Applications of Educational Technology 1707537777

Applications of Educational Technology
Applications of Educational Technology
SUSAN STANSBERRY
OKLAHOMA STATE UNIVERSITY LIBRARIES
STILLWATER, OK
Applications of Educational Technology Copyright © 2018 by Dr. Susan Stansberry is licensed under a Creative Commons Attribution-NonCommercial
4.0 International License, except where otherwise noted.
It is intended by the creator that this resource be available at no cost to educators and students. If you find yourself being charged a
course fee, a textbook fee, or any other kind of tuition or fee, please contact Kathy Essmiller, [email protected]. The creator
also respectfully requests that students not be required to purchase this book in order to complete homework or otherwise meet
classroom requirements. As the creator has released this under an open license, in order to facilitate its use at no cost by others,
adherence to this request is dependent on the honor and respect for the profession held by entities whose interest may be first to
stakeholders and second to students. Please honor Dr. Stansberry’s intent.
Contents
Introduction 1
Cover Page 2
OpenOKState Spotify Playlist iii
Learning to Learn any Technology 7

Differentiated Learning with Educational Technology 9
Instructional Design 15
Technology Integration 24
Assessing Learning 29
Online Intelligence 35
Curating Open Educational Resources 40
Using Technology Resources in Different Learning Environments 45
Lesson Makeover 50
Communication and Collaboration with Parents and Students 51
Innovative Pedagogies 54
Digital Media Production 61
Project Based Learning 69
Digital Citizenship 73
About the Author 77

Welcome to the Applications of Educational Technology eBook. The resource comes alongside the Oklahoma State
University Emerging Technologies and Creativity Research Lab, where students in this class will play and help in
transforming education through creative habits!
The purpose of this online resource is to serve as an interactive open textbook for EDTC 3123 Applications of
Educational Technology at Oklahoma State University. We invite you to ask questions, contribute resources, and
participate in making this a living, collaborative resource for all educators!
Course information: This course is an introduction to the design and development of instruction using educational
media and technology. It involves development of teaching and learning materials using digital technologies,
contemporary applications of computers and other electronic systems to instruction. Because this is a preservice
education course, the main focus is on effective integration of educational technology and instructional design.
This is a semester-long course that is taught face-to-face and aims not only to model excellence in teaching
with technology but also to provide a safe environment within which preservice teachers work in teams to facilitate
active and engaged peer learning that reflects best practices in technology integration, instructional design, content
presentation, instructional strategies, standards-based assessment, and lesson reflection. You will experience true
student-centered learning in this class with your instructor modelling the role of facilitator.
This resource is no cost at https://open.library.okstate.edu/applicationsofeducationaltechnology/
Introduction | 1
Cover Page
MY TECH PLAYGROUND: AN EBOOK FOR EDTC 3123 APPLICATIONS

OF EDUCATION TECHNOLOGY
Created/Curated by Susan L. Stansberry
2018
Update 2.9.2024, Kathy Essmiller. The update included light editing for format, link check and remediation, metadata
revision, and addition of publisher information. The resource was re-exported following this update. ~KE
2 | Cover Page
OpenOKState Spotify Playlist
OpenOKState Spotify Playlist | 3

4 | OpenOKState Spotify Playlist
OpenOKState Spotify Playlist
OpenOKState Spotify Playlist | 5

6 | OpenOKState Spotify Playlist
Learning to Learn any Technology
You’ve heard the old adage . . .
If you give a man a fish, you feed him for a day; if you teach a man to fish, you feed him for a lifetime.
The aim of part one of this chapter is to help you gain knowledge and skill that will transfer to learning any new
technology.
Steps in Learning to Learn
Let’s talk about learning to learn any technology. There are six steps that we’ll discuss:
1. Consider your Purpose

2. Explore the Possibilities
3. Find Patterns
4. Learn from the Pros
5. Play
6. Take Pride
CONSIDER YOUR PURPOSE
Sometimes you are assigned a technology (could be a piece of software or a hardware tool) to learn, as you will be
doing in the next two weeks with SMART Notebook, OneNote, Office 365, and Diigo. When that happens, the first thing
you want to learn is the purpose of that tool. What problem was this technology designed to solve? Other times, you’ll
go about this the opposite way — first considering the problem you need to solve and then searching for technology
designed for the purpose of solving that problem.
You can think of any technology as a system – a combination of parts. The parts of a system may be physical (a
computer is made up of physical components connected to a central processor) or processes (whatever email system
you use connects the processes of sending, receiving, and organizing email messages). Systems and purpose go hand-
in-hand, and it’s important to recognize these at the beginning of learning a technology. You are already familiar with
technologies designed to enhance your educational experience like information systems (ex: SIS), communication
systems (Cowboy Mail or Orange Mail), collaboration systems (Google Docs), and systems that combine all three of
these purposes (Online Classroom).
EXPLORE THE POSSIBILITIES
Once you have figured out your purpose for learning a particular technology, your next step is to explore the
possibilities. You want to know what you will be able to do with this tool. The developer’s website for this tool is where
you will want to start. Most sites will have a gallery of users’ work, which gives you a great idea of the possibilities.
Another common tactic is to do a general web search for “what can I do with ________?”
There are almost always multiple tools to fulfill your purpose. You’ll want to select the best one that fits within the
systems you already use.
This resource is available at no cost at https://open.library.okstate.edu/applicationsofeducationaltechnology/ | 7

FIND PATTERNS
Have you ever noticed how you learn to use one technology and then easily transition to another tool based on that
previous knowledge and experience? Whether you realized it or not, many of you used knowledge gained from your
very cool MySpace page when you started using Facebook. Then, when you transitioned to Twitter and Instagram, you
subconsciously were seeing similarities and differences in them compared to Facebook. While learning technologies,
make a conscious effort to find similarities and make comparisons to what you already know. For example, you’re
almost certain to find a top menu bar with the items “File,” “Edit,” “View,” “Help” and others in practically any app you
open.
LEARN FROM THE PROS
Finding patterns can increase your comfort level when learning a new tool, but going to the pros who already know
what they are doing will take you even further. Developers typically offer tutorials on their website or under the “Help”
menu. The other pros are those you may know socially or professionally — don’t hesitate to send out a call to your
personal or professional network to see who else might be using that technology and what advice they have for you. If
you are conducting a general web search for tutorials, be as specific as possible to get the most meaningful results.
Another helpful resource can be found in sites that build tutorials as a commercial enterprise. They often have some
free resources while others are only available with a subscription.
PLAY
This step is actually harder than it sounds like! Probably from about the time you entered school, you started getting
the unfortunately misguided message that learning is work and play is not a valuable way to spend your time. Too many
adults avoid tinkering around with a technology out of fear of not doing something right, but we always learn more
from our efforts and mistakes than we do from doing something right the first time. Play is an extremely valuable part
of learning technologies, and you may be one of those people who has to actually schedule time to play on your daily
calendar!
TAKE PRIDE
The final step in the process of learning a new technology is taking pride in what you’ve accomplished. Even if you
didn’t finish with some amazing product worthy of selling on the home shopping network, consider how very much
you gained through the process of learning and will be able to apply to your next learning endeavor. Besides, sharing
your learning journey with someone else may be just what they need!
8 | This resource is available at no cost at https://open.library.okstate.edu/applicationsofeducationaltechnology/

Differentiated Learning with Educational
Technology
Essential Questions
Why should I differentiate my instruction for my students? Think beyond understanding that students
learn differently.
What does meaningful differentiation look like in a real classroom?
Which teaching strategies can I employ to meet my students’ individual needs?
In what ways might I use technology to differentiate my instruction for my students?
Differentiated Learning with Educational Technology
Differentiated instruction is recognizing and being responsive to different learning needs of individuals and small groups
of students. The website Differentiation Central offers an excellent flow chart of the process. Access the full website
at http://differentiationcentral.com/model/.

The Teaching Channel website offers a series of videos for new teachers. Explore the site’s K12 hub differentiation
topics and see if you can identify some specific strategies for differentiating in the classroom.
Tomlinson’s Differentiated Instruction Model (2010) is based on six elements:
• High-quality curriculum – identifying exactly what you want the students to know, understand, and be able to do
at a rigorous and challenging level
• Continual assessment – using pre-assessments to determine what the students already know, understand and are
able to do as well as where their interests lie; using formative assessments to determine when and how re-
teaching needs to be done; and using summative assessments to allow students to demonstrate what they have
learned
• Respectful tasks – All tasks should be challenging, interesting and worth doing. If some students are engaged in
this type of work while others are completing drill and practice workshop, there is disrespect happening.
• Building community – The differentiated learning community must be a safe, accepting, risk-free environment
where failure and learning from it is celebrated. Therefore, it is necessary for the teacher to insure that all learners
understand and respect the process of differentiating instruction.
• Flexible grouping – At any given time, students may work individually, as a whole group, or in small groups or with
a partner based on interests (similar or dissimilar) or readiness to learn (similar or dissimilar).
• Teaching up – Tomlinson (2010) notes that all students should be challenged to work up to the level just above his
or her current competence. Differentiation is NOT about “dumbing down” the content for some students but not

for others.
The Differentiated Instruction Teachers’ Guide (2007) offers four areas where differentiation can occur:
• Content – All students in your class will be expected to master the given curriculum standards (Oklahoma Content
Standards, currently–used to be CCSS, PASS), but you can provide them different paths to gaining that knowledge.
A pre-assessment is critical to determine what current knowledge and skill have already been mastered by
individuals so the teacher can then determine which paths need to be made available.
• Process – Different methods can be employed based on the idea that how students learn best can be different.
Many teachers use a “menu” of activities for students to choose the process they believe will work best for them.
• Products – Each student needs to demonstrate mastery of a standard or objective, but they may be able to
demonstrate that mastery in a very different way than their classmates. A very clear summative assessment tool,
like a rubric focused on what the student knows, understands and is able to do, is critical.
• Learning Environment – The learning environment in a differentiated classroom includes both physical and social/
emotional aspects. The physical space may include adjustments to lighting, noise, types of furniture, and
equipment. The social/emotional environment must be built upon respect for individual differences and
supportive classroom management.
Judith Dodge (2009, p. 9, http://www.slideshare.net/robertojosephgalvan/25-quickformativeassessments) offers

specific strategies to help teachers address student needs at different levels of readiness. Which of these suggestions
could you consider?
Scaffolding Struggling Learners
• Offer teacher direction (reteaching with a different method)

• Allow the student to work with a reading partner, study buddy, or learning partner. (Buddy-up an English language
learner (ELL) with another student.) This will provide peer support for collaborative learning.
• Allow students to use class notes, textbooks, and/or other classroom resources to complete the task.
• Provide a model or exemplar (of a similar problem solved or a sample of the type of writing expected).
• Furnish step-by-step directions; break down the task.
• Provide hints or tips.
• Color-code different elements; highlight for focusing; provide “masks and markers” for focused attention on
specific text.
• Provide sentence strips, sticky labels with terms, or manipulatives (plastic coins, Judy clocks, Unifix cubes, fraction
tiles, number lines, algebraic tiles, calculators, etc.).
• Provide a partially completed graphic organizer or outline.
• Provide out-of-sequence steps for students to reorganize.
• Allow additional time.
• Provide a cloze (fill-in-the-blank) paragraph (with or without a word box) for students whose language is
extremely limited or for those who struggle with grapho-motor skills.
• Give a framed paragraph or essay (with sentence starters to help organize the writing).
• Provide guided questions.
• Supply a word bank and definitions.
• Support with visuals, diagrams, or pictures.

• Provide words on labels for students to simply pull off and place appropriately.
Challenging Advanced Learners
• Design activities that are more complex, abstract, independent, and/or multistep.
• Pose a challenge question or task that requires them to think beyond the concrete and obvious response (from the
newly learned material) to more abstract ideas and new use of the information.
• Require more complex expression of ideas: different types of sentences, synonyms, more than one adjective or
action (verb) to describe what’s happening.
• Require that metaphors and similes, idiomatic expressions, or specific literary elements be included in their
writing.
• Ask students to make text-to-text and text-to-world connections (more abstract than text-to-self connections).
• Require students to note relationships and point out connections among ideas: compare and contrast; cause and
effect; problem and solution; sequence, steps, or change over time; advantages and disadvantages; benefits; etc.
• Have students create their own pattern, graph, experiment, word problem, scenario, story, poem, etc.
• Ask students to tell the story from a different point of view.
• Ask students to place themselves into the story or time period and write from the first-person point of view.
• Ask students to consider “What if?” scenarios
• Provide multistep math problems.
• Include distracters.
• Do not provide a visual prompt.
• Ask students to suggest tips or hints that would help others who struggle to make sense of the information.
• Provide a problem or model that does not work; have students problem-solve.
• Have students use the information in a completely new way (Design an awareness campaign about . . .; Create a
flyer to inform . . .; Write/give a speech to convince . . .; Write an article to educate . . .; Write an ad to warn others
about . . .; Design a program to solve the problem of . . .)
Technology in the classroom is crucial to the success of a differentiated classroom. Read the Educational Leadership
article “From Gadget to Gift” and watch the video interview with Carol Ann Tomlinson to get some ideas.
One or more interactive elements has been excluded from this version of the text. You can view them online here:
https://open.library.okstate.edu/applicationsofeducationaltechnology/?p=24#oembed-1
Now see if some of the videos from the Differentiation Central website can help you bring it all together.

ISTE Standards
Which ISTE Standards do you think this chapter could help you address? The standards listed below are from an older
draft, but they are still a good way to think about and scope your work.
2. Design and Develop Digital Age Learning Experiences and Assessments
• Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills,
and attitudes identified in the ISTE·S.
◦ a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
◦ b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress
◦ c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
◦ d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
4. Promote and Model Digital Citizenship and Responsibility
• Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit
legal and ethical behavior in their professional practices.
◦ b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources
Resources
Ian Byrd’s The (new) Differentiator http://byrdseed.com/differentiator/

Cool Tools Digital Differentiation http://d97cooltools.blogspot.com.au/2012/02/digital-differentiation-get-wired.html
Andy Warner (UK teacher) blogpost on differentiation http://andywarner78.wordpress.com/2013/05/09/why-weve-
got-differentiation-wrong/
Ministry of Education. (2007). Differentiated instruction teacher’s guide: Getting to the core of teaching and
learning. Toronto: Queen’s Printer for Ontario.
Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
Cybraryman’s Differentiated Instruction resources http://www.cybraryman.com/differentiated.html
Five Ways Technology in the Classroom is Changing Education http://www.securedgenetworks.com/blog/5-Ways-
Technology-in-the-Classroom-is-Changing-EducationA Practical IAGC Pinterest board on Differentiation for Gifted
Students https://www.pinterest.com/iagcgifted/differentiation/
Bowie, TX ISD Pinterest board on Differentiation for SPED Students https://www.pinterest.com/bowieisd/sped-
differentiation/
Technology Tools for Differentiation http://www.edutopia.org/blog/differentiated-instruction-social-media-tools-
john-mccarthy


Instructional Design
Essential Questions
What is instructional design?

What are Gagne’s Nine Events of Instruction?
What are the most engaging ways content can be presented so students remain active while gaining content
knowledge?
What learning community resources are available to find and share digital resources for creating
engaging lessons?
Models for Designing Instruction
Instructional design is the practice of creating “instructional experiences which make the acquisition of knowledge and
skill more efficient, effective, and appealing” (Merrill, et al., 1996).
For you, as a future teacher, this means that there is a whole academic field dedicated to helping you create the
best possible lessons for your students. You will encounter a variety of methods for creating lesson plans during your
coursework and when you take your first teaching job; but, they all have some elements in common.
Below are three different instructional design approaches — see if you can spot the similarities and differences:

Understanding by Design (Backward
ADDIE Model ASSURE Model
Design)
A — Analyze learners
Analysis (clarify the instructional goals and objectives and identify the
S — State standards &
learning environment and learner’s existing knowledge and
objectives
skills)Design (development of learning objectives, assessment Stage 1: Identify Desired Results (enduring
S — Select
instruments, exercises, content, subject matter analysis, lesson planning understandings and essential
strategies,
and media selection) questions)Stage 2: Determine Acceptable
technology, media &
Evidence of Learning (assessment
materials
Development (developers create and assemble the content assets that strategies)
U — Utilize
were created in the design phase)
technology, media &
Implementation (a procedure for training the facilitators and the Stage 3: Design Learning Experiences &
materials
learners is developed) Instruction (objectives and methods)
R — Require learner
Evaluation (both formative and summative assessments are planned
participation
for)
E — Evaluate &
revise
Notice that each of the three instructional design models systematically consider the basics: who the learners
are, what is to be learned, how the learning will be assessed, and which strategies and resources will be used to make
sure students learn. One difference you may have noticed between the three is that Understanding by Design is
backwards — it begins with the end in mind and then plans how to get there.
Instructional Strategies
In this course you will have the opportunity to develop and teach a lesson to your peers as part of a teaching team.
We will be using a particular instructional design model to make sure you’ve provided the best opportunity for your
“students” to learn: Gagne’s Nine Events of Instruction.
The graphic below gives you some details about the model:

By following these nine steps, you make sure you have taught a thorough lesson. Side note: the image above was created
using Piktochart. We may use this platform later in the course!
“Step 4: Present Material” is often the most difficult to plan for. We all have been lectured at for so many years, and
even though it’s typically not our favorite way to learn, we tend to fall back on it while we’re teaching. Your challenge
in this course will be to come up with interactive and engaging ways to present material so your “students” are actively
learning. Kevin Yee has collected 186 interactive techniques to keep students engaged in your teaching. You can see the
full list at
http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/content/101_tips.pdf, but we’ve
selected a few to share with you below:

Strategy Description
Category: Lecture
Instructor illustrates a concept, idea, or principle with a reallife application, model, or

Instructor Storytelling
case-study.
Distribute a partially completed outline of today’s lecture and ask students to fill it in. Useful at
Empty Outlines
start or at end of class.
Use a site like Poll Everywhere (http://polleverywhere.com); distribute standardized cards that
can be held aloft as visual responses to instructor questions (ex: green card for true, red for
Student Polling
false,yellow for not sure); or use small erasable marker boards for each student to display an
answer.
Provide chalk, a soft toy, or small beach ball; whoever has it must answer your next question, and
Pass the Chalk
they pass it on to the student of their choice.
Divide the class in half and provide reading material to one half. Lecture on that same material to
The Half Class Lecture the other half of the class. Then, switch the groups and repeat, ending with a recap by pairing up
members of opposite groups.
Category: Individual Student Work
Students write for one minute on a specific question (which might be generalized to “what was
One-Minute Papers
the most important thing you learned today”). Best used at the end of the class session.
Like the Minute Paper, but asks for the “most confusing” point instead. Best used at the end of
Muddiest Point
the class session.
Drawing for Students illustrate an abstract concept or idea. Comparing drawings around the room can clear
Understanding up misconceptions.
Students write keywords onto sticky notes and then organize them into a flowchart. Could be
Concept Mapping
less structured: students simply draw the connections they make between concepts.
Bumper Stickers Ask students to write a slogan-like bumper sticker to illustrate a particular concept from lecture.
Category: Students Working in Pairs
Students share and compare possible answers to a question with a partner before addressing the
Think-Pair-Share
larger class.
After a pair-share experience, ask students to find a new partner and debrief the wisdom of the
Pair-Share-Repeat
old partnership to this new partner.
After any individual brainstorm or creative activity, partner students up to share their results.
Then, call for volunteers of students who found their partner’s work to be interesting or
Wisdom of Another
exemplary. Students are sometimes more willing to share in plenary the work of fellow students
than their own work.
Students debate in pairs, but must defend the opposite side of their personal opinion. Variation:
Forced Debate half the class take one position, half the other. They line up and face each other. Each student
may only speak once, so that all students on both sides can engage the issue.
Category: Student Groups

Jigsaw Give each group a different topic. Re-mix groups with one planted “expert” on each topic, who
(Group Experts) now has to teach his new group.
Assign groups of students to each of the boards you have set up in the room (four or more works
Board Rotation best), and assign one topic/question per board. After each group writes an answer, they rotate
to the next board and write their answer below the first, and so on around the room.
In groups, students create a 30-second TV commercial for the subject currently being discussed
TV Commercial
in class. Variation: ask them to act out their commercials.
Students silently write a definition or brainstorm an idea for several minutes on paper. Then they
form into groups, and two of them read their ideas and integrate elements from each. A third
Blender
student reads his, and again integration occurs with the previous two, until finally everyone in
the group has been integrated (or has attempted integration).
Place the class into a long-term simulation (like as a business) to enable Problem-Based Learning
Simulation
(PBL).
Imaginary Show and Students pretend they have brought an object relevant to current discussion, and “display” it to
Tell the class while talking about its properties
Yee, K. (2012) . Interactive techniques. Formative Classroom Assessment. Karen L. Smith Faculty Center for Teaching and
learning. http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/content/101_tips.pdf
It seems that there is an endless supply of creative ideas of how and what to teach, but how in the world does
one find them and share with other teachers?! The word “curate” means to purposefully select certain things from
countless possibilities. You probably have heard the term in relation to a museum curator. Due to the vast amount of
resources available on the Internet, it is critical to develop skills in locating, evaluating, using, and sharing information
effectively. Web-based social bookmarking sites allow users to store, organize and share resources. Typically, resources
are “tagged” by users according to the individual user’s choice of classification. Since it is socialbookmarking, you can
search by common tags other users have selected as well. Common tags you may use in this class are things like
“lesson plans,” “edtech,” or “teaching with technology.” You can also join a group of users who have similar interests
to build a common collection of resources. We are going to be collecting resources within this course using Diigo
(http://diigo.com) through the EDTC 3123 group.
The learning community we are building in this class will be available to you long after you complete the course and
graduate.
ISTE-T Standards
◦ a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
◦ b. Develop technology-enriched learning environments that enable all students to pursue their individual
◦ c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources
◦ d. Provide students with multiple and varied formative and summative assessments aligned with content and
KeyTerms
instructional design
curate
social bookmarking
tagging
cloud computing
Resources
Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2_Research_Group. (1996). Reclaiming instructional design. Educational

Technology, 36(5), 5-7.Instructional Design Models http://www.instructionaldesigncentral.com/htm/
IDC_instructionaldesignmodels.htm

Technology Integration
Essential Questions
Why would a teacher want to teach with technology?

What does effective technology integration look like?
What are the national standards for teaching and learning with technology?
Teaching WITH Technology
In the book Meaningful Learning with Technology (2012), authors Howland, Jonassen, and Marra set forth a set of
assumptions:
• Technology is more than hardware. Technology consists also of the designs and the environments that engage
learners. Technology can also consist of any reliable technique or method for engaging learning, such as cognitive-
learning strategies and critical-thinking skills.
• Learning technologies can be any environment or definable set of activities that engage learners in active,
constructive, intentional, authentic, and cooperative learning.
• Technologies are not conveyors or communicators of meaning. Nor should they prescribe and control all of the
learner interactions.
• Technologies support meaningful learning when they fulfill a learning need — when interactions with technologies
are learner initiated and learner controlled, and when interactions with the technologies are conceptually and
intellectually engaging.
• Technologies should function as intellectual tool kits that enable learners to build more meaningful personal
interpretations and representations of the world. These tool kits must support the intellectual functions that are
required by a course of study.
• Learners and technologies should be intellectual partners, where the cognitive responsibility for performance is
distributed to the partner that performs it better. (Howland, Jonassen, & Marra, 2012, p. 7)
Many people think only of computers when they consider teaching with technology, but in this class, we’re going to be
thinking much deeper and broader about it, as you can see from the assumptions above and in the latest definition of
the field of educational technology:
“Educational technology is the study and ethical practice of facilitating learning and improving performance by
creating, using, and managing appropriate technological processes and resources” (Association for Educational
Communication & Technology, Januszewdki & Molenda, 2008)

Why Technology Integration?
Chances are you have had a great teacher in your past who has inspired you. Study after study shows that the single
most important factor in the quality of education a child receives is the quality of his/her teacher. We often hear
students describe their best teachers as those who are tough but fair, love to learn, are enthusiastic about what they do,
make learning fun, and build relationship with their students. What does all this have to do with educational technology?
Watch this short video for an answer to why you would want to integrate technology in your teaching:
It might be fun to take the the transcript from this video (direct link: http://www.edutopia.org/technology-integration-
introduction-video) and made a word cloud of it. What words do you think might jump out?
A word cloud is a great tool to analyze what is really being said. Note how often these words were used in talking about
technology integration in this video: learning, using, student, create, technology, kids, tools, make, think, work, share,
personal, ideas, better, seeing, etc. A word cloud lets you see at a glance what tech integration is all about – student
learning with the best possible tools available.
Can you think of a time you might have your student create a word cloud? What would you have them do after they
created it?
What Does Technology Integration Look Like?
How would you know if you’re seeing effective technology integration in a classroom? There are really two important
variables to consider: what the teacher is doing and what is happening in the learning environment. The Arizona
Technology Integration Matrix (TIM http://www.azk12.org/tim) is particularly helpful when making this determination.
Click through and take a look.
The top row is concerned with what the teacher is doing. Notice a teacher at the “Entry” level of technology
integration is the one with his/her hands on the technology and is delivering to students. This is a very “teacher-
centered” scenario. Look toward the upward progression of the matrix and note that when the teacher is at the higher
levels of technology he/she is not the one actually controlling the tools, but rather, he/she is acting much more as a
facilitator and coach. At the low level, the focus is on the teacher’s performance, and at the higher levels, the focus is on
student learning! Similarly, down the left column, we see the different types of learning environments that describe how
the students are engaged in learning.
The USF Technology Integration Matrix (http://fcit.usf.edu/matrix/matrix.php) is another useful tool to help you see
different levels of technology integration. Along the x-axis is a continuum of five levels of technology integration from
lowest to highest: entry, adoption, adaptation, infusion, and transformation. Along the y-axis are the five characteristics
of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. Examples of
lessons at different grade levels and in different content areas are shown at the intersection of each level of tech
integration with each meaningful learning environment.
You will want to spend a couple of hours studying these great examples to fully understand what is meant by

technology integration. By the end of this course, we expect you will be able to envision yourself engaging students in
meaningful learning as you continue to move toward the higher levels of technology integration.
Below is further description of the characteristics of meaningful learning environments:
An interactive H5P element has been excluded from this version of the text. You can view it online here:
https://open.library.okstate.edu/applicationsofeducationaltechnology/?p=31#h5p-1
With or From
As you saw in the TIM videos, each of these environments allowed for technology integration, but some seemed to
be more engaging for students than others. Let’s take a look at the differences between learning from technology and
learning with technology:
• Learning from technology: This is most easily depicted as “drill and practice” or “electronic worksheets” in which
the learner reacts to the technology, and the technology guides/directs the student. A high level of thinking is not
needed here — just memorization or repetition. Technology serves as a repository or distributor of information.
• Learning with technology: When students use technologies to communicate their ideas, work in collaborative
groups, conduct in-depth research, interpret and represent their interpretations, and engage conceptually and
intellectually at the point they need support, they are learning with technology. Technology is serving as a partner
to the learner in this instance. (Howland, Jonassen, & Marra, 2012)
You will encounter a variety of models to assist with integrating technology into teaching and learning. We’ve chosen to
include TIM in this course, but know that there are other models as well. When you encounter different models, make
sure they are focusing on improving student learning first rather than focusing on tools first!

ISTE-T Standards
5. Engage in Professional Growth and Leadership
• Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their
school and professional community by promoting and
demonstrating the effective use of digital tools and resources.
◦ a. Participate in local and global learning communities to explore creative applications of technology to
improve student learning
◦ b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making
and community building, and developing the leadership and technology skills of others
◦ c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use
of existing and emerging digital tools and resources in support of student learning
◦ d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and

community
Key Terms
educational technology
technology integration
active learning
cooperative learning
Arizona Technology Integration Matrix
Resources
Technology Integration: Research and Best Practices (PBS Teachers) http://www.pbs.org/teachers/librarymedia/tech-

integration/
Arizona Technology Integration Matrix (TIM) http://www.azk12.org/tim/ Printable version without video
links http://www.azk12.org/tim/docs/AZK1031_Matrix_Print.pdf
ISTE Educational Technology Standards for Students (ISTE-S) and Teachers (ISTE-T) http://www.iste.org/standards
Then vs. Now: How Technology in School Has Changed over Time http://www.masterofartsinteaching.net/tech/

Assessing Learning
Essential Questions
How do you know what to assess?

What technologies help make formative and summative assessments more effective and efficient?
How is the performance of teachers assessed?
How is the performance of schools assessed?
Learning Standards: Frameworks for Learning
There are a multitude of standards that give you a framework for knowing what your students are responsible for
learning and guide you in assessing their learning. First, let’s look at two frameworks revealing what students should
know and be able to do in relation to technology: the ISTE Educational Technology Standards for Students (ISTE-S), the
21st Century Skills, and the Common Core.
ISTE Standards: http://www.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-

sheet_final.pdf?sfvrsn=0.23432948779836327
Framework Definitions: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
Common Core Standards: http://www.corestandards.org/read-the-standards/

A large majority of states have adopted the Common Core standards, and most are integrating them into existing state
standards. Oklahoma has re-written its Academic Standards, having previously integrated CCSS into the previously-
used Oklahoma Academic Standards. Legislative actions sometimes put the future of academic standards in Oklahoma
in limbo–it’s a good lesson in keeping current with legislation that impacts education and educators! Keep an eye on
the Oklahoma standards for your discipline, as they may undergo revision frequently.
Above and Beyond is a short digital story created through collaboration by members of Partnership for 21st Century
Skills and FableVision. The story reflects the 21st Century Skills by showing what is possible when communication,
collaboration, critical thinking and creativity (often referred to as the 4Cs) take center stage in schools and transform
learning opportunities for all kids.

Formative and Summative Assessments Using Technology
Formative and summative assessments are both used to determine how well students are performing.
Formative assessment is ongoing and provides information needed to adjust teaching and learning (remember
differentiation?). It gives important feedback to students letting them know they are on the right track and helps the
teacher determine whether students are ready to move on to the next task. Summative assessment is more of a singular
event at the end an instructional unit or module. To get the full picture of how well students are performing and whether
or how instruction needs to be adjusted, a teacher needs both formative and summative assessments.
Fair Assessment of Student Learning
It is critical to assess your students’ learning in a fair manner. The Middle States Commission on Higher Education (2008,
p. 1) offers seven items that will help teachers make sure they are being fair:
1. Have clearly stated learning outcomes and share them with your students, so they know what you expect from
them. Help them understand what your most important goals are (detailed in a rubric you will use to assess their
research project).
2. Match your assessment to what you teach and vice versa. If you expect your students to demonstrate good writing
skills, explain how you define good writing, and help students develop their skills.
3. Use many different measures and many different kinds of measures. We know that students learn and demonstrate
their learning in many different ways. Some learn best by reading and writing, others through collaboration with
peers, others through listening, creating a schema or design, or hands-on practice, so give your students a variety
of ways to demonstrate what they’ve learned.
4. Help students learn how to do the assessment task. No matter what kind of assessment you are planning, at least
some of your students will need your help in learning the skills needed to succeed on that assessment.
5. Engage and encourage your students. Engaging students in building the assessment can be encouraging to them.
For example, when you introduce them to the rubric, ask them if they think it’s missing anything or if they would
like to have something else to be measured.
6. Interpret assessment results appropriately. Suskie (2000) notes that it is “often most appropriate to base a
judgement on a standard: Did the student present compelling evidence? summarize accurately? make justifiable
inferences? At other times, it may be appropriate to consider growth as well. Does the student who once hated
medieval art now love it, even though she can’t always remember names and dates? Does another student, once
incapable of writing a coherent argument, now do so passably, even if his performance is not yet up to your usual
standards?” (p. 3).
7. Evaluate the outcomes of your assessments. Suskie (2000) adds “if your students don’t do well on a particular
assessment, ask them why. Sometimes your question or prompt isn’t clear; sometimes you may find that you
simply didn’t teach a concept well. Revise your assessment tools, your pedagogy, or both, and your assessments
are bound to be fairer the next time that you use them” (p. 3).
Digital Portfolios and Deconstructing Standards
Digital portfolios can be an effective way for students and teachers to document their learning experiences. Experts
distinguish 3 different types of digital or electronic portfolios that are currently in use:

• Online assessment systems where students place artifacts in an institutionally designed template
• A “print-loaded” portfolio that takes a paper text and displays electronically
• A portfolio that uses text boxes, hyperlinking, visuals, audio texts and design elements to convey a teacher’s
materials.
Types of Portfolio Assessments
There are two basic “families” of portfolios: growth and best work. A “growth” portfolio shows the learner’s journey of
acquiring knowledge and skills. Your professional education portfolio is an example of this. A “best work” portfolio
exhibits only the learner’s very best work. This type of portfolio is one you would want to display for a potential
employer. The chart below shows these two types, using “Learning & Collaboration” to describe the growth portfolio
and “Showcasing Achievement” for the best work portfolio.
When using portfolios, students choose which artifacts best represent their ability to meet the standards, thus the
portfolio process can be a democratic one. Choosing an artifact as evidence that you have met a specific standard is
probably the hardest part of putting together your portfolio. The section below will walk you through a very critical skill
that will be invaluable as you do your own work and when you are teaching your own students.
Deconstructing Standards
Here’s a video explaining the activity we’ll be doing in class:
Standards can often be difficult to turn into practical plans for teaching and learning, but they are extremely important
because they let the learner know what the target is. In this class, our learning target is to master the ISTE-T standards.
These standards tell us what every teacher should know and be able to do in relation to educational technology, so they
are very important!
Deconstructing, or unpacking, standards is a process educators undertake to clarify exactly what is meant by a
standard. There are actually four types of “targets” we can see in learning standards:
• Knowledge Targets-The facts and concepts we want students to know. Knowledge targets represent the factual
underpinnings in each discipline. They are often stated using verbs such as knows, lists, names, identifies, and
recalls. Ex. Know multiplication facts to 10
• Reasoning Targets-Students use knowledge and understanding to reason and solve problems. Reasoning targets
represent mental processes such as predicts, infers, classifies, hypothesizes, compares, concludes, summarizes,
analyzes, evaluates, and generalizes.
• Process/Skill Targets-Students use their knowledge and reasoning to act skillfully. Process/skill targets refer to
those performances that must be demonstrated and observed, heard or seen, to be assessed. Knowledge targets
always precede skill targets. Process/skill targets are also evidenced by the process being the most important
aspect. Ex. Oral fluency in reading, driving with skill, playing a musical instrument.

• Product Targets– Students use their knowledge, reasoning, and skills to create a concrete product such as
“creates tables, graphs, scatter plots, and box plots to display data, notates music, or creates a personal wellness
plan.”
Here are the steps to deconstructing, or unpacking a learning standard:

1. Select standard or objective to unpack.
• Highlight all of the verbs in the standard in red (circling or underlining works too)
• Highlight all of the nouns in the standard in green
2. Look at the verbs and determine what type of target the standard represents:
• Knowledge
• Patterns of reasoning
• Skills
• Products
3. Use the nouns with the verbs to write understandable learning targets.
• What targets are in this standard?

• What key vocabulary do students need to know?
• What key understandings do students need to have?
4. Stop and Reflect
• Are all of the knowledge, reasoning, skills and products that students need to be successful listed? What else do
students need to know, understand or be able to do to master this standard?
5. Write each target in student friendly “I Can,” “We Will,” or “I Will” language.
Let’s try an example. The ISTE Standards-T standard 5.b. below is “Exhibit leadership by demonstrating a vision of
technology infusion, participating in shared decision making and community building, and developing the leadership
and technology skills of others.” Imagine it with the verbs in one color and the nouns in another:
Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision

making and community building, and developing the leadership and technology skills of others.
This standard contains four targets:
1. Exhibit leadership – This is a process/skill target because leadership must be observed or demonstrated to be
assessed
2. Demonstrate a vision of technology infusion – Having a vision for technology infusion assumes that the learner
has knowledge of technology infusion, but it is also asking for the learner to demonstrate that vision, which is
a process/skill target.
3. Participate in shared decision making and community building – “Participate” and “community building” indicates
a process/skill target, but note that a reasoning target is evident in “shared decision making.”
4. Developing the leadership and technology skills of others – This is a process/skill target (developing leadership of
others) that relies on a knowledge target (technology skills).

Our final step is to clarify these further, adding some specific information to help you see exactly how this standard
“fits” this chapter content and the activities we will be undertaking in this course:
• We will demonstrate a vision of technology integration/infusion when we create individual lesson plans for our
content area and grade level.
• Strong technology-infused lesson plans help us exhibit leadership as a teacher who knows current practices, tools,
and instructional strategies.
• We will participate in shared decision making and community building as we work in Peer Teaching Teams to plan
and deliver lessons.
• We will participate in developing the leadership and technology skills of others as we actively engage each week in
class and with online resources.
• We will participate in community building as we curate technology resources to be shared via social media long
after we complete this class.
Compare these bullet points to the standard above. Don’t the standards make more sense when you deconstruct, or
unpack, them? This is a very important skill you need to master as a teacher. Use the Making Sense of Standards
worksheet to get to know the ISTE Standards-E, ISTE Standards-S, and Oklahoma Academic Standards in this course.
ISTE Standards-T
1. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating
1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
2. Develop technology-enriched learning environments that enable all students to pursue their individual
3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
and abilities using digital tools and resources
4. Provide students with multiple and varied formative and summative assessments aligned with content and
5. Engage in Professional Growth and Leadership
1. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their
school and professional community by promoting and demonstrating the effective use of digital tools and
resources.
1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations
2. Collaborate with students, peers, parents, and community members using digital tools and resources to
support student success and innovation
3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of
digital age media and formats

4. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and
community
FYI —
Assessment of Teacher Performance
Teacher Leadership Effectiveness (TLE) oversees Oklahoma’s new teacher/leader evaluation system that is used to
inform instruction, create professional development opportunities, and improve both the practice and art of teaching
and leading.
Assessment of District and School Performance
• Office of Accountability Report Cards (http://www.schoolreportcard.org/reports.htm)

• Oklahoma’s A-F Grading System FAQs (https://sdeweb01.sde.ok.gov/Transparency/Docs/AfReportCardFaq.pdf)
Key Terms
• formative assessment
• summative assessment
• performance assessment
• digital portfolios
Resources
Socrative http://www.socrative.com
Rubistar http://rubistar.4teachers.org/
TestMoz https://testmoz.com/
Kathy Schrock’s Assessment and Rubrics page http://www.schrockguide.net/assessment-and-rubrics.html
Oklahoma State Department of Education – http://ok.gov/sde/
OSDE – A-F Report Card FAQ – https://sdeweb01.sde.ok.gov/Transparency/Docs/AfReportCardFaq.pdf
TLE Introduction Video – http://vimeo.com/57015306
Suskie, L. (2000). Fair assessment practices: Giving students equitable opportunities to demonstrate learning. In AAHE
Bulletin: Fair Assessment Practices, (May 2000).
Professional education requirements as set forth by the Oklahoma Commission for Teacher Preparation (OCTP).

Online Intelligence
Essential Questions
How does the personalization of social media and web search tools impact individuals?
What is a digital footprint and how can I manage mine?
What is the difference between the Surface Web and the Deep Web?
How can I get the best information from a Web search?
Being NetSmart
The digital culture we live in demands knowledge and skills in managing personal and professional information in
public spaces — the Web and social media apps in particular. It is no longer an option to be a passive user of the Web
and social media without being smart about your use of it and, frankly, its use of you. We use social media to share our
lives with friends and Web search engines to locate web-based information and services, but how might these tools be
using us? Rheingold (2012) explains
Google, Bing, Yahoo! And other search engines offer search as a free service on the Web, because searches
provide the marketing information that advertisers have sought like the conquistadores sought El Dorado —
a way to show large numbers of individuals advertisements that each person might actually be interested in.
Search is both a public good — something useful to everybody, but that individuals lack sufficient incentive to
create for themselves — and a way to amass significant private wealth by selling a valuable commodity. In Web
search, the valuable commodity is the searchers’ attention. Search engines sell sponsored links that appear on
the top or side of the page of links displayed in response to a search query. Whenever someone clicks on a
sponsored link, a small amount of money goes to the search engine provider. Those clicks add up to billions of
dollars each year. (p. 85)
You are probably well-aware also of how marketing uses social media — to promote products, causes, candidates,
services, and also to gather the valuable commodity of the users’ attention. Is this a bad thing? Actually, no. These tools
are just making use of a perfect marketing opportunity. The problem is when users are unaware of how the information
they willingly provide is being used.
Rheingold (2012) advises “Awareness of your digital footprints and impacts of your digital profiles ought to precede
your conscious participation online. Think before you post, because your digital actions are findable, reproducible, and
available to people you don’t know, and will remain available to all indefinitely” (p. 249). What is your digital footprint?
Is it the one you intended to leave? The video below from Internet Society offers four reasons you should care about
your digital footprint:

Your digital footprint is comprised of information such as particular links you click on when using a search engine,
groups you join, online shopping preferences, and reacting to someone else’s social media post. How do you know what
footprints you’ve left? Try these steps:
1. Search your name on a variety of different search engines. Search text, images, and video. If anything comes up
that you would prefer not be attached to your name, take steps to remove it from the site it happens to be on.
Don’t hesitate to contact a webmaster if you need something taken off a particular site but have no way to do it.
2. Clean up accounts! You may have an old account somewhere that you haven’t accessed since Jr. High that needs to
be deleted. If you have accounts you plan to “deactivate,” clean out all the photos and information before
deactivating.
3. Check the privacy settings on your active accounts. Make a habit of going through your active accounts each year
and clean them up. Anything you want to keep can be backed up on your hard drive without leaving it out and
available within the app. Make sure you know what you are sharing and with whom you are sharing it. All social
media apps’ privacy settings require attention!
4. Unsubscribe from any mailing lists that you don’t really need.
5. Use a secondary email account for sites you sign up on that may send marketing.
6. Check any e-commerce or retail sites and delete your account if you no longer use them.
7. Use a more private web browser and search engine. DuckDuckGo doesn’t log any personally identifiable
information, doesn’t use cookies to identify you, and it discards user agents and IP addresses from its server
logs. StartPage runs a Google search for you but does not pass your information on to Google. Most major
browsers have a private, or incognito mode, but note this still tracks your IP address (see
https://www.computerhope.com/issues/ch001378.htm for more information).
8. Always remember that digital information doesn’t really go away, so think very carefully before you post! If you
want to test how long web information remains available, search for a URL (like http://okstate.edu) on the
Wayback Machine Internet Archive (http://archive.org).
There are serious privacy-related issues such as identity theft, surveillance, and behavioral data mining associated
with web and social media activities, but there are great affordances for those who bring knowledge and skill to their
engagement in digital culture. The wealth of outstanding information available, engagement in personal and professional
communities, and the opportunity to collaboratively create with diverse, global citizens cannot be ignored. Rheingold
explains, “Every PC as well as smart phone is a printing press, broadcasting station, political organizing tool, and site for
growing a community or marketplace. Knowledge, power, advantage, companionship, and influence lie with those who
know how to participate, rather than those who just passively consume culture” (p. 249).
It is ironic that we now enjoy such a high level of connectivity through the Web and social media, but the tracking of
our personal data and activity actually brings a self-segregated experience to users (boyd, 2017). Watch this video to
understand the effect of the filter bubble, or echo chamber, that is created for us based on our online activities:

(For a series of additional videos on How to Pop Your Filter Bubble, see https://www.youtube.com/
watch?v=B8ofWFx525s&list=PLOGi5-fAu8bGbT40N1o65uMu9fHqAaojM).
By functioning online within our own filter bubble, or echo chamber, we miss out on the chance to appreciate diverse
perspectives and interact in a heterogeneous environment. Unfortunately, our society seems to be more polarized than
ever. Do you think there’s a connection here? Danah Boyd noted:
Thus, given the opportunity, people typically revert to situations where they can be in homogeneous
environments. They look for “safe spaces” and “culture fit.” And systems that are “personalized” are highly
desirable. Most people aren’t looking to self-segregate, but they do it anyway. And, increasingly, the technologies
and tools around us allow us to self-segregate with ease. Is your uncle annoying you with his political rants?
Mute him. Tired of getting ads for irrelevant products? Reveal your preferences. Want your search engine to
remember the things that matter to you? Let it capture data.Want to watch a TV show that appeals to your
senses? Here are some recommendations. (n.p.)
Take notice of the ads that show up when you conduct a search. Are they connected to anything else you’ve reacted to
on social media or searched for? Have a friend conduct the same search as you and notice the difference in the
sponsored links and ads that appear. You should see individual preference data reflected in ads. This personalization of
information comes at the price of your privacy and gives you a very narrow view of all available Web
resources. Another limiting aspect to what you see on the Web is tied to common search engines. Search tools like
Google or Bing index approximately 4% of all available web resources — just the surface. The deep web is the part of
the Web that cannot be accessed by a general search engine. Consider how many great resources you’re missing out on
that common search engines are not showing you!
Deep Web
Different types of search engines to access more than just the surface web:

Name Description
A database of older, saved versions of nearly every site ever created on the Internet (I can still get to the first website I ever made in 1992 on a
The Internet Archive
server that has been dead and gone over two decades. Proof that digital information never dies!)
USA.gov Direct access to a wide variety of government-owned information and databases like the Library of Congress, the Smithsonian, and much more
Science.gov Indexes over 60 databases and 2,200 scientific websites of the latest research
U.S. Geological Survey Amazing maps and images and real (or near-real) time data and information on current conditions and Earth observations
Directory of Open Access

Indexes and provides free access to high quality, open access, peer-reviewed journals
Journals
Voice of the Shuttle A rich directory for online resources on literature, humanities, and cultural studies
RxList A comprehensive database of US prescription medications
Infoplease An information portal allowing you to tap into a number of databases, online journals, almanacs, ebooks, online library card catalogs, etc.
Pipl People finder
MyLife Search reputation scores and background
Social Catfish People search by photo
Wolfram Alpha A search engine based on computation and metrics
Dogpile A metasearch engine
Yippy A metasearch engine
DuckDuckGo A deep web search engine that doesn’t track your discoveries
Catalog of U.S. Government

Access to federal publications
Publications (CGP)
The World DataBank Collections of data on a variety of topics with an analysis and visualization tool
FactCheck.org Check the accuracy of internet stories
Creates a topic page for searches using results from Bing, Google Blog Search, Twitter, YouTube, Flickr, WordPress, and other search &amp social
Addict-o-Matic
sources. Bookmark the page on your browser to check on the latest results regularly.
Resources
Anatomy of a URL
WhoIs.com discover who owns a particular web address (search for http://martinlutherking.org and describe what you
fine)
How to Use Search Lke a Pro https://www.theguardian.com/technology/2016/jan/15/how-to-use-search-like-a-
pro-10-tips-and-tricks-for-google-and-beyond
10 Tips for Smarter More Efficient Internet Searching http://www.techrepublic.com/blog/10-things/10-tips-for-
smarter-more-efficient-internet-searching/
Your Digital Footprint Matters http://www.internetsociety.org/your-digital-footprint

Simitator http://simitator.com/ (Use this site to help students see how easy it is to create fake social media posts)
How Do Search Engines Work? http://www.bbc.co.uk/guides/ztbjq6f
Customized Google Search Enginehttp://www.google.com/cse/?hl=en
How to Create Your Own Google Custom Search Engine http://www.youtube.com/watch?v=IeiFFpo8qME
Digital footprinthttp://thetechnoliterate.wordpress.com/2013/03/05/digital-footprint/
Boyd, d. (2017). Why America is self-segregating
Rheingold, H. (2012). NetSmart: How to thrive online. Cambridge, MA: MIT Press.
Key Terms
The Social Media Glossary: 226 Essential Definitions https://blog.hootsuite.com/social-media-glossary-definitions/

Curating Open Educational Resources
Essential Questions
What is the difference between collecting and curating resources?

What are open educational resources (OER)?
How might educational websites provide interactive and engaging experiences for students?
Open Educational Resources (OER)
Open educational resources (OER) are free and openly licensed educational materials that can be used for teaching,
learning, research, and other purposes. — Creative Commons
Open Education “…is the simple and powerful idea that the world’s knowledge is a public good and that technology
in general and the Web in particular provide an extraordinary opportunity for everyone to share, use, and reuse
knowledge.”
—The William and Flora Hewlett Foundation
Video by Open Washington: Open Educational Resources Network (http://www.openwa.org/)

The U.S. Department of Education’s #GoOpen Campaign (see also #goopen) encourages schools and states to invest
in openly licensed educational materials to transform teaching and learning.
Spend some time at OER Commons (https://www.oercommons.org/) to discover resources you might use. Realize
the power of OER is not just that they are free to use but licensing under Creative Commons allows for re-mixing, re-
using, and re-purposing of individuals’ creations.
The Creative Commons copyright licenses and tools forge a balance inside the traditional “all rights reserved”
setting that copyright law creates. Our tools give everyone from individual creators to large companies and
institutions a simple, standardized way to grant copyright permissions to their creative work. The combination
of our tools and our users is a vast and growing digital commons, a pool of content that can be copied,
distributed, edited, remixed, and built upon, all within the boundaries of copyright law.
(https://creativecommons.org/licenses/)

Watch this video for more information on Creative Commons and fair use guidelines:
The process of selecting, organizing, and sharing OER, though, is critical for teachers to master.
Collecting vs. Curating
We have all collected web-based resources by bookmarking in a browser to be able to visit them later. This is collecting
— saving something for our own use and enjoyment. Curating is a bit different. When we curate, we are thinking critically
about resources, considering how they can be used in a specific context, and purposefully sharing them with others.
Annette Clancy explains “Collection is additive. Curation is subtractive. Collecting is for yourself, curating is for others.”
Nancy White shares a chart illustrating the differences between these two activities:
Differences between
collecting and curating
resources arranged by
criteria
“A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created,
explored, and connected.” (Siemens, 2007).

Types of Curation Tools
Social Bookmarking – You probably already keep bookmarks of your favorite websites to go back to whenever you
might need them. Social bookmarking takes it a couple of steps further, allowing you to access your bookmarks from
any internet-enabled device, organize resources in a searchable manner by tagging, and share your bookmarks with
individuals and groups who share your interests. In this course, you are getting to know the social bookmarking
tool Diigo well, as we are posting, tagging, and sharing resources with our EDTC 3123 group. In the Resources section
of this chapter, there are links to more social bookmarking tools you might like to try.
OER Commons – OER Commons offers a digital library and network of resources curated by educators.
Standards Connector – A Standards Connector is a collection of digital resources that is specifically organized based on
a set of standards.
Types of Websites
Archival and Primary Source websites – A type of educational website that provides original historical materials for
students to access and analyze.
• Example: National Archives http://www.archives.gov/education/

• More to Explore: Kathy Schrock’s Guide To Everything: Primary Sources http://www.schrockguide.net/primary-
sources.html
Collaboration websites – Communicate and collaborate with others around the world in order to create students who
are competitive and globally-minded
Educational websites – A source of Internet-based digital content, often designed with K-12 learning goals in mind.
• Example: National Geographic Kids http://kids.nationalgeographic.com

• More to Explore: Internet Public Library http://ipl.org/div/subject/ An index of educational websites selected
and evaluated by educators and librarians.
Exploration and Discovery websites – A type of educational website that allows students to engage in online
explorations of topics of interest.
• Example: Exploratorium http://exploratorium.edu/

• More to Explore: Discovery Education http://www.discoveryeducation.com/ Now offers digital textbooks along
with their other educational content.
Lesson Plan websites – A type of educational website featuring lesson plans and related teaching materials.
• Example: Read Write Think http://www.readwritethink.org/

• More to Explore: Curriki http://www.curriki.org
Real–time and Recorded Data websites – A type of educational website that presents scientific data for students to
access and analyze.
• Center for Innovation in Engineering and Science Education http://ciese.org/realtimedatasites.html

Skills/Practice websites – A type of educational website that provides basic learning activities for students.
• Example: Starfall http://starfall.com

• More to Explore: Purpose Games http://www.purposegames.com/
Student–to–Experts websites – A type of educational website that supports exchanges of information between
students and adult experts in organizations outside of school.
• Example: Ask Dr. Math http://mathforum.org/dr.math/
Virtual Field Trip websites – Online learning adventures where students are able to visit far-away places using their
classroom computers.
• Example: TripLine http://www.tripline.net/: Create a virtual map of different areas of the world and explain them.
This is a good resource for History and Literature classes.
• More to Explore: Smithsonian Museum of Natural History http://www.mnh.si.edu/vtp/1-desktop/
• Google’s Field Trip App https://www.fieldtripper.com/
• Google Cultural Institute–Discover exhibits and collections from museums and archives all around the world.
Explore cultural treasures in extraordinary detail, from hidden gems to masterpieces. https://www.google.com/
culturalinstitute/home
• How to Create Your Own Virtual Tour on Google Earth http://www.makeuseof.com/tag/how-to-create-your-
own-virtual-tour-on-google-earth-with-a-kml-file/
ISTE-T Standards
◦ Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
◦ Develop technology-enriched learning environments that enable all students to pursue their individual
◦ Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
◦ Provide students with multiple and varied formative and summative assessments aligned with content and
3. Model Digital Age Work and Learning
• Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and
digital society.
◦ Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations

Key Terms
bookmarking
interactive video conferencing
social bookmarking
Resources
Social Bookmarking and Standards Connectors
TES Teach with Blendspace https://www.blendspace.com/

LiveBinders http://livebinders.com Organize your favorites into “binders” with tabs and sub-tabs and share or embed
those binders.
Pinterest http://pinterest.com Pinterest is a site where you can “pin” (or collect) photos you find on the internet. The
photos link to the webpage or blog post where the photo is located, so you can read more about it.
Standards Toolbox https://edshelf.com/tool/standards-toolbox/
Symbaloo http://symbaloo.com Is a highly customizable graphic page with “tiles” creating a “webmix.” Share your
webmix or use those others have put together.
Learning or Classroom Management Systems
Collaborize Classroom http://technologiesforteaching.weebly.com/collaborize-classroom.html Complements

classroom instruction and engage students in online activities, assignments and discussions that allow for deeper
participation inside and outside the classroom.
Coursesites https://edshelf.com/tool/coursesites/ Online course creation and facilitation service that empowers
individual K–12 teachers, college and university instructors and community educators to add a web–based component
to their courses, or even host an entire course on the Internet.
Rcampus http://www.rcampus.com/Comprehensive Education Management System and a collaborative learning
environment.
Class Dojo http://www.classdojo.com/about A classroom management system that digitally tracks students’ behavior
using avatars and by giving/taking points.

Using Technology Resources in Different Learning
Environments
Essential Questions
How do you integrate technology in a classroom that has very little technology?
What about different configurations of computer technology in the classroom?
How do you find iPad apps to use in the classroom?
What are some of the newest learning technologies that could change teaching and learning?
Learning Environments
There are a variety of different learning environments you may find yourself teaching in — from a one-computer
classroom, to a computer lab down the hall, to each student having a tablet computer of their own. The table below
offers information about a variety of learning environments:

Description More Information
The classroom has one

computer for all activities:
presentations, student
One group work, learning How to Thrive – Not Just Survive – In a One Computer Classroom
Computer centers.
Classroom http://www.educationworld.com/a_tech/tech/tech092.shtml
Biggest challenge: Not
enough individual time for
each student.
The teacher schedules time

in one room for the
students to each use a
The Pros and Cons of Computer Labs
desktop computer.
Stand-Alone http://www.edutopia.org/blog/pros-cons-computer-labs-mary-beth-hertz
Biggest challenge:
Lab Classroom Management Tips for the School Computer Lab
Scheduling. Without
http://thecornerstoneforteachers.com/free-resources/technology-integration/managing-a-
technology at hand in the
computer-lab
classroom, it cannot be
used for just-in-time
learning.
Students each use a laptop

from a rolling cart used to
transport and recharge
laptops.
Mobile
Laptop Lab
Biggest challenge:
Scheduling the cart;
keeping batteries charged
from class to class.
The school purchases and

issues a computing device
(typically laptop or tablet)
to each student. Teachers 5 Common 1:1 Teacher Mistakes
1:1
support learning with
(One-to-One
Internet-based resources http://gowhereyougrow.wordpress.com/2012/12/13/5-common-11-teacher-mistakes/
Computing)
and activities.
Biggest challenge: cost and

support of hardware.
Students bring whatever
Internet connected mobile
device they have to school, Ten Reasons to Consider BYOD in Education
and teachers support
B.Y.O.D.
learning with http://www.teachthought.com/technology/10-reasons-to-consider-byod-in-education/
(Bring
Internet-based resources On Board with BYOD http://www.ascd.org/publications/educational-leadership/oct12/
Your Own
and activities. vol70/num02/On-Board-with-BYOD.aspx
Device)
The Hidden Costs of Wireless Computer Labs https://thejournal.com/articles/2005/08/01/
Biggest challenge: the-hidden-costs-of-wireless-computer-labs.aspx
supporting a wide variety
of platforms.
The flipped classroom is

one in which the students’
homework is to watch or
Flipped listen to the teacher’s EducationNext: The Flipped Classroom
Classroom lecture or presentation via http://educationnext.org/the-flipped-classroom/
technology, so classroom
time can be used for
hands-on, active learning.
Regardless of which of the above learning environments you find yourself teaching in, finding and evaluating software
will be critical. The next section will introduce you to resources to assist you in finding and evaluating software
applications.
Finding and Evaluating Software Applications
Regardless of what hardware you happen to have in your classroom, you will need to know where to find and evaluate
the best applications. For general electronic learning resource evaluations, we love Graphite from Common Sense Media
(https://www.commonsense.org/education) and the California Learning Resource Network (http://www.clrn.org). On
the Electronic Learning Resource site, you can browse resources by subject area and grade level and read summaries
and reviews by educators.
For iPad apps, you’ll want to check out Graphite by Common Sense (https://www.graphite.org/reviews). This
directory provides app reviews from Apple Distinguished Educators. Kathy Schrock provides Bloomin’ Apps
(http://www.schrockguide.net/bloomin-apps.html), a website with recommended iPad apps organized according to
Bloom’s Taxonomy . She also provides two excellent resources for evaluating apps designed to provide content and for
apps designed for creation of a product.
ISTE-T Standards
◦ Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
◦ Develop technology-enriched learning environments that enable all students to pursue their individual
◦ Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
◦ Provide students with multiple and varied formative and summative assessments aligned with content and
4. Promote and Model Digital Citizenship and Responsibility
• Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit
legal and ethical behavior in their professional practices.
◦ b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to

Key Terms
1-to-1
BYOD
one-computer classroom
laptop lab
mobile learning
Resources
Graphite Top Picks https://www.commonsense.org/education/top-picks#%2Ftop-picks

California Learning Resource Network http://clrn.org
Johnny Lee’s TED talk on hacking technology for your classroom http://www.ted.com/talks/
johnny_lee_demos_wii_remote_hacks
Kathy Schrock’s iPad Resources

Lesson Makeover
Choose the lesson linked below that best matches the grade level/content area you intend to teach. Each of these have
been selected from Teachers’ Edition textbooks that you will be likely to be handed as a classroom teacher. Your job
is to do a thorough makeover of the lesson, transforming it into an innovative, differentiated lesson that integrates
technology and thoroughly engages your students.
1st Phonics
2nd Reading
3rd Health
3rd Science
4th Reading
4th Spelling
7th Civics
8th Grammar
8th Science
10th Literature
HS Agriculture (turn this into a lesson appropriate for Ag I)
HS American History
HS Art
HS Biology
HS Careers
HS Health
HS World Geography
MS Math
Spanish 3

Communication and Collaboration with Parents and
Students
Essential Questions
What are communication and collaboration technologies?

As a teacher, how can I use communication and collaboration technologies to improve student learning in
my classroom?
Whether it is teacher-to-parent, teacher-to-student, student-to-student, or parent-to-parent communication, you will

want to have the best possible options available when you are a teacher. Undoubtedly, the school district you work for
will provide you with an email account, which should be kept professional and totally separate from your personal email
account.
You might ask parents for their email addresses and create a mailing group or listserv. Many people prefer to
communicate via text, and you may want to check out a free service that allows you to send and receive texts
with parents and students but neither your actual number nor theirs will be shared. These services (see Remind 101,
Celly, GroupMe, or SendHub) typically allow you to send messages from your phone, email, or a website.
A teacher might also maintain a website for parents to stay up-to-date with what is going on in their students’
classroom. Many schools have a content management system in place for teachers to maintain a website for which he/
she is the sole editor and changes are not made often. A blog could be used in a situation where the teacher plans to
update information often and allows for parents and students to comment. A wiki is used when the web-based writing
is done collaboratively. For example, a group of teachers at a particular grade level might want one site they all can
contribute to.
Classroom Blog Examples:
InfoTech with Mr. Losik http://mrlosik.blogspot.com/

The Year 3/4 Smarties http://thesmarties2.blogspot.com/
Mrs. Cornejo’s Class Blog http://mrscornejosclassblog.blogspot.com/
Mrs. Caudill’s Classroom Connection http://mrsccc.edublogs.org/
Mr. Robbo, The P.E. Geek http://thepegeek.com/
Fairview Physical Education – Be Heart Healthy! http://fairviewpe.blogspot.com/

Classroom Wiki Examples:
Mrs. Anderson’s Grade 2 Wiki http://mrsanderson10.pbworks.com/w/page/33263525/FrontPage

Healigan’s House http://healigan.blogspot.com/
Classroom Website Examples:
Memorable Math with Ms. Napolitano http://cnapolitano.weebly.com/
Instagram in the Classroom
10 Surprising Ways to Use Instagram in the Classroom https://www.weareteachers.com/10-surprising-ways-to-use-

instagram-in-the-classroom-2/
Three Reasons Your Students Should Own Your Classroom’s Instagram and Twitter
Accounts https://www.edsurge.com/news/2016-02-03-three-reasons-students-should-own-your-classroom-s-
twitter-and-instagram-accounts
Using Instagram as a Classroom Tool http://www.nerdynerdynerdy.com/2014/06/using-instagram-as-classroom-
tool.html
Instagram in the Classroom Pinterest Board https://www.pinterest.com/uhighlibrary/instagram-in-the-classroom/
Collaboration Tools
Collaboration goes beyond just communication. Collaboration tools allow you to share, or work together on, different
types of media. Many of these tools function like the course management systems you have experienced (D2L,
Blackboard, Moodle, etc.).
You might create an online space for your students to get homework help online, participate in discussion, share
documents, or engage in research with other classrooms around the world. The following tools allow you do these types
of activities:
Collaborize Classroom http://www.collaborizeclassroom.com
Gooru http://www.goorulearning.org Create collections of web resources and quizzes for your students or use
collections created by other teachers.
Google Apps for Education http://www.google.com/enterprise/apps/education/
ISTE-T Standards

digital society.
◦ a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations
◦ b. Collaborate with students, peers, parents, and community members using digital tools and resources to
support student success and innovation
◦ c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of
digital age media and formats
◦ d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning
Resources
Weebly http://education.weebly.com
Wix http://wix.com

Innovative Pedagogies
Essential Questions
What is innovative pedagogy?

What is a flipped classroom?
What is gamification?
What is SOLE?
What are some ways to make the way content is presented innovative?
What makes innovative pedagogy an effective way of learning in the classroom?
Many of you are familiar with the dictionary definition of pedagogy: the method and practice of teaching, especially as
an academic subject or theoretical concept. Sounds great! But, what does this definition mean? How does this relate to
me and my teaching? Let’s dig deeper!
This chapter is designed to further develop your pedagogy as a teacher, and develop skills for innovative pedagogical
practices.
Innovative Pedagogy in Action
Think back to Chapter 3: Instructional Design. We learned that Instructional design is the practice of creating
“instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing”
(Merrill, et al., 1996). We have selected three methods of instruction that we feel are particularly innovative in
educational technology: Flipped Classroom, Gamification, and Self-Organized Learning Environment (SOLE).
Flipped Classroom
A flipped classroom is just as it sounds: doing what is done in class at home, and doing what is done at home in class. Let’s
break it down. In a classroom setting, the instructor typically presents material and assigns homework based of off that
material. In a flipped classroom model, instructional material is given in reading material or videos and done at home,
which leaves in class time for the students to engage in active learning (Herreid & Schiller, 2013). In their article, Herreid
and Schiller (2013) stated “A guiding principle of the flipped classroom is that work typically done as homework (e.g.,
problem solving, essay writing) is better undertaken in class with the guidance of the instructor. Listening to lecture or
watching videos is better accomplished at home”.
There are many advantages of a flipped classroom (Herreid & Schiller, 2013):
• Allows students to move at their own pace

• Doing “homework” in class can give teachers better insight into student difficulties and learning styles
• Teachers can more easily customize and update the curriculum and provide it to students 24/7, and use of
technology is flexible and appropriate
• Classroom time can be used more effectively and creatively
• Can increase student achievement, interest, and engagement
Now, let’s see this concept in action! The video below is an example how a teacher introduces a flipped classroom
model to their students and their parents:
Now let’s view an example of a lesson:
Jon Bergmann’s blog also has some excellent examples and resources.
Gamification
Playing games in the classroom? Yes, yes, and yes! Gamifying your classroom can be extremely fun and a perfect
learning opportunity for students. Gamification is “the application of typical elements of game playing (e.g., point
scoring, competition with others, rules of play) to other areas of activity.” You’re all familiar with gamification in
business — think about how many points you earn at Aspen Coffee or Fuzzy’s Tacos? How many of you are
earning Pocket Points right now?
Watch how this science teacher made learning science a game:
Paul Anderson’s videos and website are great examples of how to gamify your classroom (he is also known for his
flipped classroom videos!) Paul Anderson’s TEDtalk is such a great resource for learning about innovative technologies
and instructional pedagogies. He talks about how schools should be FUN and that failure is OK – that it is part of the
learning process. Further, he discusses how students learn at different “levels” and that they should be enabled to “up”
their levels. Hence, his drive to reinvent his class as a videogame. He took the most compelling elements of gaming and

then applied it to his classroom.
Alice Keeler’s articles on Getting Started with Gamification and Gamification of the Classroom are great tools to
getting started!
A more thorough framework comes from Yo-kai Chou. His TEDtalk provides foundational strategies for gamification.
He describes his octalysis framework and how to gamify your classroom.
Michael Matera’s, EXPlore like a Pirate, is an excellent example of how to gamify a classroom.
Self-Organized Learning Environment (SOLE)
Self-organized learning environment (SOLE) was developed as a method of learning by Sugata Mitra. Mitra was
inspired by several theories centered on constructivism, child development, and social cognitive growth (Mitra et al.,
2005; Inamdar, 2004; Mitra, 2003, 2004, 2014; Piaget, 1957; Vygotsky, 1978), and the belief that “students will learn
through exploration, collaboration, and curiosity” (Schwark, 2017).
SOLE is:
Student Driven
• Students are motivated by choice and interests

• Students drive process
Collaborative
• Students learn socially

• Students collaborate in the process
Curious
• Encourage innate sense of wonder

• Curiosity helps construct understanding
Open-Minded
• Students are open minded

• Instructor is open minded
Transformative
• Critical thinking is paramount
Encouraging
• Effective educators are encouraging
Patient
• Effective educators are patient

SOLE Sessions
Self-Organized Learning Environment is a learning environment that fosters collaboration, innovation, and creativity
through the internet. Learners organize themselves into groups, while also having the freedom to jointly use resources
and move around or migrate to another group, all with limited instructor intervention. Each session begins with a “big
question” posed by the instructor, one that is intended to spark students’ sense of curiosity, wonder, or intrigue.
Toward the end of a session, the learners share what they learned and reflect on the process (Mitra, 2014; “School in
the Cloud”, 2016). Mitra (2014) stated, “In a SOLE, children seem to create and maximize meaning out of the information
content of what they are researching” (p. 556). Below is a typical timeline for a SOLE session:
First 5 Minutes: Questions
• Pose a “big question”

• The question will be framed as a genuine process of discovery in order to promote curiosity
Explain the SOLE Process
30-45 Minutes: Investigation
• Students work in student formed groups to find answers to the big question online. During this time, students
explore the big question collaboratively, while the instructor provides encouragement and facilitation.
• The instructor should encourage students to resolve any group issues themselves.
• Students are encouraged to collaborate within their group or move around to other groups.
• Few rules are given to the students, and this lack of rules enables children to change groups, talk to each other and
other groups, and walk around to observe their peers’ work.
10-20 Minutes: Review
• Invite the students to share their stories of collective discovery. Talk about similarities/differences between their
answers, help to see links to other areas.
• Encourage debate. Facilitate discussion about the question and investigative process
• Engage the students in their own review: What would they do differently next time? What do they think others did
well?
The developing of a “big question” is extremely important! The “big question” is described as, “ones that don’t have an
easy answer. They are often open and difficult; they may even be unanswerable. The aim of them is to encourage deep
and long conversations, rather than finding easy answers” (“School in the Cloud”, 2016). Keep in mind, as the instructor
you are trying to elicit critical thinking, collaborative work, and discovering theories throughout the children’s learning
process and provide connections across content areas. School in the Cloud provides an excellent outline and examples
for you to get started.
You may want to start with simple questions. These may include:
• Where is……..?
• Who is…….?
• What is the largest animal in the world?
• What makes trees green?
• What makes the sky blue?
Some harder questions may be introduced as children get more comfortable answering simple questions, or if they’re

already proficient with search and language, you can start asking some tougher questions that don’t have such a direct
answer.
These should encourage children to explore a wider topic, connect a number of subjects, and develop a deeper
understanding of their answer. It’s the difference between “What is the largest animal in the world?” and “Why are there
no animals bigger than a blue whale?” (“School in the Cloud”, 2016)
There are really no limits to what a Big Question can be, as long as it is thought-provoking and captures children’s
attention. Below is a list of Big Questions organized by Learning Objective or Topic that will help you get started:
Digging deeper into science concepts
• What would happen to the Earth if all insects disappeared?

• Is life on earth sustainable?
Introducing new math concepts
• What are fractals?
Investigating and understanding historical facts
• Who built the pyramids and why?
Abstract thinking concepts
• Can trees think?

• Does a frog know it’s a frog?
• Can you kill a goat by staring at it?
• Will robots be conscious one day?
Developing an understanding of key concepts in a contextual setting
• What is technology?
Remember, “the questioning provides opportunities for students to explore a variety of sources, extrapolate different
answers, and challenge one another. A key aspect of the big questions is that the purpose is not to discover the ‘right’
answer, but rather to develop methods and skills that are transferable and applicable” (Schwark, 2017).
ISTE Standards
1. Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-
to-face and virtual environments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes
identified in the ISTE·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals, managing their own learning, and assessing their
own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
Key Terms
Flipped Classroom
Self Organized Learning Environment (SOLE)
Gamification
Innovative teaching
Resources
FLIPPED CLASSROOM
Edsurge – What, Why, and How to Flip Your Classroom

Edsurge – Six Ingredients for Sweetening Your Flipped Classroom Recipe
Pinterest: Flipped Classroom
Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning
GAMIFICATION
Pinterest: Gamification
Google Plus: Gamification in Education
Facebook: Gamification for Education Group
Yu-kai Chou What is gamification?
Yu-kai Chou’s Octalysis Framework
Alice Keeler’s guide to Getting Started with Gamification
Alice Keeler’s guide to Gamification of the classroom
Free Badges

SOLE
Sugata Mitra’s TedTalk

The Hole in the Wall Project
Applying SOLE to the Classroom

Digital Media Production
Essential Questions
What types of digital media production activities could students do at particular grade levels?
How can digital media technologies best be used to improve student learning?
What are the steps to creating a digital media project?
What is digital storytelling?
What are the four points of fair use that help me meet guidelines?
Why Teach Creativity
Csikszentmihalyi (2006) noted “creativity is no longer a luxury for the few, but . . . a necessity for all” (p. xviii). The world
of education appears to agree, as a variety of 21st Century Learning Skills have included concepts such as “thinking and
problem-solving skills,” “inventive thinking,” “high productivity,” “using digital technology and communication tools,” and
“learning academic content through real-world examples” in their standards.
In Tough Choices or Tough Times from the National Center on Education and the Economy, McWilliam (2008)
explained “the 21st century is a world in which comfort with ideas and abstractions is the passport to a good job, in
which creativity and innovation are the keys to the good life, in which high levels of education – a very different kind of
education than most of us have had – are going to be the only security there is” (p. 67). As teachers, how can we bring
this “very different kind of education” to our classrooms? Multimedia production in the classroom offers significant
opportunities for students’ creative expression.
Copyright and Fair Use Guidelines
Watch the following video explaining copyright and fair use. Pay close attention to the four points of fair use, as this is
what helps you make a decision on whether you can use something within the guidelines.
Animation by Common Sense Media (https://www.commonsensemedia.org/)

Digital Media Production
This week, each of you will produce an educational video! As you work on this project, think about using multimedia as
a teacher (instruction) and as a student (sharing knowledge).
Consider the following questions:
• How can multimedia technologies best be used to improve student learning?

• How can teachers and students make their own classroom digital video productions?
• What is digital storytelling?
Using Digital Media Technologies to Improve Student Learning
Combining multiple media – text, voice, data, still image, video — in a single application of technology can help students
learn better since they are receiving information in more than one form. Research shows that students learn best in
situations that involve multimedia, simulations, modeling, and student-to-student interaction. Meaningful interaction is
the key. Consider the following examples:

Classroom A Classroom B
A chemistry teacher shows a video of an A biology teacher connects his class with marine biologists on the Journey North online project where they can ask expert
experiment and then has students conduct the biologists questions, track migration patterns using data provided from around the globe, and collect their own local
experiment individually. evidence of spring migration. Student groups produce video documentaries of migration patterns.
An English teacher shows a DVD of poets reading An English teacher has students select their favorite video of a poet reading his/her own work
poetry aloud and gives the students a test over on http://poetryfoundation.org. They create a new video of the same poem with the student reading and selected creative
their knowledge of different poetry styles. commons images to illustrate their interpretation of the poem.
At the end of the school year, a 1st grade teacher is A 1st grade teacher has students record each other reading aloud at the beginning, middle and end of year. Parents are sent
pleased with how well her students are reading. the edited videos showing their children’s progress.
In which of these scenarios do you believe you would learn better, Classroom A or B? As a teacher, you would probably
enjoy Classroom B a great deal more as well! The key to successful student multimedia projects is allowing them to
share their creativity–don’t give them too many rules or procedures. Give them creative freedom and let them surprise
you!
Digital Media Production in the Classroom
There are three distinct phases to the media production process:
1. Pre-production & storyboarding: idea generation; research; location ideas (interior/exterior); script writing; create
a shot list; gather crew, talent (family, friends, & roommates will love being in your video!), equipment, props
1. Production – shoot everything on your shot list, record all audio needed
1. Post-production – editing, creating graphics, finalizing
There are some excellent online tools to walk your students through each of these processes!
• Kids’ Vid (http://kidsvid.4teachers.org/
• Storyboard That! http://www.storyboardthat.com/storyboard-creator
• Storyboarding apps for writers and multimedia http://www.teachthought.com/apps-2/11-storyboarding-apps-

organize-inspire-young-writers/
Your video will need to be educational–the list below offers some basic ideas for having your students move from media
consumers to media producers:

Ideas for Video Production Assignments
• “A Day in the Life . . . ” video • advocacy for a social concern • biographies
• career profiles • community history • conversation with “future you”
• documentary • fable or fairy tale retelling • field trip doumentation
• “how to” video • introduction or orientation • investigative
• “movie trailers” for books • news and social events • news cast
• plot synopsis in 60 seconds • public service announcements • skits and spoofs
• stop motion animation • television commercials • travel and tourism
• video pen pals • video report

Tips & Tricks for Filming in the Classroom
(adapted from http://langwitches.org/blog/2010/09/01/a-few-tips-tricks-for-student-filming-in-the-classroom/)
• Hold the camera with two hands to keep it steady. Suggest that you videographer lean against a wall, desk or chair
• Wait a few seconds after pressing the “record” button to start talking
• Make sure the microphone is on the camera
• Stay close to the source of the sound
• Be conscious of the noise going on in the background
• Take short clips
• Avoid running the camera for several minutes at a time
• Try to have “logical” breaks between clips: a new question, new topic
• Take both close ups as well as “panorama” shots
• Move in and out to achieve close ups and far away shots
• Try not to use the zoom – it can make the footage fuzzy
• Don’t film against a sunny window
• Know what is in your background
• Make sure there are no other groups of students shooting in your background
• Don’t film a distracting background
• Don’t include students who do not have media release permission
• Don’t identify students by filming something with their first and last name on it
Digital Storytelling
Digital Storytelling is just what it sounds like: telling stories using digital tools, or combining the art of telling a story
with multimedia tools and sharing them in a digital space. The plus of bringing digital storytelling into the classroom is
that kids are naturally good at storytelling, and it is a practice that fits each content area: science, social studies, math,
language arts, physical education, music, etc.
Check out some of the great examples from the Educational Uses of Digital Storytelling website
(http://digitalstorytelling.coe.uh.edu/example_stories.cfm). Richard Byrne
(http://www.freetech4teachers.com/ or @rmbyrne) offers a free downloadable book with great examples of real

teachers using digital storytelling in their classrooms: http://brandietrent.weebly.com/uploads/8/8/2/1/8821291/
digital_storytelling_descprition_and_resources1.pdf
Another great read is The Science of Storytelling: Why Telling a Story is the Most Powerful Way To Activate Our Brains
ISTE-T Standards
• a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
• b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own learning,
and assessing their own progress
• c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
• d. Provide students with multiple and varied formative and summative assessments aligned with content and
digital society.
• a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations
• b. Collaborate with students, peers, parents, and community members using digital tools and resources to support
student success and innovation
• c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital
age media and formats
• d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning
Key Terms
multimedia

digital storytelling
Fair Use Guidelines for educational multimedia
Resources
How to Upload Your Video to YouTube http://www.business2community.com/youtube/upload-video-youtube-start-

finish-0965736#egYVxYzjhSwoSPUW.97 Examples of videos in previous classes https://www.youtube.com/
playlist?list=PLARo5mKVT2sCABAZkdwNRbnbBg-3SjnLRiMovie http://www.apple.com/ilife/imovie/
Windows Movie Maker http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started
Kids Vid Storyboard http://kidsvid.4teachers.org/
Lego Comic Builder https://legosystem.comic.studio/?lang=en
Storyboard That! http://www.storyboardthat.com/storyboard-creator
Storyboarding apps for writers and multimedia http://www.teachthought.com/apps-2/11-storyboarding-apps-
organize-inspire-young-writers/
Story Collider: Stories about Science http://storycollider.org/

Project Based Learning
Teaching and Assessing Creativity
Can creativity be taught? Absolutely! Above you’ve seen the characteristics associated with creativity, and I’m sure
you’ll agree these are traits that can be encouraged and developed. This section of the chapter will introduce you to
activities to use in the classroom to grow creativity.
The Torrance test for creativity includes measuring four components of creativity: fluency, flexibility, originality, and
elaboration in thinking.

Component
of Explanation Activities to Encourage this Component of Creativity
Creativity
Fluency the ability to generate quantities of ideas Name everything you can think of within a specific category (the goal is to generate the longest list)
the ability to create different categories of Name all the things you can think of that have a certain characteristic (wheels, for example), or come up with a
Flexibility ideas, and to perceive an idea from different list of ideas for the perfect bathtub (the goal is create different categories of ideas and perceptions from different
points of view points of view)
the ability to generate new, different, and

Come up with the most outrageous solution for a particular dilemma (the goal is to come up with the most
Originality unique ideas that others are not likely to
unique idea)
generate
the ability to expand on an idea by embellishing

Elaboration it with details or the ability to create an Take an existing idea and elaborate further (the goal is to embellish the most)
intricate plan
The Gifted Child Today article “Creative Thinking in Schools: Finding the ‘Just Right’ Challenge for Students” provides
the following suggestions for teachers trying to incorporate more creativity into their lesson plans:
• Diversity and large volumes of ideas and work increase the chance for creative outcomes, so encourage students
to generate lots of work, and give them the appropriate tools they need to develop this work. Free students from
busy work, lots of worksheets, DVD watching, etc. in order to get them working on projects and generating
solutions.
• Teach the value of hard work and discipline in finding solutions, solutions that make sense and aren’t simply
nonsensical or impractical. The ability to decipher good ideas from bad ones is an essential part of the creative
process, and a skill that also should be taught.
• Encourage risk taking, and discourage perfectionism. Establish an environment that shows students that
sometimes ideas fail, but the effort wasn’t wasted. Ensure that integrity is maintained during successes and
failures.
• Provide strategies for managing group dynamics, such as discussing with groups the possible difficulties that
could arise, and how to troubleshoot those situations. Give the students a signal to inform the teacher when they
need advice or mediation.
• Set up a rubric for the final evaluation of projects and assignments. Guidelines, expectations, and goals should be a
part of every project.
• Layer independent study with group study, and give older students the option of working with students in younger
grades.
• Teachers should model creative thinking in how they make decisions, solve problems, and how they approach their
instruction and guidance.
• Encourage divergent thinking by providing students with nonconventional tools and supplies. For example, instead
of using traditional art supplies, bring in objects that seem bizarre or out-of-the ordinary, and let kids create with
these items.
• Lessen the amount of extrinsic awards, such as stickers, special privileges, or an emphasis on the final grade.
Creativity researchers have shown that extrinsic awards actually reduce creativity. Instead, encourage intrinsic
satisfaction by providing all the guidelines, materials, time, and space students need to complete projects and
assignments.
• Allow time for student feedback sessions, and encourage responsible and productive critiques from all students.
• Show exceptional work in libraries, hallways, even in community buildings and businesses.
• Teachers that expect great things from students will receive great things.
Project Based Learning
Project-based learning (PBL) is a comprehensive perspective focused on teaching by engaging students in

investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining
questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data,
drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
(Blumenfeld, et al., 1991)
PBL has students creating a product for an authentic audience to solve an authentic problem. This type of learning
environment integrates knowing and doing. Students learn knowledge and elements of the core curriculum and apply
what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital
tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum–a
shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and
resiliency. These are activated through experience. (Markham 2011)

The keys to project-based learning are students solving authentic problems and producing a product as a solution.
Note in Blumenfeld’s description how many of the skills match those discussed above in the section on creativity and
innovation.
Give YouTube a quick search for videos from Edutopia, Common Craft and Alan November. There are several that offer
a great overview, and you might find some others that interest you as well. Some good searches to try would include
‘an introduction to project-based learning’, ‘project-based learning explained’, and you’re likely to really enjoy the Alan
November TED Talk ‘Who Owns the Learning’.
Crucial Components of a Project-Based Learning Experience
• Need to Know – The idea here is to go WAY beyond “because it’s on the test.” The entry event can be almost
anything: a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a
scenario. In contrast, announcing a project by distributing a packet of papers or assigning whatever is at the end of
the chapter in the textbook is likely to turn students off.
• Driving Question – A good driving question captures the heart of the project in clear, compelling language, which
gives students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and
linked to the core of what you want students to learn. It could be abstract (Is all really fair in love and war?),
concrete (How safe is the water we drink?), or focused on solving a problem (How can we create an eco-friendly
house?).
• Student Voice and Choice – The more student voice and choice, the more meaningful to the students! Choice and
voice may range from selecting a particular topic from the general topic to choosing from a menu of products, to
students making all decisions from topic to resources, to final product.
• 21st Century Skills – Collaboration, communication, critical thinking, use of technology, an important purpose
• Inquiry and Innovation – Students generate additional questions and hypotheses related to the driving question.
The classroom culture should value openness to new ideas and new perspectives.
• Feedback and Revision – The teacher acts as facilitator and coach to give direct feedback and guide students in
reflection, self-assessment, and peer assessment.
• Publicly Presented Project – Presenting to an authentic audience gives students pride.
Dig Deeper
• 5 keys to rigorous PBL lessons (from edutopia): http://www.edutopia.org/video/five-keys-rigorous-project-

based-learning
• A great blog on PBL https://biancahewes.wordpress.com/2013/01/04/project-learning-aka-pbl-for-beginners-
plsm13/

Digital Citizenship
Digital Citizenship is commonly defined as the norms of appropriate, responsible technology use. A digital
citizen is one who knows what is right and wrong, exhibits intelligent technology behavior, and makes good choices
when using technology. Does that sound like you? Click on the infographic below – do you practice all of these nine
skills on a regular basis?
Mark Ribble expanded these basic concepts into nine elements organized into three categories:
School Environment and Student Behavior
1. Digital Rights and Responsibilities: the privileges and freedoms extended to all digital technology users, and
the behavioral expectations that come with them
2. Digital Communication: the electronic exchange of information
3. Digital Access: full electronic participation in society
4. Digital Etiquette: the standards of conduct expected by other digital technology users
5. Digital Security: the precautions that all technology users must take to guarantee their personal safety and
the security of their network
Student Learning and Academic Performance
6. Digital Literacy: the capability to use digital technology and knowing when and how to use it
7. Digital Law: the legal rights and restrictions governing technology use
Student Life Outside the School Environment
8. Digital Health and Wellness: the elements of physical and psychological well-being related to digital
technology use
9. Digital Commerce: the buying and selling of goods online
Many argue that these elements should just be subsumed into the general definition of “citizenship” due to the
pervasiveness of technology in today’s society. Regardless of definitions, these concepts are firmly embedded in
learning standards from Common Core to the ISTE Educational Technology Standards for both students (ISTE-S) and
teachers (ISTE-T). What age is too early to begin talking with students about digital citizenship? Some K-12 schools are
introducing personal digital responsibility as early as 1st grade.
Resources to Explore
The following groups of resources will be helpful to you as you grow in your own digital citizenship and as you
influence the next generation of digital citizens.

Digital Rights and Responsibilities
http://thebookfairygoddess.blogspot.co.nz/2012/09/digital-citizenship.html
Cyberbullying Game from Digizen http://www.digizen.org/resources/digizen-game.aspx
Teachers are also victims of Cyberbullying! http://jessysaurusrex.com/2014/04/22/teachers-cyberbullied-by-
students-and-their-parents/
Digital Access
Donors Choose http://www.donorschoose.org/

Bridging the Digital Divide with HomeLink http://www.edutopia.org/homelink-free-student-computers-internet
Digital Etiquette
Digital Passport (Share Jumper) https://www.digitalpassport.org

BrainPop Digital Etiquette http://www.brainpop.com/technology/freemovies/digitaletiquette/
Digital Security
Privacy and Security Scope and Sequence https://www.commonsense.org/education

Jessy Irwin’s Slideshow about Info Security in the Classroom. pay particular attention to slides 8-14.
https://docs.google.com/presentation/d/1nLe2F3yoZpGcE8JY27UfgB5IObVJtIgdAbiXITEcT4k/
edit?pli=1#slide=id.g5e0b20e58_063
Hector’s World http://hectorsworld.netsafe.org.nz/
Carnegie Cyber Academy http://www.carnegiecyberacademy.com/
I Know What You Did Five Minutes Ago http://www.youtube.com/watch?v=cYVBshcN7wU
Digital Literacy
Digital Passport (Search: Search Shark) https://www.digitalpassport.org

Information Literacy Scope and Sequence https://www.commonsense.org/education
Your Digital Footprint May Be Unflattering http://www.youtube.com/watch?v=o8C1a2z_cuQ
Digital Law
Digital Passport (Creative Credit: Mix-n-Match) https://www.digitalpassport.org

Creative Credit and Copyright Scope and Sequence https://www.commonsense.org/education
Five-Minute Film Festival Copyright and Fair Use for Educators http://www.edutopia.org/blog/film-festival-

copyright-fair-use
Digital Health and Wellness
Self-image and Identity Scope and Sequence https://www.commonsense.org/education

Digital Footprint & Reputation Scope and Sequence https://www.commonsense.org/education
Digital Compass- educational game that gives kids the freedom to explore how decisions made in their digital lives can
impact their relationships and future. https://www.digitalcompass.org/
Digital Passport-Teach the basics of online safety and responsibility to third- through fifth-graders with this suite of
games. https://www.digitalpassport.org
Digital Bytes- teaches teens digital citizenship through student-directed, media-rich activities and collaborative
projects that voice their ideas for making smart choices. https://www.commonsense.org/education
Digital Commerce
Privacy, Identity, and Online Security https://www.consumer.ftc.gov/topics/privacy-identity-online-security
ISTE Standards
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
ISTE-T 4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal
and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect
for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and
information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of
other cultures using digital age communication and collaboration tools

About the Author
Susan Stansberry, Ed.D.
Professor, Educational Foundations, Leadership and Aviation
College of Education and Student Sciences, Educational Technology
205 Willard Hall
Stillwater, Oklahoma 74078
[email protected]
@susanstansberry
http://edtech.okstate.edu
https://susanstansberry.wixsite.com/susan
Ed.D. Information Communication Technology, Oklahoma State University
M.S. Information Communication Technology, Oklahoma State University
B.S. English Education, Oklahoma State University
Research Interests: technology integration, creativity and innovation in teaching, curiosity, academic program
development, educator preparation
About the Author | 77

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Applications of Educational Technology

Applications of Educational Technology

OpenOKState Spotify Playlist iii

Learning to Learn any Technology 7

About the Author 77

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MY TECH PLAYGROUND: AN EBOOK FOR EDTC 3123 APPLICATIONS

Created/Curated by Susan L. Stansberry

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OpenOKState Spotify Playlist | 3

OpenOKState Spotify Playlist | 5

Steps in Learning to Learn

1. Consider your Purpose

CONSIDER YOUR PURPOSE

EXPLORE THE POSSIBILITIES

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LEARN FROM THE PROS

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Differentiated Learning with Educational Technology

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Judith Dodge (2009, p. 9, http://www.slideshare.net/robertojosephgalvan/25-quickformativeassessments) offers

Scaffolding Struggling Learners

• Offer teacher direction (reteaching with a different method)

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Challenging Advanced Learners

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4. Promote and Model Digital Citizenship and Responsibility

Ian Byrd’s The (new) Differentiator http://byrdseed.com/differentiator/

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What is instructional design?

Models for Designing Instruction

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Instructor illustrates a concept, idea, or principle with a reallife application, model, or

Category: Individual Student Work

Category: Students Working in Pairs

Category: Student Groups

2. Design and Develop Digital Age Learning Experiences and Assessments

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Why would a teacher want to teach with technology?

Teaching WITH Technology

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What Does Technology Integration Look Like?

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5. Engage in Professional Growth and Leadership

demonstrating the effective use of digital tools and resources.

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Technology Integration: Research and Best Practices (PBS Teachers) http://www.pbs.org/teachers/librarymedia/tech-

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How do you know what to assess?

Learning Standards: Frameworks for Learning