Lesley

Arts and Technology

Course
Overview

What do I need to do for
this class?

1. Read the pre-reading article before the first weekend

- Due 1st Saturday morning

2. Participate with class activities

3. Read and annotate 6 required articles in your blog

- Due within 30 days of last class

4. Create and deliver a digital imagery infused lesson
presentation

- Due 2nd weekend

5. Create a technology infused integrated art lesson or a multimedia slideshow with digital images

- Due within 30 days of last class

L E S L E Y * G A R T S * 6 0 0 8

SYLLABUS CONTENTS

What Is Great Teaching?

by Tom Snyder

If you ask 40 students from a liberal, east-coast graduate
school of education to write one page about their most influential
teacher, will the results be predictable? I did it, and they weren’t.

I drew a ten-foot line on the blackboard that was to represent
a continuum of teaching styles described by these one-page papers.
After reading a paper aloud, we would attach that paper somewhere along
the line, the leftend reserved for the most open-ended teaching styles:
student-centered, discovery-learning based, teacher as copilot in the
voyage of learning. The right end of the line would be reserved for the
most teacher-driven, autocratic, personality-and charisma-based
teaching. After reading each page aloud, I then walked the line,
asking the class to vote for the most appropriate place to tape the
writing to the board. So where were all the papers clustered when we
had finished? Please guess before reading on. . .

This particular group of forty papers was distributed as
smooth as silk over ten feet of imaginable styles. On the left were
teachers from the 1970s who let their students create their own
collages/films/newspapers/solar collectors/geodesic this and thats. The
right end of the line held accounts of passionate teachers who said,
‘give yourself fully to me for a semester or two and in return I will
show you how to perceive a still-life, how to understand the flux of
history, how Shakespeare can be felt deep in the heart. Across the
middle of the line were spread all of the other heroes of teaching.

You could say that this particular continuum shows us that
there is no one particular winning style. Or you could reasonably claim
that this continuum produces no new understanding. More interesting
would be a spectrum that crowded the cherished memories of students on
one end. What would that spectrum be, we asked ourselves. Try a
continuum that sails from passionate to indifferent, or from willing to
connect with students to personally inaccessible. There, we thought,
you will get agreement.

Reading the literature from the world of school technologies
over the last decade, one gets the impression that the true heroic work
of microprocessors will be to relieve us from the tyranny of
teacher-centered learning. If this happens, we will be disappointing at
least half of our students. The achievements of educational
progressivism have been many. I, for one, owe my career to them. The
failed aspects of progressivism have emasculated, diminished, and
subverted the intuitive efforts of many teachers.

In England, recent studies of progressive classrooms have
revealed teachers who spend far too much time apologizing for their
intrusions. Don’t tell the kids the answers. OK. Don’t even tell
the kids the questions. OK. As a matter of fact, could you move out of
the frame, please? Sure, if that’s what is best. . .

Passion, relationships, fascination, humanity, caring: some
teachers will demonstrate the power of these from afar and some from on
high. In the coming century we shall discover, and I only hope it does
not take too long, that technology’s job is to support their choice.

retention

As a student I learned mainly for myself. When I
did share information, it was usually with the teacher, who already
knew it. As a teacher, on the other hand, I was responsible for
conveying concepts, content, and skills that were new to my audience. I
had to think about how others would understand the material. The act of
creating that explanation, of putting the content into my own words,
increased my own understanding.
- David Dockterman, Tom Snyder Productions

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Instructional strategies that employ teaching others result in the best learning retention rate.

COURSE BLACKBOARD
SITE

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COURSE WIKI

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To teach is to learn.

- Japanese Proverb

DATES

  • TBA

TIMES

  • Saturday and Sunday 8AM-5PM

INSTRUCTOR

We are digital immigrants (Alan November) while our students are native speakers. It will take twice as much work on our parts to develop fluency. Be patient with yourself!

LOCATION

  • TBA

SITE COORDINATOR

  • STBA

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Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.

- Chinese Proverb

COURSE
DESCRIPTION

This course will engage students in arts-based technology
using a variety of software programs. Students will gain an
understanding of technology and its many applications across the
disciplines and in the world around them. Working collaboratively
and/or independently, students will use technology in a caring,
stimulating, safe, and creative learning environment.

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COURSE OBJECTIVES

  • Students will . . .
    • gain an understanding of and initial practice with
      multi-media technology.
    • gain an understanding of and rationale for using,
      managing, and implementing multi-media technology into the arts
      curriculum.
    • develop a critical perspective on the role technology
      might play in education and the arts.
    • gain an understanding of the multiple intelligence’s,
      the constructivist classroom, and alternative assessment practices, as
      related to the arts curriculum.

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When the student is read the teacher will appear.

- Buddhist Proverb

COURSE BENCHMARKS

  • Students will . . .
    • initiate a digital record of student work and
      performance in the Creative Arts,

      • to include demonstrations of customized audio file
        creation,
      • digital picture manipulation,
      • video clip use, and
      • presentation software;
    • create a thematic unit plan
      • for the integration and management of multimedia
        technology
      • for the student’s own classroom application
        reflecting constructivist practices & theories;
    • individually, collaboratively, and cooperatively
      problem solve in the construction and implementation of multimedia
      projects;
    • analyze their multimedia instructional plan in the
      light of learning theory and research into instructional design;
    • evaluate alternative assessment strategies and tools
      and create a customized assessment for multimedia projects.

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The research on teacher quality to-date shows that teacher knowledge and mastery of subject matter, and cognitive and verbal ability can positively impact student achievement

- (Paige, R, 2003). Paige, R (2003) Meeting the Highly Qualified Teacher Challenge: The Secretary’s Annual Report on Teacher Quality. US Department of Education. Office of Planning and Innovation.

COURSE
REQUIREMENTS

  • Attendance at ALL class sessions is mandatory
    • This class is for 3 credits and is equivalent to 45
      in-class hours of graduate level study.
    • Students are expected to attend every scheduled class.
      Students should discuss with faculty, in advance, any portion of a
      class meeting they cannot attend. Faculty reserve the right to set
      specific attendance requirements for their course. Absence form class
      may have adverse effect on a student’s grade. (Lesley
      University-School of Education, Attendance Policy, November 3, 1998).
  • Punctuality for ALL class sessions is mandatory
    • Being on time for class is not only a requirement, but
      also a form of politeness to the instructor and other members of the
      class.
    • Attendance and being on time is observed, noted and
      recorded by the Instructor, and will affect your grade.
  • Positive participation and involvement in ALL class
    activities

    • Positive participation and involvement means that each
      student will physically and mentally attend all classes, and give full
      attention, focus, and involvement to class activities, and discussions,
      while maintaining a positive willingness to learn. Participation is
      observed, noted and recorded by the Instructor, and will affect your
      grade.
  • Completion of ALL In-Class Assignments
    • Hands-On Assignments
    • Group Discussions
    • Individual & Group Activities
      • As a part of in-class assignments, students will be
        assigned small projects to complete relative to developing skills. In
        some instances students may work collaboratively.
  • Technology in Education Plagiarism, Writing and Dual
    Submission Policies-Version December 19, 2007

    • Plagiarism Policy
      • All work submitted to meet course requirements is
        expected to be the student’s own.
      • In the preparation of all papers and other written
        work submitted to meet course requirements and dissertations, a student
        must be careful to distinguish between ideas that are his or her own
        and those that have been derived from other sources.
      • Information and opinions drawn from all sources are
        to be attributed specifically to these sources. It is the student’s
        responsibility to learn and use the proper forms of citation.
        Quotations must be properly placed within quotation marks and must be
        fully cited. All paraphrased material must also be fully cited.
      • In all cases where ideas or material presented are
        derived from a student’s reading and research, the source used must be
        indicated. Students who submit work either not their own or without
        clear attribution to the original source, for whatever reason, will
        ordinarily be dismissed from the course and receive a failing grade.
      • Students are responsible for learning how to
        document sources and what constitutes plagiarism. Lesley faculty and
        the staff of the Center for Academic Achievement can provide help in
        understanding acceptable models for academic research. When in doubt
        about the proper use of source material, students are expected to seek
        guidance.
    • Assistance In Course Work And Writing
      • Students occasionally work with others or receive
        assistance in various aspects of their course work. Student should be
        very clear about how they are working with others and what types of
        assistance, if any, they are receiving.
      • Students must disclose to the instructor any plans
        for outside professional assistance on editing, statistical work, or
        other matters central to completing their work. The instructor will
        approve those kinds and levels of assistance that support, rather than
        supplant, the student’s research, writing and learning.
      • If assistance was approved, the student must
        specify what sort of assistance they received and from whom on the
        paper in question, upon submission. The goal of this oversight is to
        preserve the status of the work as the student’s own genuine
        intellectual product.
    • Dual Submission Of Papers
      • A paper or project used in a prior or concurrent
        course at Lesley University or another academic institution may not be
        used to meet the requirements in a subsequent course.
      • Students wishing to integrate the work of two
        separate courses in one paper may only do so if this plan is approved
        in advance in writing by both instructors involved and both course
        mentors. Papers submitted for more than one course must show both
        course numbers on the title page.
  • Makeup Policy
    • In the event of severely inclement weather, students
      will be notified through the site coordinator of any change and of the
      times when the class is rescheduled to fulfill the required hours.
  • Time extensions and Incomplete Grades
    • Students who need a time extension to complete course
      work must obtain an Incomplete Course Contract from the Registrar’s
      Office or the program office. This should be completed in according to
      the conditions agreed upon with the instructor. Work must be submitted
      to the instructor no later than April 1 for Incomplete’s from the Fall
      Semester, and December 1 for Incomplete’s for the Spring Semester and
      Summer Session.
    • Those who do not complete their work by the deadline
      dates above will have I (Incomplete) permanently on their records.
      Contact the Registrar’s Office for more details
  • Policy for students with disabilities
    • Lesley University is committed to ensuring the full
      participation of all students in its programs. Accordingly, if a
      student has a documented disability, and, as a result, needs a
      reasonable accommodation to attend or participate in class or to
      complete course requirements, he/she should inform the instructor prior
      to or at the beginning of the course.
    • For further information about services through Lesley
      University for students with disabilities, contact the Office of
      Student Affairs on the main campus at (617) 349-8544 (TDD) or (617)
      349-8543 (Voice).
  • H1N1 (Swine Flu) Preparation
    • All students should consult the Lesley University’s web
      site at http://lesley.edu/info/H1N1/ for information on the University’s response to H1N1 Influenza.
    • Any student experiencing influenza symptoms should NOT
      attend classes or other events until at least 24 hours after fever has
      subsided without the use of medicine.
    • Please contact the instructor to make arrangements for
      coursework to be completed at home; cohort students should inform their
      site coordinator of their absence.
  • Pre-Course Assignments
    • Due Saturday of first weekend
  • Mid-Course Project
    • Due Saturday of second weekend
  • Final Project
    • Due within 30 days of final class

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The best teachers constantly monitor what is happening to students as they set about learning and investigate when things do not proceed as planned or expected. They also enquire their own practice so they might get better at ensuring that their students learn successfully.

- Demos 2004. About learning, Report of the Learning Working Group, Demos, London www.demos.co.uk

READINGS

ARTICLES

  • REQUIRED
    • Art Becomes the Fourth R (In a
      Digital Media World)

      • By Jason Ohler, (PDF on the pbworks class wiki)
    • Cheating the Kids
      • By Bonnie Meltzer, (PDF on the
        pbworks class wiki)
    • Template Art, Template
      Thinking, MultiMediocracy and Other TomFoolery

      • By Jamie McKenzie, online at

        http://fno.org/apr99/clipart.html

    • Beyond ClipArt: Encouraging
      Children’s Own Drawings

      • By Peter Minshull, online at

        http://fno.org/jun99/draw.html

    • Computer Based Concept Mapping:
      Active Studying for Active Learners

      • By Lynne Anderson-Inman and Leigh Zeitz, (PDF
        on the pbworks class wiki)
    • The Multimedia Paradox
      • By: Tad Simmons, (PDF on the pbworks class wiki)
  • RECOMMENDED
    • Beauty In the Beast
      • By: Sundar Sarukkai, (Wilson Database-Full Text)
    • Wondering With and About Images
      • By Jamie McKenzie,

        http://fromnowon.org/oct05/images.html

    • Visually Speaking By Leonard Shlain
      • (PDF on MyLesley)
    • Building Better Instruction: How Technology
      Supports Nine Research-Proven Instructional Strategies

      • By Kathy Brabec, (Wilson Database- PDF)
    • The Lessons that Children Teach Us:
      Integrating Children’s Literature and the New Literacies of the
      Internet

      • By Donald J Leu, Jr., (Wilson Database-PDF)
    • Constructivism in the Classroom: If I Teach
      This Way, Am I Doing My Job?

      • By: Debra Sprague and Christopher Dede, (Wilson
        Database-Full Text)
    • Digital Desperation: Reports on a Growing
      Technology and Equity Crisis

      • By: M. D. Roblyer, (Wilson Database- Full Text)

BOOKS

  • RECOMMENDED
    • Arts with the Brain In Mind, by
      Eric Jensen
    • Brain
      Rules      , by John Medina
    • Whole New Mind, by Daniel Pink

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In an era when students design web sites for projects and integrate video, graphics, and animation into their presentations, art is fast becoming the new literacy of our times students must think and communicate as designers and artists. The age of art has arrived, leaving behind the text-centric world that has guided us for so long.¦ Art has become the Fourth R.

- Jason Ohler

GRADING OVERVIEW

Projects will be graded on their completeness, originality, creativity,
interdisciplinary approach, and appropriate use of technology. Written
portions of projects must be word-processed, thoroughly proofread, and
where appropriate, APA guidelines should be followed. Late work will be
penalized 5% per day without prior notice and approval by the
instructor. Sent work must be postmarked 30 days from the last course
date and be mailed to the instructor’s home address. Please enclose a
SASE if you want work returned. All feedback will be given via email
within two weeks of the final due date. If you do not receive an email
with feedback and final grades, do not hesitate to email the
instructor.

ASSIGNMENTS AND POINT SCALE

In-Class Labs 30% Due Sunday, Weekend 2
Digital Imagery Infused Lessons
Presentation		 30% Due Saturday, Weekend 2
Final Project Option 20% Due 30 days from last class
Attendance, Punctuality and Positive,
Active Participation		 20%

GRADING STANDARDS (Please See
Rubrics)

A Work is superior in all aspects and exceeds the
guidelines in one or more ways. In-class participation reflects a very
high degree of involvement in all aspects of the discussions,
activities and lab projects.
B Work is satisfactory and all requirements have been
met. In-class participation reflects satisfactory involvement in most
aspects of the discussions, activities and lab projects.
C Submitted work fails to meet the requirements.
Participation in activities fails to reflect involvement, commitment or
significant growth on the part of the student.
D/F Student work falls below college level expectations.

ELIGIBILITY FOR GRADE RECONSIDERATION OR INCOMPLETE

There are times when students, for reasons beyond their
control, cannot complete the assignments, or cannot attend the entire
class. It is the responsibility of any student having difficulty
completing course work to obtain an Incomplete Course
Contract from the Registrar’s Office. In the absence of a
negotiated contract,incomplete work will result in a failing grade.Keep
an electronic copy of each project for your own reference as you may
have the option to revise your project in response to the instructor’s
comments. If your project is not at passing graduate level, your
project may be returned, and you may resubmit it for a grade
reconsideration, not to exceed the minimum passing grade. Projects
judged to be incomplete maybe revised and resubmitted as well.

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Everyone needs to talk, to hear and to play with language, to exercise the mind and emotions and tongue together. Out of this spirited speech can come meaningful, flavorful language, worth the time and effort of writing and rewriting, phrasing, rehearsing, and reading aloud.

- Wolsch, R.A. and Wolsch, L.A.C

PRE-WEEKENDS HOMEWORK

TO DO BEFORE WEEKEND 1

  • TAKE SURVEY
    • Take the Intro Technology Survey
      • It was sent by instructor via email.
      • It is also on myLesley the wiki
    • Send back to the Instructor before the 1st weekend
  • READ ARTICLE
    • Read the article Art Becomes the 4th R, sent in an email
      from instructor before class. It is also available at myLesley and the
      class wiki.
    • Highlight three points that resonate
      with you in some way.
    • This reading will frame our thinking for the course and
      will be discussed in small groups Saturday morning
  • BRING MEDIA
    • 10 photos that are special to you
      • preferably on electronic media – a CD or USB drive
    • 1 favorite CD of music
    • A USB Removable Storage Drive
      • Often referred to as a flash drive, pen drive,
        travel drive, or thumb drive) with at least 256MB of storage capacity
      • This OPTIONAL but STRONGLY encouraged and will make your work much simpler
    • A digital camera, if you have one, with its cables,
      charger, and manual

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COURSE
SCHEDULE – 1st WEEKEND

WEEKEND 1 – SATURDAY 8AM – 5PM

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WEEKEND 1 – SUNDAY 8AM – 5PM

Lack of limitation is the enemy of art.

- Orson Welles

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MID-WEEKENDS
HOMEWORK

TO DO BEFORE WEEKEND 2

  • LEARNING LOG – BLOG
    • Record procedures, experiences, thoughts, failures,
      successes and the ideas shared by others in a Edublogs.org blog or,
      if you cannot get your blog to work in a Microsoft Word document.
      Combine, refine and add to the ideas and information from our in-class
      activities throughout our two weekends. Consider this a reflective� note taking journal.
  • WORK TIME
    • Work with your Digital Imagery Infused Lesson Ideas
      group to develop project ideas to be shared during weekend 2.
    • Bring supplies needed for the hands on portion of your
      lesson.
  • READ
    • Please select 3 quotes from the reading below and
      annotate it with your thoughts
    • Be ready to share these in groups Saturday morning
      • The Multimedia Paradox by Tad Simmons

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COURSE
SCHEDULE – 2nd WEEKEND

WEEKEND 2 – SATURDAY 8AM – 5PM

  • QUESTION AND ANSWER SESSION
  • REVIEW
    • Weekend 1:Testimonials? Questions? Clarifications?
  • OVERVIEW
    • Review syllabus, schedule and final projects

    PRESENTATION

    • Digital Imagery Ideas Presentation Group 1
  • SHOWCASE
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 2
  • SHOWCASE
    • RSS subscribing to the content on the Internet
      • Google Reader
    • VIDEO: RSS in Plain English
  • ACTIVITY
    • Introducing Adobe Photoshop Part 1
      • A practical tool for artists of all ages
      • Harnessing the power of layers with digital imagery
        and text
  • SHOWCASE
  • SHOWCASE
  • ACTIVITY
  • SHOWCASE
  • ACTIVITY
    • Telling our own stories with PhotoStory and VoiceThread
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 3
  • SHOWCASE
  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 4

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WEEKEND 2 – SUNDAY 8AM – 5PM

  • PRESENTATION
    • Digital Imagery Ideas Presentation Group 5
  • SHOWCASE
    • Washington State Technology Standards
  • ACTIVITY
  • SHOWCASE
    • Podcasts with iTunesU
  • ACTIVITY
    • Photoshop Part 2
      • Creating a Mandala Digital Collage
  • EVALUATION
    • Course evaluation and celebration!
  • PRESENTATION
    • Scott’s and Karen’s Top Ten List
      • Technology treasures for the classroom
  • DISCUSSION
    • Developing a Technology Infused Integrated Arts
      Curriculum: Final Project Plannin

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POST-WEEKENDS
HOMEWORK

TO DO AFTER WEEKEND 2

  • PROJECT
    • Complete final project option
  • EVALUATION
    • Fill out self assessment rubrics
  • SEND
    • Send all work to Scott postmarked or emailed 30 days from the
      final course date

      • Scott Le Duc
      • 9225 Littlerock Rd. SW
      • Olympia, WA 98512

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PROJECTS

MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

This assignment provides you with the opportunity to delve into the
world of digital imagery with a focus on curricular application.
Working in teams of 2-4, you will research ideas for incorporating
digital imagery in your classrooms, develop working samples, and then
share them with your colleagues during weekend 2. At least two ideas
and samples per person will be developed and shared. From the ideas you
experiment with, you will select one to provide a hands on opportunity
for your classmates to explore. In class during weekend two, be
prepared to share a handout that includes information about your ideas
(color is not required-make enough copies for all classmates) and give
an hour long presentation which includes the hands on project work. Example Scenario

A group of three 5th grade teachers decides to work
together. They begin by finding ideasthey are interested in trying out
and then they try them. Sally finds or comes up with a great template
idea to share using Word and digital photos the students take, and she
wants to have her students make buttons using the PaintAccessory
Program to celebrate Veterans’ day. Gladys wants her students to write
and illustrate poetry using Word and the Paint Accessory for Mother’s
Day and she wants to do a readers’ theater using PowerPoint for the
Mother’s Day tea, and Mary Sue is having her students create their own
T-shirts for a field trip using the Paint Accessory Program, a digital
camera and Iron-Ons, then she wants to use digital cameras and
Photostory to reviewand discuss what was learned on the field trip.
Each of the ladies prepares their projects as though they were
thestudents creating them. Then they get together to share their
projects with one another, give feedback or further suggestions and
decide on one of the six ideas to have their masters class try out.
They then decide what will beshared via a handout (hyperlinks to idea
sites, information on print products like the buttons or t-shirt
iron-ons,descriptions of each project with small digital photos, etc.).
When they come to class they bring all six projects to show and share,
then they engage the group in one of the six projects, start to finish.

  • A (95-100), A-(90-94)
    • Provided a handout of some sort (Inspiration web?
      Brochure? PowerPoint handouts with presenter notes?Newsletter?
      etc.) with carefully selected design features for the entire class
      detailing the ideas presented. These details should include information
      such as where you found the ideas, what materials are needed to
      complete them, how long each will take, and what management strategies
      will be used to ensure success.
  • Design Suggestions Discussed in Class for Handouts
    • Allow white space for clarity
    • Use light fonts on dark backgrounds and dark fonts on
      light backgrounds
    • Remove auto hyphenation if there is too much
      hyphenation in columns if creating a brochure
    • Be PICKY about graphics. They must be high quality
      print graphics (not monitor) without obvious pixels and they should
      enhance the content.
  • Demonstrated thorough mastery of the ideas being shared by
    ability to respond to questions

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FINAL PROJECT -
OPTION 1: TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

After spending two weekends of class time developing your skills and
being immersed in ideas for blending art and technology, you should
feel prepared to begin considering how you might share some of these
skills and ideas with your students. This final project option will be
to formalize a complete lesson plan that employs the tools of
technology with a creative arts approach to meet a given curricular
objective. The lesson can be drawn from ideas shared in class or from
ideas found through other resources, but they must be adapted
specifically to your own students’ needs and your own district/state
standards. In other words, the lessons should be in your own
voice and any examples or materials needed to carry out the lesson
need to be developed and included. The lesson should be so complete
that I could easily come in and carry it out with your students. After
actually carrying out the lesson with your students, examples of their
work should be shared. Elements to be included in the Lesson

  • APA Style Cover Page
  • The Rationale
    • In thoughtful preparation for the use of technology in
      a value-added, creative manner, you will write a one page rationale for
      the lesson. The rationale should address how technology is being used
      in a value added manner. The rationale paper should state WHY you are
      integrating educational technology and the arts into your curriculum.
      You should cite at least five (5) sources of information (using APA
      formatting) obtained from class or readings, and support your rationale
      with these sources and your own personal reflections
  • The Lesson
    • This should be a complete lesson, including all
      handouts, examples, materials etc. that are necessary for teaching the
      lesson. The lesson should follow a conventional instructional lesson
      format, and contain the following:

      • A one paragraph overview of the lesson
      • Subject area/topic and Grade level/content area
      • Goals, objectives, standards (for both the
        technology and the content area)
      • Hardware & software required for
        project/lesson
      • Time required for completion
      • Classroom management plans for success
        (pre-planning, assistants, buddies, etc.)
      • Examples, templates, or materials to prepare ahead
      • The Evaluation Criteria which includes both
        technology use and curricular content understanding (include assessment
        rubric, checklist, etc.)
      • Audience for sharing completed works
  • Applied Practice
    • Carry out the lesson with your students within the
      month before submission. Sharing the results of the lesson provides a
      way for you to reflect and for me to give feedback on the successes or
      challenges faced. Include a written reflection on the lesson and if
      possible, include examples of student work.

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FINAL PROJECT – OPTION 2: MULTIMEDIA SLIDESHOW WITH DIGITAL
IMAGES

After spending some time learning and working with three resources for
creating multimedia slideshows with digital images (Photostory,
Powerpoint, VoiceThread), you have the basic skills and knowledge to
create slideshows for and with your students. This final project option
asks you to create a multimedia slideshow for or with your students
with an educational focus. Specifically, this might be a culminating
show after a unit or fieldtrip, a themed show for sharing with parents,
or a student-driven production tied to curriculum. The basic
requirements are below, but content will vary based upon the piece of
software you select for design. Elements to be included in the Final Project Submission

  • Cover Page
  • The Rationale
    • In thoughtful preparation for the use of technology in
      a value-added, creative manner, you will write a one page rationale
      which highlights your motivation for creating this multimedia slideshow
      or for coaching your students as they create it. The rationale should
      address how technology is being used in a value added manner. The
      rationale paper should state WHY you are
      integrating educational technology and the arts into your curriculum.
  • 5 sources of information
    • Use APA citation formatting
    • Sources obtained from class or readings, and support
      your rationale with these sources and your own personal reflections.
  • Electronic Version of the Show On CD or DVD
  • Include a fully functional stand alone version of the
    multimedia slideshow on CD or DVD.

    • Be certain to test its functionality on at least two
      other sources than the one you created on to confirm it runs smoothly
      and completely.
  • In addition to the aforementioned, please include:
    • An opening title slide or series
    • A minimum of 30 images. These can be taken with a
      digital camera, scanned, or created with a graphic arts program.
    • Appropriate music and/or narration for purpose and
      content
    • Appropriate transitions and/or special effects for
      purpose and content… hint: sometimes less is more!
    • A closing slide or series with credits to the
      contributors
    • Citations given where needed for images borrowed
  • The Follow Up
    • After actually creating your slideshow of digital
      imagery, write a short reflection regarding how it went. Sharing the
      results the process you went through and the product you ended up with
      provides a way for you to evaluate your own work and then I will be
      able to give feedback on the successes or challenges faced. If you
      chose to coach your students through the creation process, reflect on
      the effectiveness your instruction and of your management of time and
      resources with the students.

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RUBRICS

Rubrics For Self-Assessment And Instructor Assessment

Please self-assess your progress and performance in this Multimedia
Technologies for the Classroom course by circling the descriptors which
best describe your work. Submit this completed hard copy print out with
your final project. The instructor will use the same rubric for
assessment during the final grading process.

IN-CLASS ACTIVITIES/CLASS PARTICIPATION

Partially Proficient – C Proficient – B Advanced – A
In Class Labs Actively participates during
projects only when asked directly
Does not contribute to others’ thoughts;
Does not answer or ask questions Rarely displays active interest
Learning log has fewer than 10 entries.		 Actively participates during
projects some of the time
At times, contributes to others’ thoughts; answers or asks questions
Displays active interest most of the time Learning log has the minimum
of 10 entries.		 Actively participates in all in
class projects on a consistent basis
Contributes to others’ thoughts, answers or asks questions, shares
experiences
Displays consistent active interest Learning log has more than 10
entries.
Discussions Volunteers input only when asked
Asks few questions to further discussion
Draws few connections and applications of theory to practice
Was not consistently prepared to discuss/apply assigned readings		 Volunteers input at times
Asks some questions to further discussion
At times, draws connections and applications of theory to practice
Was consistently prepared to discuss/apply assigned readings		 Volunteers input consistently
Asks key questions to further discussion
Draws connections and applications of theory to practice
Consistently discussed application of assigned readings in a thoughtful
manner
General Often late
Some absences, incomplete make up work
Often not on task		 Mostly on time
Some absences, but made up work afterwards
Usually on task
Somewhat helpful		 Always on time
No absences or if needed, communicated ahead & did extra work
Always on task
Very helpful

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MID-TERM DIGITAL IMAGERY INFUSED LESSONS PRESENTATION

Partially Proficient
- C 		Proficient – B Advanced – A
Design and contents of
presentation, brochure, or handout		 Content is incomplete or unclear
Unclear or unsupportive images
Not useful as working tool		 Content is complete, demonstrating
a basic understanding of the information Clear, meaningful imagery used
in presentation
Useful tool for future use		 Content is detailed and in-depth
Content is organized in an easy-to-understand format Imagery is
thoughtfully selected and is of high quality
Tools for future reference are clear and helpful
Oral Presentation One or more presenters did not
participate or could not be heard
Visuals were read from rather than existing for visual support of an
oral presentation
Presentation time is not suitable for sufficient coverage of topic
Presenters are not able to answer questions accurately
Audience has to work to keep attention focused
Presentation was delivered in an easy-to-forget manner		 All presenters played a role in the
delivery of the presentation and could be heard
Visuals were provided clear visual support while presenters focused on
their oral delivery
Presentation time is sufficient for basic coverage of topic
Presenters are able to answer questions accurately
Keeps audience attention
Presentation was delivered in a not-to-be-forgotten manner		 All presenters played a necessary,
creative role in the delivery of the presentation and presentation
styles were engaging
Creative visuals provided clear, engaging visual support while
presenters focused on an engaging oral delivery
Presentation time was appropriate for complete coverage of topic
Presenters are able to answer questions accurately and with confidence
Highly interesting, memorable and engaging to the audience
Group Participation Certain group members appear to be
doing more work than others
Members do not appear to have communicated, planned, and cooperated well		 Group members all appear to have
been involved at various stages in the process
Members appear to have communicated, planned and cooperated most of the
time		 All group members appear to have
been fully, actively involved in the whole process
Members have communicated, planned, and cooperated well and with a
value for differing approaches and views

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FINAL PROJECT – OPTION 1:
TECHNOLOGY INFUSED INTEGRATED ARTS LESSON

Partially Proficient
- C 		Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete and reflects
careful thought toward implementation		 Rationale is complete, thoughtful,
and reflects careful analysis to determine the best tools to meet
curricular standards
Written Lesson Elements Contain few suggested elements
Do not employ technology’s MM capabilities in a value-added manner
Are not complete or clear
Assessment is not included		 Contain most suggested elements
Employ technology’s MM capabilities in a value-added manner to some
extent
Fairly complete & clear
Assessment is included		 Contains all suggested elements
Clearly employs technology’s MM capabilities in a value-added manner
Are very complete & clear
Assessment is included and measures both the technology and the content
components of the lesson
Mechanics Numerous typos, spelling, or
grammatical errors
APA formatting and citation requirements not met		 Some typos, spellings, etc.
Very few grammatical errors
APA formatting and citation requirements met		 No typos, spellings, etc.
Free of grammatical errors
APA formatting and citation requirements met
Applied Practice The lesson was used with students,
but the reflection is incomplete
Examples of student work were not submitted		 The lesson was used with students
and the reflection demonstrates includes a complete analysis &
critique
Plans for improvement are included
Examples of student work were submitted		 The lesson was used with students
and the reflection demonstrates careful, insightful analysis and
critique
Plans for improvement are included
Examples of student work were submitted

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FINAL PROJECT – OPTION 2: MULTIMEDIA SLIDESHOW WITH DIGITAL
IMAGES

Partially Proficient
- C 		Proficient – B Advanced – A
Rationale Rationale is incomplete Rationale is complete but lacks
significant depth of thought and planning		 Rationale is complete and reflects
careful thought toward educational relevance. It reflects careful
analysis to determine the best tool for design given the purpose.
Required Elements Evidence of adherence to some of
the suggested design considerations		 Evidence of adherence to most of
the suggested design considerations		 Evidence of adherence to all
suggested design considerations
Work reflects unique talent for multimedia design
Written Reflection The reflection is incomplete The reflection includes a complete
analysis & critique Plans for improvement are included		 The reflection demonstrates
careful, insightful analysis and critique
Detailed plans for improvement are included
Mechanics Numerous typos, spelling, or
grammatical errors		 Some typos, spellings, etc.
Very few grammatical errors		 No typos, spellings, etc.
Free of grammatical errors

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COURSE RESOURCES

WEB 2.0 TOOLS (ONLINE TOOLS)

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OPEN SOURCE and/or FREE PROGRAMS FOR YOUR COMPUTER

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HARDWARE

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ONLINE LEARNING RESOURCES

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PRINT AND ONLINE RECOURCES REFERENCED

Allen, D. (2001). Getting Things Done. New York, NY: Penguin Group.

Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA:

 Association for Supervision and Curriculum Development.

Burmark, L. (2002). Visual Literacy, Learn to See, See to Learn. Alexandria, VA:

 Association for Supervision and Curriculum Development.

Chen, M., Armstrong, S. (2002). Edutopia: Success Stories for Learning in the Digital
Age. San Francisco, CA: Jossey-Bass

Eisner, E. (1987). Why the Arts Are Basic. Instructor, 97(5), 43-35.

Florida, R. (2002). The Rise of the Creative Class: And How It's Transforming Work,
Leisure, Community and Everyday Life. New York, NY: Basic Books.

Freeman, E., Freeman, E. (2005). Head First XHTML with CSS.

 Cambridge, MA: O'Reilly Media.

Friedman, T. L. (2006). The World is Flat: A Brief History of the 21st Century.

 New York, NY: Farrar, Straus and Giroux.

Fritz, R. (1989). Path of Least Resistance: Learning to Become the Creative Force in
Your Own Life. New York, NY: Fawcett Columbine

Heathcote, D. and Bolton, G. (1995). Drama for Learning: Dorothy Heathcote's
Mantle of the Expert Approach to Education. Portsmouth, NH: Greenwood

 Publishing Group.

Jensen, E. (1998). Teaching with The Brain in Mind. Alexandria, VA:

 Association for Supervision and Curriculum Development.

Lefever, L. (2006). Blogs in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Google Reader in Plain English. from http://www.commoncraft.com

Lefever, L. (2007). Online Photo Sharing in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). RSS in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). Social Bookmarks in Plain English. from http://www.commoncraft.com

Lefever, L. (2007). Social Media in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Twitter in Plain English. from http://www.commoncraft.com

Lefever, L. (2009). Web Search Strategies in Plain English. from http://www.commoncraft.com

Lefever, L. (2006). Wikis in Plain English. from http://www.commoncraft.com

Latzko, W., Saunders, D. (1995). Four Days With Dr. Deming: A Strategy for
Modern Methods of Management. Reading, MA: Addison-Wesley Publishing

 Company.

Margolis, J. Fisher, A. (2002). Unlocking the Clubhouse: Women in Computing.
   Cambridge, MA: MIT Press.

Medina, J. (2009). Brain Rules (T. Cutchlow, Ed.). Seattle: Pear Press. 

 (Original work published 2008)

 John Medina knows the brain. He also knows education. He does a nice job
 of bringing the best of both worlds together in a practical, accessible
 and humorous writing style.

Negroponte, N. (1995). Being Digital. New York, NY: Alfred A. Knopf, Inc.

Perkins, D. (1998). Understanding Understanding. San Francisco, CA: Jossy-Bass.

Pink, D. A. (2005). A Whole New Mind. New York, NY: Riverhead Books.

Robinson, K. (2001). Out of Our Minds: Learning to be Creative. Mankato, MN: Capstone.

Robinson, K. (2006, Feb.). Video Presentation: Out of Our Minds from
http://ted.com/tedtalks/tedtalksplayer.cfm?key=ken_robinson. Monterey, CA: TED.com

Stiggins, R.J. et al. (2006). Classroom Assessment for Student Learning: Doing it Right
Using it Well. Published by Assessment Training Institute. (Includes CD-ROM and DVD)

Tufte, E. (2006). Beautiful Evidence. Cheshire, CT: Graphics PreLLC.

Tufte, E. (1990). Envisioning Information. Cheshire, CT: Graphics PreLLC.

Tufte, E. (2001). The Visual Display of Quantitative Information. Cheshire, CT: Graphics

 PreLLC.

Tufte, E. (1997). Visual Explanations. Cheshire, CT: Graphics PreLLC.

Wiggins, G., McTighe, J. (2005). Understanding by Design. Alexandria, VA:

 Association for Supervision and Curriculum Development.

Zeldman, J. (2003). Designing with Web Standards. Indianapolis, IN: New Riders.

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THANK YOU

  • This syllabus was developed with substantial material
    contributions from expert teachers Karen Mayfield and Michelle
    Strickland. They are amazing educators!

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