experience with your partner(s) in your group.

You and your partner(s) will use the different examples of video conferencing technology in various ways and then combine your experiences into a single, interesting, demonstration of the technology to share in an assigned Elluminate session to help others see ways that they might use it (or them). For this first assignment, each of you will prepare your own 2-3 page paper on your experience with this video technology and how this technology can be integrated into your setting. Include at least two references with at least one from a professional journal. You may earn up to three bonus points if you include (in a separate document) evidence that you sent (or plan to send) the article to a professional journal or conference that focuses on practitioners for their review. Be sure to include and follow the journal style recommendations (or APA 6 if they do not specify other styles) and focus on the audience for that journal or conference even if not submitting your article. Include a copy of the journal or conference requirements to your instructor. Assignment #1b - Compressed Video Paper: Scoring Guide due Week #4 # 6 Points Criteria
Submitted on time with correct filename (last name of author, shortened assignment title and #, and shortened due date); title page, and abstract After the title page, subsequent pages are numbered consecutively in the upper right hand corner starting with page 1. Several examples of video technology selected, used, and described. 2-3 page length; paper fully describes actual use & integration. Pros, cons, costs, and recommendations included. At least two references and correct use of style required by the publication you select to write for writing rules, course requirements, and hints. Style guide included.

0.5

2 3 4

1.0 3.0 1.5

Asg. 2a (See Elluminate presentation schedule below: Jan. 27, Feb. 10, Feb. 24) With your partners, demonstrate to your classmates, in your scheduled Elluminate session, how they can use the new technology. Also, during your presentation, explain how each of you used the new technology in an instructional event in the curriculum at your schools or other settings. If you are using PowerPoint, Prezi, or other software in your presentation, the presentation will be graded on the extent to which the software is effectively used as a summarizing tool with explanations that go beyond the reading of slides. (Please do not read your slides!) Your slides should follow rules for effective visuals (such as the 6-6 Rule: avoiding extensive text, using graphics, etc.). See either: http://www.k12.wa.us/edtech/powerpoint.htm or http://www.uwstout.edu/soe/profdev/pptrubric.html for additional suggestions. Assignment #2a EMERGING TECHNOLOGIES PRESENTATION: Scoring Guide due Weeks #4, 6, 8 # 4 Points Criteria

1 2 3 4

0.5 1.5 0.5 1.5

Presented on time in a clear and interesting manner; visual technique used effectively. PowerPoint (Prezi, or other such software) presentation follows best practices and is properly written according to APA 6. Partners equally explain their own use of the technology in a complete manner. Time limit is observed, which shows that partners have practiced and timed their presentations. Group explains how to integrate this technology into the curriculum, so it isnt merely a vehicle. Following the explanations, the group summarizes clearly and provides a list of hints on how to use this technology along with a list of pros and cons or benefits and challenges.

Alternative Asg. #2b: Exploring Compressed Video-Presentation; Copy of Presentation material (slides, etc.) due Week 4 by all; Elluminate presentations due on assigned Week 4, 6, or 8 as scheduled; (4 points) Objectives 4, 5, & 9. (See Elluminate presentation schedule below) Submit a cover page, abstract, and attach a copy of your presentation, all together, as Assignment #2. After you give your presentation to the class, if needed, you have up to two days to revise your presentation, abstract, etc. and resubmit as Asg. #2 resubmission. With your partners, demonstrate to your classmates, in your scheduled Elluminate session, how they can use the new technology. Also, during your presentation, explain how you used the new technology. Sometime after your presentation during an Elluminate session, you (and your partner(s), if you have one or more) will put audio narration on the PowerPoint in preparation for its posting on your Web page in Asg. 6. Dont wait until the end of the semester to do this: do it right after you get feedback from your instructor and your classmates during an Elluminate session. If you are using PowerPoint in your presentation, the presentation will be graded on the extent to which PowerPoint is effectively used as a summarizing tool with explanations that go beyond the reading of slides. (Do not read your slides!) Your slides should follow rules for effective visuals, such as the 6-6-6 Rule (i.e., avoiding extensive text, using graphics, etc.). See either: http://www.k12.wa.us/edtech/powerpoint.htm or http://www.uwstout.edu/soe/profdev/pptrubric.html for additional suggestions. Even better, you may use Prezi to present your Asg. 2. In that case, you will need to prepare a podcast instead f audio narration to include on your Asg. 6 webpage. Assignment #2b COMPRESSED VIDEO PRESENTATION: Scoring Guide due Weeks #4, 6, or 8 # 4 Points Criteria
Presented on time in a clear and interesting manner; visual technique used effectively. PowerPoint presentation or Prezi follows best practices and is properly written according to APA 6. Partners equally explain their own use of the technology in a complete manner. Time limit is observed, which shows that partners have practiced and

1 2

0.5 1.5

timed their presentations.

3 4

0.5 1.5

Group explains how to use the video technology effectively and describes actual use & integration. Pros, cons, costs, and recommendations included. Following the explanations, the group summarizes clearly and provides a list of hints on how to use this technology along with a list of pros and cons or benefits and challenges.

The week for your presentation Assignment #2a or #2b in an Elluminate session is listed below:

Presentation Schedule for Assignment #2a or #2b* Week 4-Presentations groups 1 & 2 (*Groups 1, 2, & 3) Week 6-Presentations groups 3 & 4 (*Groups 4, 5, & 6) Week 8-Presentations groups 5 & 6 (*Groups 7, 8, & 9) *If nine groups are formed, then three groups will report each of these weeks.
3. Assignment #3a: Observations on the Integration of Instructional Technology in the Classroom-Publishable Journal Article (15 points) Objectives 3, 5, & 7; Due by end of week 6 Part A. Conduct an observation of an actual class in your setting where the teacher uses instructional technology in a significant way. Be sure you have permission from the teacher and your administrator. Evaluate the effectiveness of the integration of technology in a classroom setting using the ICOT observation tool at ISTE.org/icot. Identify which instructional technology standards were applied in the classroom. Part A is not included in the actual paper for this assignment; it is done prior to writing the paper, which is based on the experience of evaluating a technology-using classroom. Part B. You are to communicate in formal writing to a professional audience your observations on effective technology integration in the curriculum and how it can be measured. To achieve this, identify a professional journal where you might publish an article or a professional conference where you might present your paper. Write a short article for this conference or educational journal (not a practitioner publication so much as an academic journalthe requirements are different) describing both your observations of the class and your experience using the ICOT instrument. Indicate which standards were addressed in the classroom that you observed that exemplified the best practices of technology integration. Following your article title, list you and your partners as co-authors, if you write with a classmate. Indicate the journal name where you plan to submit your article (To be submitted to Journal Name or Conference as a presentation paper). Begin the publishable article with an introductory paragraph or two that also serves as an advance organizer for the following narrative. Then describe the ISTE ICOT (observation tool) and where (school setting, etc. without specific identification), why, and how you used it. Include some examples and comments on the use of technology as seen in your observation experience, your idea for ways the

integration of technology in this setting could be improved (in a positive way so you dont offend those observed), and conclude your article with your feelings about the use of such an instrument to help teachers analyze how much and how well they are integrating technology into their curriculum. Remember, all good articles have a beginning, middle, and summary or conclusion (end). As usual, include citations and references. You may earn up to three bonus points if you did not earn the bonus points for Asg. #1 and if you include (in a separate document) evidence that you sent (or plan to send) the article to a professional journal for review or to a professional conference as a presentation. Be sure to include and follow the conference or journal style recommendations (or APA 6 if they do not specify other styles) and focus on the audience for that journal or conference even if not submitting your article. Include a copy of the journal or conference requirements to your instructor, and include a copy of your completed ICOT instrument with your assignment submission. You may need to print out the ICOT, fill it out in pen during your observation, and then scan the ICOT, and send the file in the assignment dropbox. Some students have had difficulty printing a finished online form. Be sure to identify the potential journal and attach submission and writing guidelines in a separate file in drop box. You must follow the journal guidelines. The completed ICOT form should be included in the drop box. Be sure to have all three documents included in the drop box. Do not include the completed ICOT form in the article proper. (Note: Publish your article on your web page (if not submitting it to a journal) that you will create in Assignment #6. You will not include the ICOT form or the information on the journal requirements on the web page. Furthermore, remove all evidence that it is an assignment for a course, including the filename and the instructors name. Rather, include the article as evidence of your scholarship. Make any changes necessary to ensure you are writing to and for your audience.) Assignment #3a TECHNOLOGY IN THE CURRICULUM ARTICLE: Scoring Guide; due Week 6

# 1 2

15 Points

Criteria
Submitted on time with correct filename (last name of author(s), shortened assignment title, and #, and shortened due date); title page and abstract. Length appropriate for journal selected. Pages numbered correctly. Potential journal or conference identified and submission and writing guidelines attached (in a separate file in drop box) and followed. Completed ICOT form included in drop box. Be sure to have all three documents included in the drop box. Do not include the completed ICOT form in the article proper. Introductory overview, ICOT and how it was used are described, examples provided and comments made on technology use that was observed, reactions to the way the technology is being integrated, feelings about use of such an instrument, suggestions for better integration, and summary; ICOT instrument appears to have been used and filled in correctly; copy attached in drop box. Correct APA and/or journal guidelines followed in writing including course hints and writing rules and mechanics. Appropriate citations and references

1.0 1.0

7.0

4 5

2.0 4.0

(APA 6 style unless the journal requires a different style) included in the article.

Alternative Asg. #3b: Locate an Alternative Tool to Evaluate the Use of Technology in the Classroom; due Week 6 Part A. Locate and explore the alternative tool to evaluate the use of technology. Use the instrument to conduct an observation of an actual class or training session in your setting where the teacher/trainer uses instructional technology in a significant way. Be sure you have permission from the teacher/trainer and your administrator/manager. Evaluate the effectiveness of the integration of technology in a classroom setting using the tool you discovered. Identify which instructional technology standards (or best practices) were applied in the classroom. Part A is not included in the actual paper for this assignment; it is done prior to writing the paper, which is based on the experience of evaluating a technology-using classroom using the tool you found. Part B. You are to communicate in formal writing to a professional audience your observations on effective technology integration in the curriculum and how it can be measured. (The emphasis should be on the tool you found to use in an evaluation; do not make the emphasis on how a particular new technology is used by the teacher that was the subject of Asg. 1.) Write a short article as if you were going to publish it in an academic journal (not a practitioner publication as in Asg. 1)the requirements are different), describing both your observations of the setting and your experience using the instrument you selected. Indicate which standards (or best practices) were addressed in the setting that you observed. Following your article title, list you and your partners as co-authors. Begin the article with an introductory paragraph or two (not necessary to include the heading Introduction) that also serves as an advance organizer for the following narrative (tells the reader what you will discuss). Then describe the observation tool that you used and where (school or setting without specific identification), why, and how you used it. Include some examples and comments on the use of technology as seen in your observation experience, your idea for ways the integration of technology in this setting could be improved (in a positive way so you dont offend those observed), and conclude your article with your feelings about the use of such an instrument to help teachers analyze how much and how well they are integrating technology into their curriculum. Remember, all good articles have a beginning, middle, and summary or conclusion (end). As usual, include citations and references in APA style or whatever style your journal recommends. Attach a copy of your completed instrument from your observation. (Note: Publish your article on your web page that you will create in Assignment #6. You will not include te ICOT form or the information on the journal requirements on the web page. Furthermore, remove all evidence that is an assignment for a course, including the filename and the instructors name. Rather, include the article as evidence of your scholarship. Make any changes necessary to ensure you are writing to and for your audience

Assignment #3b SCORING GUIDE - Alternative Tool to Evaluate the Use of Technology in the Curriculum Article; due Week 6 # 15 Points

1.0

Submitted on time with correct filename (document name) (last name of author(s), shortened assignment title and #, and shortened due date); title page. After the title page, subsequent pages are numbered consecutively in the upper right hand corner starting with page 2. Completed observation tool form included in drop box. Do not include the completed observation form in the article proper. Introductory overview, observation instrument and how it was used are described, examples provided and comments made on technology use that was observed, reactions to the way the technology is being integrated, feelings about use of such an instrument, suggestions for better integration, conclusion, and summary. The emphasis is on the use of the observation instrument you found as a valuable tool for teachers and administrators to evaluate technology integration. Your observation instrument appears to have been used and filled in correctly; copy attached in drop box. Correct APA, NSU, and/or journal guidelines (style guide) followed in writing including course hints and writing rules and mechanics. Appropriate citations and references (APA 6) unless the journal requires a different style) included in the article.

2 3

1.0 7.0

4 5

2.0 4.0

Assignment #4: Integrating Emerging Technology (TIM) into the CurriculumPaper Due by end of Week 8. (8 points) Objectives 2, 6, 7, & 9. The problem you are seeking to solve in this assignment is to find an example to help guide you in the development of a lesson following the ASSURE model to integrate the use of technology into your curriculum at a higher level than you do now. By reviewing a number of examples of technology integration at different levels and in different environments, you can determine the level where you are now. You can then set your sights on a higher level and create a way to reach that level. (a) Visit the site, fcit.usf.edu/matrix, and study the Technology Integration Matrix (TIM). A copy is in the appendix, and a printout you can use is attached to the assignment. (b) Click on each cell of the online version to view the video segment that illustrates that cell. (c) Determine which cell is similar to the highest typical use that you make of technology as you integrate it into your curriculum currently. Report the number of that cell and describe the level of technology integration and the characteristics of your learning environment, so we understand the technology that you are using and how you integrate that technology into your teaching and the students learning experiences now. (d) Now, for the creative problem-solving part of the assignment: select a goal cell that is further right and lower than your current cell. The goal is to get as close to cell E-5 as practical in your situation. Identify the number of the cell that is your goal to reach. Do a literature review to find references to help you design a learning experience that parallels (does not need to be the same technology) the way the technology is used in that goal cell. Describe your plans for that learning experience (including citations to support your plans) and compare them with the example provided in the video for that cell stressing how they are being used in similar ways to insure that you are actually at that level in a similar environment. Include a timeline (however

long) with benchmarks for you to reach your goal of actually carrying out your plans. (e) Write a 2-3 page paper (plus title page, abstract, and references) presenting all of the information listed above. (f) Be prepared to share your plans briefly in an Elluminate session. Assignment #4 - EMERGING TECHNOLOGY PAPER: Scoring Guide due Week #8

# 1

8 Points Criteria 1.0

Submitted on time with correct filename (last name of author(s), shortened assignment title, and #, and shortened due date); title page, and abstract. The next page and subsequent pages are numbered consecutively in the upper right hand corner of the page starting with page 1 Actual paper should be 2-3 pages in length in addition to title page, abstract, and references. Description of goal cell and plans to reach it in your own lesson plan; includes citations that are references to help you create your unique lesson plan (which is due as Assignment #5). The actual lesson plan is not due in the paper for Assignment #4. Comparison fully made between characteristics of your goal cell and your planned integration of technology showing their similarity. Include the Matrix with your cells highlighted. The matrix appears at the end of the syllabus. Timeline, benchmarks, and references included. Correct APA and/or Nova guidelines followed in writing including course hints and writing rules.

2.0

2.0

5 6

1.0 2.0

5. Assignment #5: Integrating Emerging Technology into the Curriculum-ASSURE Lesson Plan Due by end of Week #12. (8 points possible) Objectives 6, 7, & 9. Prepare a lesson plan that you could teach integrating the technology in the goal cell that you indicated in Assignment #4 following each step of the ASSURE model; label each step to match the model.
Assignment #5 - EMERGING TECHNOLOGY LESSON PLAN: Scoring Guide due Week #12

8 Points

Criteria
Submitted on time with correct filename (last name of author(s), shortened assignment title and #, and shortened due date); title page and abstract.. The next page after the title and subsequent pages are numbered consecutively in the upper right hand corner of the page starting with page 1. APA format using proper headings is required. Be sure to include this statement at the end of your abstract: Lesson plan follows each phase of the ASSURE model, and steps in the lesson plan are named the same as in the model and includes standards (by number and name) it achieves. This formal lesson plan matches the plan described in Asg. #4. Correct APA and Nova guidelines followed in writing including course hints 3and writing rules.

1.0

2 3 4

3.0 2.0 2.0

2.

Assignment #6: Exploring Emerging Technologies-Web Page Postings or Personal Learning Network due week 15; Presentations as scheduled Weeks 13, 14, 15 during Elluminate sessions. (10 points) Objectives 3, 4, 8, 9, & 10. Your audience for your web page should be assumed to be other instructors in your school system and/or students and parents as appropriatedepending on to whom your web-resource page is focused. If you choose to create a Personal Learning Network, you may assume your audience is colleagues, friends, and even potential employers. a. Create a web page and share it with us in Elluminate Sessions #6, 7, and 8 with a PowerPoint that highlights the most important features of your page, informs classmates of your audience and their needs, and discusses why you created the page. Also include what software program you used to create your page. The PowerPoint or Prezi presentation that you share with the group during the final Elluminate sessions should not have sound and should not be included on your web resource page. Only Asg. #2a and #2b is included on your web page or PLN. b. Publish your journal article from Asg. #3a or #3b on your web page (unless you seriously think it will be accepted by the journal. Journals consider publication on web pages as publication and will not accept your article). c. Include your Lesson Plan (Asg. #5) on your web page as an example of the ASSURE model used to create lesson plans integrating technology. d. Place the demonstration you gave of your uses of the new technology (Asg. #2) on your web-based resource page or PLN. Use either a short video explanation or a PowerPoint with sound narration to accompany your demonstration. (The group PowerPoint with sound narration may be the same on each partners web page.) e. You may include anything else from this course (such as the paper from Asg. #1a or #1b about a new technology or video conferencing used or your paper about TIM) or from other sources (such as a statement of your philosophy of teaching and learning, your CV, about the author). Be sure to include a copyright date or last update. Be sure to put the URL on your PowerPoint and in the dropbox for Asg. 6 by the due date. If creating a PLN, send the URL through the dropbox. Assignment #6 WEB PAGE POSTING: Scoring Guide due by end of Week #14 # 10 Points Criteria
Group or individual website published on the Internet on time and the link to the page works. Names of all partners (if any) appear as web site developers. Work done by partners appears equivalent. Place the PowerPoint or Prezi demonstration (add narration) you gave of your uses of the new technology on the Web-based Resource page (Asg. #2). Also post journal article from Asg. #3 and your lesson plan from Asg. #5 on your web site with brief explanation before each. If, however, you are hoping to have your article published, do not post it on your website. Do not use the word Assignment as you post these documents on the website.

1) 2)

2.0 3.0

3)

3.0

A list of at least 12 or more web sites that you encountered during the course that would be of benefit to you, your students, and/or others as they seek to integrate emerging technologies into their teaching and learning. Links all connect. Each site is annotated to tell how it will help integrate emerging technology. Web page is well-designed and easy to access. Includes last update and contact information. URL is included in your PowerPoint or Prezi and sent through the assignment drop box by the due date. Correct APA and/or journal guidelines followed in writing, including course hints and writing rules. Present a PowerPoint or Prezi discussing your web resource project as scheduled on Weeks 13, 14, 15. The PowerPoint or URL for the Prezi must be submitted 24 hours in advance of the presentation.

4) 5) 6)

1.0 1.0

IX.

GRADING CRITERIA A. Course Grading Rubric Gr A Points 91-100 GPA 4.0 Criteria
1. Content - Assignments are complete and thorough and meet or exceed stated specifications and criteria and are submitted on time. Candidates have completed all parts of the assignments as defined by the instructor. Knowledge of subject matter is clear, and all work is clearly focused on the assigned topics. Topics are fully developed. If appropriate, candidates have included additional material or information or both beyond requirements. If applicable, candidates have demonstrated applicability to the work setting (i.e., theory into practice). Candidates clearly demonstrate evidence of analytical or critical thinking or both. If appropriate, candidates demonstrate originality and fresh perspectives. 2. Quality of Communication - Written and oral work demonstrates superior doctoral quality in verbal expression with attention to detail. Candidates work is clear, concise, cogent, and correct (i.e., word choice is effective; sentence structure is varied, making use of subordinate clauses; paragraphs are appropriate with clear thesis statements and supporting details. Transitional words and phrases are used effectively; points and ideas are well organized, etc.). English language conventions are applied correctly (i.e. spelling, capitalization, punctuation, agreement, pronoun usage, sentence structure, etc.). 3. Preparation (readings, field work, etc.) - Preparation for all classes and assignments is evident. Candidates participate regularly and in a timely manner, contributing ideas to class discussions and group activities that demonstrate careful reading of assigned texts and articles, attention to

audio or video tapes or other media assigned, and engagements in interviews, observations, or any other in-class or out-of-class activities assigned. 4. Format - Where applicable, citations and references are used correctly and consistently, with clear efforts made to include a wide range of relevant works. For any work requiring citations, candidates refer to a wide range of suitable sources. All non-original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Candidates in the Doctoral Education Major of Nova Southeastern University follow the FSEHS Written Assignment Format, the American Psychological Association Form and Style Manual (6th ed.) (APA), and the Style Guide for the Applied Dissertation (SGAD) requirements (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.).

B+

86-90

3.5 1. Content - Assignments are complete and meet stated specifications and
criteria and are submitted on time. Knowledge of subject matter is clear. Written work focuses on assigned topics. Candidates have made clear efforts to address all parts of assignments, but might have missed one part of one or two assignments. Candidates have met all but perhaps one criterion or specification indicated by the instructor (e.g., if candidates are asked to provide examples of specific strategies, perhaps the number of examples provided is insufficient; perhaps the examples are not explained in enough detail for the reader to form a clear picture of the strategy). Candidates demonstrate some evidence of analytical or critical thinking or both. In some assignments a match between theory and practice may not be evident.

2. Quality of Communication - Written or oral work demonstrates good doctoral quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In candidates written work, paragraphs are organized around topics with supporting details. Sentences are clear and somewhat varied. Some transitional words and phrases are used. Organization is adequate. Words are used correctly. A few minor errors in the conventions of English usage do not interfere with the focus of the work. 3. Preparation - Preparation for all classes and assignments is evident. Candidates participate regularly and in a timely manner contributing ideas to class discussions and group activities that demonstrate careful reading of assigned texts and articles, attention to audio or video tapes or other media assigned, and engagement in interviews, observations, or any other in-class or out-of-class activities assigned. 4. Format - Where applicable, citations and references are used correctly and consistently. For any work requiring citations, all non original ideas are cited correctly and referenced in a reference list. All works in the reference list are cited in the text and vice versa. Candidates in the Doctoral Education Major of Nova Southeastern University generally follow the FSEHS Written Assignment Format, APA, and SGAD requirements (i.e., citations and references, as well as type face and size, margins, headings, title pages, etc.), although occasional errors in APA or SGAD format or both may be evident.

80-85

3.0

1. Content - Some assignments may be incomplete or do not meet some stated specifications and criteria. Candidates have made an attempt to

complete all assignments, but some candidate papers do not address all parts of all assignments or do not meet some criteria specified in the instruction. Topics may be only partially developed. Candidates demonstrate little evidence of analytical or critical thinking or both. There may be little evidence of a match between theory and practice. 2. Quality of Communication - Written and oral work minimally meets doctoral quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In candidates written work, paragraphing may be faulty with perhaps too many topics per paragraph, insufficient detail to support a topic, or lack continuity. Some sentences may lack (a) variety, (b) the sentence structure may be confusing, and (c) errors in word usage may be present. Lack of organization and errors in the conventions of English usage may interfere with the focus of the work.

80-85

3.0

3. Preparation - Preparation for most classes is evident. Candidates may not actively participate in a timely manner in all class discussions or activities but meet the minimal requirements of the course. When called upon, candidates may not be able to demonstrate that they have read or fully understood assigned texts and articles or completed other activities and assignments in preparation for the class.

4. Format Where applicable, candidates in the Doctoral Education Major

of Nova Southeastern University generally follow the FSEHS Written Assignment Format, APA, and SGAD requirements (i.e., citations and references, as well as the requirements regarding type face and size, margins, headings, title pages, etc.), but some errors in APA or SGAD format or both may be evident.

F No Credit I Incomplete

.0

Does not meet the above standards

1. A grade of incomplete (I) may be granted at the discretion of the instructor, to candidates who are in good standing, because of unexpected personal or professional emergencies, and must be made up within one term (or sooner) of the final class meeting of the course, as stipulated by the instructor. A grade of I may not be granted to a candidate whose work has been substantially unsatisfactory or who has failed to submit a substantial number of assignments (i.e., postings, responses, written assignments, references, etc.) in a timely manner by the end of the course. Candidates requesting extensions due to medical reasons are expected to provide official medical documentation. It is the candidates responsibility to consult the instructor and submit the Incomplete Grade Agreement Form prior to the end of the course. The instructor will not accept assignments received after the date indicated on the agreement, and the candidates grade will be assigned according to the work the candidate completed by the end of the course. 2. Upon approval by the instructor, candidates will be required to complete and submit an Incomplete Grade Contract to the instructor. The timeline for an Incomplete shall not exceed one term or as specified in the Incomplete Grade Contract. An incomplete grade that has not been changed by the official date in this agreement will result in a grade of F (No Credit).

B.

Course Assignments and their percentage of the final grade: Assignment

Blog Topics (5 x 5) Elluminate Sessions (7 x 3) Assignment #1: Exploring Emerging TechnologiesPaper Assignment #2: Exploring Emerging TechnologiesPresentation (Post before scheduled presentation) Assignment #3: Observation of Integration of Instructional Technology in the ClassroomWritten Journal Article Assignment #4: Integrating Emerging Technology (TIM) into the Curriculum-Paper Assignment #5: Integrating Emerging Technology into the Curriculum-ASSURE Lesson Plan Assignment #6: Web Resource Page Postings Presentation of Web page (PowerPt). (Post 24 hours prior to presentation) Wiki Postings (To be announced) 3

Points
25 21 6 4 15

%
25 21 6 4 15

Due Week #
3, 5, 7, 9, 11, 13, 2, 4, 6, 8, 10, 13, 14, 15 4 4, 6, & 8 as scheduled 6

8 8 10

8 8 10

8 12 15 13, 14, 15 as scheduled

To be announced

Total: C. Grades and Grade Point Average Letter Grade A B+ B F Percentage 91-100 86-90 80-85 Below 80

100

100%

Quality Points 4.0 3.5 3.0 No Credit

X.

CLASS POLICIES A. Class Requirements Timeliness of Assignments. In an asynchronous format, you and your colleagues will be able to submit assignments at your convenience. At the doctoral level, much of your learning will come from interaction between you, your colleagues, and your instructor. As a result, failure to post assignments within the allotted time frame in an online class is tantamount to missing a class. Hence, in terms of fairness and equity, the submission of late assignments will be

graded accordingly. You will also note that a one-week period is available for the submission of late assignments that may be the result of any number of personal or professional factors. After that grace period, instructors will have the option of not accepting assignments unless you were granted permission prior to the late date. As you progress through the course, you are encouraged to apply the concepts and principles of the ELCC standards to your everyday practice. Utilize the opportunities outlined in the weekly assignments to apply, formally and informally, your new learning to your work setting. The value that you will receive from this course will be in direct proportion to your active engagement in reading assignments, writing assignments, online chat sessions, and the preparation of your personal portfolio. Hence, as doctoral candidates you will be expected to: 1. Complete all readings, assignments, and postings by the designated due date (i.e., no. late assignments will be accepted). 2. Reflect an understanding, appreciation, and integration of the readings and the topics in your postings. 3. Think, write, and clearly express ideas in both content and format appropriate for candidates at the doctoral level. 4. Submit well organized written assignments that logically and coherently demonstrate a flow of ideas and are free of spelling or grammatical errors as the result of careful proofreading prior to transmission. 5. Consistently and meaningfully participate in the dialogue on the Discussion Board. 6. Electronically post all assignments to the Discussion Board or Dropbox as assigned. FISCHLER SCHOOL OF EDUCATION AND HUMAN SERVICES ACADEMIC POLICIES AND REGULATIONS B. Academic Misconduct
The following acts violate the academic honesty standards and will result in a finding of Academic Misconduct: 1. Cheating in any Form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as ones own. 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 ones own without proper acknowledgment.

5. Conspiracy to commit academic dishonesty: Assisting others to commit acts of Academic Misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: Offering of goods, services, property, or money in an attempt to gain an academic advantage 8. Forging or altering documents or credentials: Examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution

C. Plagiarism 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 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, and so forth, must be the original work of the student. Original work may include the thoughts and words of another author if properly cited. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the recognized form and style manual and accepted citation practice and policy of the Fischler School of Education and Human Services [FSEHS]. 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 the FSEHS 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 work must comport with the adopted citation manual for the FSEHS.

At Nova Southeastern University, it is plagiarism to represent another persons work, words, or ideas as ones own without use of a center-recognized method of citation. Deviating from center standards (see above) is considered plagiarism at Nova Southeastern University. If a finding of Academic Misconduct is determined, the following disciplinary action will ensue: For all courses other than Practicum and Dissertation component courses: Initial Finding of Academic Misconduct: Failing grade (F) for the course. [* See Note Below] Any Subsequent Finding of Academic Misconduct: Failing grade (F) for the course [* See Note Below] and dismissal from the program; ineligible to return to the Fischler School of Education and Human Services at any time in the future. Any finding of Academic Misconduct on a Practicum, Dissertation or other program capstone component, including the concept paper, proposal, and/or final report: Initial Finding of Academic Misconduct: Immediate dismissal from the program; ineligible to return to the Fischler School of Education and Human Services at any time in the future. *Note: If a charge of Academic Misconduct is determined in a course, any student initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the students transcript for that course. Sources: Fischler School of Education and Human Services catalog and student handbook 20092010, pages 208-209. Retrieved August 20, 2009, from http://www.schoolofed.nova.edu/fgshome/catalog/FSEHSCatalog2009-2010.pdf Nova Southeastern University student handbook 2009-2010, pages 24-27. Retrieved August 20, 2009, and modified to reflect FSEHS standards from http://www.nova.edu/cwis/studentaffairs/forms/ustudenthandbook.pdf B. Americans with Disabilities Act Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler Schools ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSEHS Office of Student Judicial Affairs at 954-262-8617 or 1-800-986-3223, ext. 8617, or via e-mail at [email protected]. To ensure that reasonable accommodations can be provided in a timely manner, all

forms and documentation must be completed and on file a minimum of four (4) weeks prior to the commencement of classes for any given semester. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement. C. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email. D. The current edition of the FSEHS Catalog and Student Handbook is available on the Academic Affairs website at http://www.schoolofed.nova.edu/oaa/fgs_catalogs.htm. This document provides extensive information on University and FSEHS policies, regulations and procedures. C. ADA Policy. Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability. The Fischler Schools ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting Mark A. Seldine, Ed.D. at (954) 262-8617 or 800-986-3223, ext. 8617, or by e-mail at [email protected]. To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester (http://www.usdoj.gov/crt/ada/adahom1.htm). D. Writing across the Curriculum 1. This course includes written assignments that make up at least one half of the final course grade. 2. Written assignments can include, but are not limited to, abstracts, bibliographies, case studies, computer programs, essays, journal entries, lesson plans, literature reviews, project proposals, project reviews, reaction papers, research papers, seminar summaries, and technology reports. E. Americans with Disabilities Act http://www.usdoj.gov/crt/ada/adahom1.htm 1. Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 by providing reasonable accommodations for qualified individuals with a disability.

2. The Fischler Schools ADA Policies and Procedures, and the necessary forms for requesting disability-related accommodations, can be obtained by contacting the FSE Office of Student Judicial Affairs at 954-262-8617 or 1800-986-3223, ext. 8617, or via e-mail at [email protected]. Undergraduate students should contact the undergraduate disability services representative at the Farquhar College of Arts and Sciences at 954-262-8405 or 1-800-986-3223, ext. 8405. 3. To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation must be completed and on file in the FSEHS Office of Student Judicial Affairs a minimum of four (4) weeks prior to the commencement of classes for any given semester. Disability Services http://www.undergrad.nova.edu/catalog/html/index.cfm?template=188 Students with disability-related needs are encouraged to contact Disability Services as early as possible, preferably at least four weeks before the beginning of the first term of enrollment for which disability-related services are sought. Certain accommodations may involve other professionals and specialists, and therefore, may require considerable time to implement. F. Last Day to Withdraw from Course 1. In order to withdraw from a course it is NOT enough to stop attending class or to inform the instructor of your intention to withdraw. 2. In accordance with policy, students wishing to withdraw from a course must do so formally through the Registrar prior to the last class session. XI. LIST OF SUGGESTED RESOURCES A. Journals Chronicle of Higher Education-Distance Education Current Issues in Education Distance Learning Magazine Educational Technology Review Journal of Computing in Teacher Education and Leading and Teaching with Technology Journal of Educational Multimedia and Hypermedia (JEMH) Journal of Technology and Teacher Education National Teaching and Learning Forum Quarterly Review of Distance Education

TechTrends The American Journal of Distance Education THE Journal Websites: American Psychological Association (APA). Retrieved on April 3, 2011, at http://www.apastyle.org/ APA StyleWizard. Retrieved on Retrieved on April 3, 2011, at http://www.stylewizard.com/apa/apawiz.html
APA Style (6th ed.) Nova Library Guide. Retrieved on April 3, 2011, at

http://nova.campusguides.com/content.php?pid=114919&sid=992707 Landmarks Citation Machine. Retrieved on April 3, 2011, at http://citationmachine.net/