Eg 5613 Ti sp14 Nordstrom

LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION
EG 5613 Effective Technology Use in the Classroom-Spring

2014
3 hours/Online March 3-April 27
Professor: Dr. Hope Nordstrom Office Hours: M & R 1-3 pm, T & W 1-4 pm
Office: Ezell 153D Class Meeting: ONLINE
Contact: hope.nordstrom@lipscomb.edu or 615-966-2013
Since you are mostly off-campus, I recommend that you call or email for an appointment.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.
If you experience trouble with network access or email issues, please contact the Information
Technology HelpDesk at !"-#-!$$$. %ou can also create a Help Ticket online. &hen
pro'iding information about the issue you are encountering, please pro'ide as much information
about the system you are on and if possible pro'ide a screenshot of the browser window.
Assignments will be graded in a timely manner usually within a week.
TEXT
(almer, (. )*++$,. The courage to teach: Exploring the inner landscape of a teachers life. San
-rancisco, ./0 1ossey-2ass.
/dditional reading assignments will be made throughout the semester. These will be placed on
2lackboard.
Course Overview
.ourse content will center on effecti'e use of technological resources, both in the classroom and
online, and the class includes field experience. In this course, students will learn ideas and skills
for integrating technology effecti'ely into teaching. 3ew and emerging technologies will be
shown for enhancing learning, impro'ing moti'ation and engagement, indi'iduali4ing
instruction, and impro'ing communication with students, parents, and other stakeholders.
Students will design, de'elop, and e'aluate authentic learning experiences incorporating a
'ariety of effecti'e technological tools and resources to maximi4e content learning in context.
Course Objectives and Outcomes
LEARNING
OBJECTIVES
Students will be able to:
List skills, behaviors,
knowledge students will
have achieved at the
completion of this course
HOW
DELIVERED
Lecture, on-line,
site-visit, guest
lecturers, etc.
HOW
ASSESSED
Exams, student
presentations, etc.
GOALS
Level of
achievement in
measurable terms to
determine success
!. 5nderstand and
deliberate instructional
technology in
education
6nline readings
and 'ideos,
discussion
Class discussion,
Projects, Presentations,
Field Experiences
7ubric0 (roficient or
/d'anced
*. 5nderstand the
characteristics of *!
st

century learners.
6nline readings
and 'ideos,
discussion
Class discussion, Project,
Presentations, Field
Experiences
/d'anced
8. 9xplore technology
tools for *!
st
century
skills of
communication,
collaboration,
creati'ity, and critical
thinking.
6nline readings
and 'ideos,
discussion
Class discussion,
Projects, Presentations
/d'anced
:. ;earn how to na'igate
a 'ariety of technology
tools to increase
student learning and
educator producti'ity.
6nline readings
and 'ideos,
discussion
Class discussion,
Field Experiences
/d'anced
". 9xplore a 'ariety of
technology tools to
increase student
learning and educator
producti'ity.
6nline readings
and 'ideos,
discussion
Class discussion,
Field Experiences
/d'anced
COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD
EXPERIENCES AND PROJECTS with DUE DATES:
ASSIGNMENT
TITLE
Type of Assignment
(note if Spiritual
Growth, Key or Field
Experience)
DUE DATE: Percentage of Grade
or Points Assigned
Communication & Course Assignment Sunday, March 16 50 points
Collaboration Mini-
Project
Creativity & Critical
Thinking Mini-Project
Course Assignment Sunday, March 23 50 points
Multimedia Resource
Project
Key Assignment Sunday, March 30 150 points
Web 2.0 Mini-Project Course Assignment Sunday, April 6 50 points
Faith-Focused
Integration: Learning in
Community
Spiritual Growth Sunday, April 6 25 points
Infographic Creation Course Assignment Sunday, April 13 50 points
Digital Storytelling
Mini-Project
Course Assignment Sunday, April 20 50 points
Professional
Development
Presentation &
Handout
Course Assignment /
Field Experiences
Sunday, April 27 150 points
Field Experiences
Reflection &
Documentation
Field Experiences Sunday, April 27 50 points
Weekly Discussion
Postings
Course Assignment Weekly 375 points
Total Points 1,000 points
Field Experiences: Each masters level course in the College of Education requires a field
experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by
graduation. These field experiences must be completed to be successful in the course and are
designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based
opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research.
Field experiences may occur in off-campus settings such as schools, community centers, or
homeless shelters. Field experiences are defined as authentic workplace based learning
experiences. It should be a way to learn by doing and to practice skills learned in your
coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in varied
classifications (low SES, urban, suburban, rural and cross-cultural), and with different student
populations (ELL, Special Education, etc.). This diversity of experience should be evident on
your field experience data form in LiveText by the time you graduate. A Field Experience
Documentation and Data Form is required of each student for each course. These forms are
available in the online LiveText portfolio template.
Faith-focused Integration
In all of the Lipscomb College of Education, the integration of faith into the daily practice of the
teacher and the leader is emphasized. In all M.Ed. and Ed.S. core courses, the College is
currently using Parker Palmers Courage to Teach as a vehicle for reflection on the impact of
beliefs on classroom practice, relationships with students, and the development of their faith.
Lederhouses aims will also be used during this course.
LiveText Portfolio Requirements: All graduate students who entered the program in Fall 2009
and after are required to have a LiveText portfolio account. Instructions for purchasing LiveText
are found at http://education.lipscomb.edu/Uploads/34941.pdf . As all students must use this
portfolio system, you are encouraged to become familiar with it at the beginning of this course.
Detailed instructions and tutorials for using LiveText are found at:
http://education.lipscomb.edu/page.asp?SID=28&Page=9159 .
Your Multimedia Project is considered a KEY ASSIGNMENT. This assignment must be
completed satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio
to demonstrate mastery of your program goals. You are responsible for uploading the assignment
to LiveText after the instructor has graded it. Your final grade will not be posted until this is
complete.
Grading and Late Work: Grading criteria for all assignments will be communicated at the
beginning of the course. If you are experiencing circumstances that will prevent you from
turning in an assignment on time, you should notify the instructor immediately via email, text
message, or phone call. Late work will only be accepted under specific, emergency
situations with prior approval from the instructor. Late work will not receive full credit.
College of Education Grading Scale
A 94-100
B 86-93
C 77-85
F 0-76
Course Requirements
Grading will be based on the College of Education grading scale. Students will earn a total
number of points out of 1000 possible points. That number will then be converted into the
grading scale. (Ex. 935 points total; the calculation would be: 935/10 = 93.5 or a 94%, an A)
Grade Distribution:
Communication & Collaboration Mini-Project: 50 points
Creativity & Critical Thinking Mini-Project: 50 points
Multimedia Resource Project: 150 points
Web 2.0 Mini-Project: 50 points
Infographic Creation: 50 points
Digital Storytelling Mini-Project: 50 points
Professional Development Presentation: 100 points
Professional Development Handout: 50 points
Field Experiences Reflection & Documentation: 50 points
Weekly Discussions & Faith-Focused Integration: 400 points
Total: 1,000 points
Submission of Assignments:
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in
any other format will be returned to the student for resubmission. Grade reductions for late
submissions will apply.
Written assignments should be submitted no later than 11:59 PM on the due date. The
following grade reductions will apply:
10% grade reduction if assignment is one day late
25% grade reduction if assignment is two days late
50% grade reduction if assignment is three days late
No assignments will be accepted more than three days after the due date
If an emergency occurs that causes a late submission (an emergency that can be documented,
such as unexpected illness or other major unplanned life event), please contact me at your
earliest opportunity to arrange any late submission. All assignments are due as assigned unless
given specific permission of the instructor to change the due date.
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four
categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge
The first letter of each category provides the theme of Lipscomb's initial and advanced programs:
C.A.R.E. The College of Education believes that this conceptual framework provides the
structure within which all educational programs can sustain a high level of excellence so that its
candidates will be of the highest quality. It is shared widely within the university and beyond.
The C.A.R.E Framework is attached to this syllabus. Your LiveText portfolio will reflect ways in
which your program of study fit within this framework.
Academic Integrity:
In keeping with our identity as a Christian University and our goal to help shape lifelong
disciples of Christ, academic integrity will be taken very seriously in this course. Unless specific
permission is given to collaborate on assignments with other students, each students work shall
be his/her own. Cheating on assignments and plagiarizing on written assignments will,
depending on the severity of the case, result in penalties ranging from a significantly reduced
grade on the assignment to failing the course. Instances of cheating or plagiarism may also be
reported to appropriate members of the administration, depending on the situation. Decisions in
these matters rest with the instructor. Please refer to Lipscombs Code of Conduct and
Academic Integrity Policy.
University Evaluations and C.A.R.E Assessments:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E
assessments of your course and faculty. You will receive an email toward the end of the course
with instructions on how to complete the university evaluations and you will receive further
instructions from your instructor on how to complete the C.A.R.E. assessments.
Students Requiring Accommodations:
If you require classroom accommodations for a documented disability, please discuss your
circumstances with me immediately. If you are entitled to accommodations but have not yet
registered with the Counseling Center, contact that office at 966-1781 immediately.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form
(available in the Registrar's Office) must be signed by the teacher and processed in the
Registrar's Office before the drop is official. If your name appears on the roster at grading time
and you have not officially dropped the course, a grade will be assigned based upon the policies
outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices.
However, should an event (weather-related or otherwise) occur that requires disruption of the
entire Lipscomb University class schedule, students will be notified via multiple venues
including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU
ALERT (http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836).
For information on possible snow-related closures or late starts, students should consult local
television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus).
Students should look for information regarding Lipscomb University, not Lipscomb
Academy.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and
reference pages from the Publication Manual of the American Psychological Association, Sixth
Edition. Other helpful resources for APA guidelines and formatting include the following
websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
College of Education Writing Rubric:
The College of Education has a writing rubric for general use with written assignments. This
rubric is consistent for both undergraduate and graduate programs. Students who have difficulty
with graduate level writing will be asked to do remediation with the university Writing Studio.
C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the
following competencies:

Practices exemplary CRAFT:
1 Develops and refines a personal philosophy of leading, teaching and learning
Plans instruction and student learning goals which are aligned to current standards
! "naly#es and ma$es strategic instructional decisions based on assessment data and current research
% &onitors and evaluates all student learning and engagement using multiple assessments
' (ncourages and motivates students to understand and monitor their own assessment data
) *ntegrates current technology to enhance the learning environment and outcomes
+ &odels and creates opportunities for critical thin$ing, problem solving, and performance s$ill
development
, -rgani#es and manages the learning environment and resources to assure that all students learn
. Differentiates instruction to meet the needs of diverse learners and implements inclusive practices
1 &anages significant behavior issues effectively
Possesses professional ATTITUDES AND VALUES:
1 /elieves that all children can learn, regardless of gender, ethnicity, or social status, and that s0he can
teach them
*s self1reflective and committed to on1going professional development and self1improvement
! Demonstrates confidence and enthusiasm to teach as a professional
% Possesses a strong, achievement oriented wor$ ethic
' 2ompletes assignments, tas$s, and duties punctually and responsibly
) 3iews teaching as a mission to serve others
+ Demonstrates coping s$ills, flexibility, a sense of humor, and 4oy in teaching
, 5esponds appropriately to critical feedbac$
. &a$es decisions informed by high personal and ethical standards
6osters collaborative RELATIONSHIPS:
1 Demonstrates a respect for and appreciation of cultural diversity and individual differences
Provides opportunities for increased cultural awareness for students in the global society
! 5elates to and communicates with all students, parents, and colleagues comfortably and effectively
% 2ontributes to the school culture as a collaborative partner in the achievement of common goals
' Demonstrates professional behavior in all circumstances
) Listens to and appropriately responds to others
+ Demonstrates care and compassion for others
, &aximi#es communication through the use of appropriate means, including technology
. 7ses ethical standards to inform relationships with others
Demonstrates possession of ESSENTIAL KNOWLEDGE:
1 Possesses deep $nowledge of the discipline being taught and its relationship to general $nowledge
Plans effectively for short term and long term instruction within the discipline
! 7nderstands current research on effective teaching and learning
% 8nows developmental stages, learning theories, and their impact on teaching and learning
' 8nows where to find answers and resources to enhance teaching, learning, and classroom
management
) (ffectively communicates orally and in writing
+ *s technologically literate
ASSIGNMENT CALENDAR
Module 1:
21
st
Century
Learners
READINGS:
7ead all of the articles in the Module 1 folder located on 2lackboard and watch the 'ideos posted.
Discussion on Blackboard:
FACT or FICTION Introduction: List three interesting things about yourself on the discussion board by
Saturday, March 8. Two of the facts must be true and one must be false. Look at your classmates
statements and try to guess the false statement of at least two other classmates by Sunday, March 9.
By Tuesday, March 11, go back in to the discussion board and post which one is false. Im excited to
learn more about all of you!!!
Think about what we learned about 21
st
century learners during the week. Are you a 21
st
century learner?
If you think you are, give some examples. If you dont think you are, what can you do to make yourself
more like one? How can you make your classroom more conducive for 21
st
century learners? Due by
Sunday, March 9.
Module 2:
Communication
&
Collaboration
READINGS:
Read all of the articles in the Module 2 folder located on Blackboard and watch the videos posted.
Write a reflective response to your most significant learning from this chapter. What difference will it
make in your professional practice? (DUE: Saturday, March 15) Respond to two classmates
posts. (DUE: Sunday, March 16)
Tech Tools of the Week (Communication & Collaboration): 9xplore at least three i(ad apps and
tech tools that focus on .reati'ity < .ritical Thinking in the classroom. )5se the list pro'ided in the
module, or go out on your own., -or each tool, share at least three specific examples of how teachers,
administrators, or students would be able to use them. (DUE: un!a"# $arch %&)
Communication & Collaboration Mini-Project (DUE: Sunday, March 16)
Module 3:
Creativity &
Critical
Thinking

READINGS:
Write a reflective response to your most significant learning from this chapter. Feel free to add
visuals to support your thinking. What difference will it make in your professional practice? (DUE:
Saturday, March 22) Respond to two classmates. (DUE: Sunday, March 23)
Tech Tools of the Week (Creativit" & Critical Thinkin'): 9xplore at least three i(ad apps and
tech tools that focus on .reati'ity < .ritical Thinking in the classroom. )5se the list pro'ided in the
module, or go out on your own., -or each tool, share at least three specific examples of how teachers,
administrators, or students would be able to use them. (DUE: un!a"# $arch ())
Creativity & Critical Thinking Mini-Project (DUE: Sunday, March 23)
Module 4:
Multimedia
READINGS:
Discussion on Blackboard
Saturday, March 29) Respond to two classmates. (DUE: Sunday, March 30)
Tech Tool of the Week (Multimedia Tool You Used): Discuss at least three suggestions on how
you might implement the tech tool of the week. It could be specific examples of how teachers,
administrators, or students might be able to use it. (DUE: Sunday, March 30)
Multimedia Resource Project (DUE: Sunday, March 30)
Module 5:
Untangling the
Web
READINGS:
Read Chapter 6 in Parker Palmers Courage to Teach.
Saturday, April 5) Respond to two classmates. (DUE: Sunday, April 6)
Tech Tools of the Week (Web (*+ Tools): 9xplore at least three &eb *.+ tools, and share at least
three specific examples of how teachers, administrators, or students would be able to use them.
(DUE: un!a"# ,-ril &)
.aith/.ocuse! 0nte'ration: /fter reading The Courage to Teach .hapter 0 Learning in Community
the Conersation of Colleagues, you could summaries (almer=s ideas in this chapter by stating that
teachers learn best in a community that helps them reflect because the solutions lie within themsel'es
rather than in the sharing of ideas. Do you agree or disagree with this statement> Share your
experiences and aspirations. 7espond in *"+ words. (DUE: un!a"# ,-ril &)
Web 2.0 Mini-Project (DUE: Sunday, April 6)
Module 6:
Visual Literacy
and
Infographics
READINGS:
7ead all of the articles in the Module ! folder located on 2lackboard and watch the 'ideos posted.
Tech Tool of the Week (Infographic Tool You Used): Discuss at least three suggestions on how
you might implement the tech tool of the week. It could be specific examples of how teachers,
administrators, or students might be able to use it. (DUE: Sunday, April 13)
Infographic Creation (DUE: Sunday, April 13)

Module 7:
READINGS:
7ead all of the articles in the Module " folder located on 2lackboard and watch the 'ideos posted.
Tech Tool of the Week (Digital Storytelling Tool You Used): Discuss at least three suggestions on
how you might implement the tech tool of the week. It could be specific examples of how teachers,
administrators, or students might be able to use it. (DUE: Sunday, April 20)
Digital Storytelling Mini-Project (DUE: Sunday, April 20)
Module 8:
Tying It All
Together
READINGS:
Choose one of the technology trends discussed in this week and share two resources to help effectively
integrate this technology into the classroom. Discuss at least three ways you personally could effectively
integrate this technology into your own setting. (DUE: Saturday, April 26) Respond to two classmates.
(DUE: Sunday, April 27)
Post a brief synopsis of your professional development presentation you conducted. Include the
professional development handout you created for your presentation. Due by Sunday, April 27)
Professional Development Presentation (DUE: Sunday, April 27)
Professional Development Handout (DUE: Sunday, April 27)
Field Experiences Reflection & Documentation Form (DUE: Sunday, April 27)
ASSIGNMENT SPECIFICS
Communication & Collaboration Mini-Project (50 points)
Choose one specific communication or collaboration tool, and create something that you would be able to
use in your current setting. If you cannot directly share your tool or give access to me, please take a
screenshot of the tool. Describe what the learning objectives/goals are and how the tool helps your/your
students achieve that goal. Briefly describe how you intend to use this tool in your setting.
The Communication and Collaboration Mini-Project will be due by Sunday, March 16.
Creativity & Critical Thinking Mini-Project (50 points)
Choose one specific creativity or critical thinking tool, and create something that you would be able to
use in your current setting. If you cannot directly share your tool or give access to me, please take a
screenshot of the tool. Describe what the learning objectives/goals are and how the tool helps your/your
students achieve that goal. Briefly describe how you intend to use this tool in your setting.
The Creativity & Critical Thinking Mini-Project will be due by Sunday, March 23.
Multimedia Resource Project (150 points)
The Multimedia Resource Project is meant to encourage you to learn a technology that can help you teach
a topic in a way that will be more engaging, active, collaborative, and memorable for your students. In
addition, I hope that you will be able to learn a technology that 1) you are unfamiliar with right now and
2) you are likely to use in your own teaching. To achieve these two goals, I have provided several options
that you can choose from for this project, and you can suggest your own idea if you can think of a better
one. To qualify, you must select a project that meets these two goals.
You will create a standards-based multimedia resource for use in a classroom and an accompanying
lesson plan for each project. The resource can include text, audio, and video or graphics within a media
file.
*Create a 3-5 minute movie to teach or demonstrate an instructional topic. (Tools like iMovie, Animoto,
or VoiceThread)
*Create a screencast demonstrating or teaching an instructional topic. (Tools like Jing, Screen-Cast-O-
Matic, Doceri, ScreenChomp, EduCreations, or ShowMe)
This assignment is your key assignment for the course.
The Multimedia Resource Project will be due by Sunday, March 30. (Resource = 100 points ; Lesson
Plans: 50 points=150 points total)
Web 2.0 Mini-Project (50 points)
Choose one specific Web 2.0 tool, and create something that you would be able to use in your current
setting. If you cannot directly share your tool or give access to me, please take a screenshot of the tool.
Describe what the learning objectives/goals are and how the tool helps your/your students achieve that
goal. Briefly describe how you intend to use this tool in your setting.
The Web 2.0 Mini-Project will be due by Sunday, April 6.
Infographic Creation (50 points)
Choose an Infographic creation tool, and create something that you would be able to use in your current
setting. If you cannot directly share your tool or give access to me, please take a screenshot of the tool.
Describe what the learning objectives/goals are and how the tool helps your/your students achieve that
goal. Briefly describe how you intend to use this tool in your setting.
The Infographic Creation will be due by Sunday, April 13.
Digital Storytelling Mini-Project (50 points)
Choose one specific digital storytelling tool, and create something that you would be able to use in your
current setting. If you cannot directly share your tool or give access to me, please take a screenshot of the
tool. Describe what the learning objectives/goals are and how the tool helps your/your students achieve
that goal. Briefly describe how you intend to use this tool in your setting.
The Digital Storytelling Mini-Project will be due by Sunday, April 20.
Professional Development Presentation (100 points)
1. Research, prepare, and teach a 20-30 minute professional development presentation on an
educational technology topic. Presentations may be on a particular iPad app, Web 2.0
tool, or technology trend (flipped classroom, mobile devices in classroom, etc).
2. Provide a sign-in sheet for attendees-scan a copy and include it with your assignment
submission.
3. Create an evaluation of your professional development presentation for participants to
complete. Consider using a tech tool like Google Forms to collect this information. (You
can use this information in your Field Experience Reflection.)
Professional Development Handout (50 points)
Provide a handout outlining your professional development presentation that you will give to
your participants. Do not give printouts of your slides. You can create an Infographic to
represent your handout if you prefer. If needed, include any APA citations on the
handout. You will also share your professional development handout with your
classmates on the Discussion Board.
The Professional Development Presentation and Handout is due by Sunday, April 27
th
.
.iel! E1-eriences (2+ -oints)

Please take your Field Experience seriously. It should be different than your normal professional
responsibilities. The Field Experience will take some pre-planning and thinking on your part.
While it is not intended to be overly burdensome, it is anticipated that it will take somewhere
between five and ten hours to complete. Completion of the field experience is required by the
College of Education. The field experience for this course requires students to:
!. .onduct a *+-8+ minute technology-related professional de'elopment session for
teachers. )?any students complete this during a school faculty meeting.,
*. &rite a *-8 page summary of the experience from planning to creating to
implementing to reflecting. This may be a more informal summary, written in first
person, no works cited page necessary.
8. 5pload your summary and the field experience form to 2lackboard and ;i'eText by
the due date.
@@S(7I3A *+!: ST5D93TS0 6n Saturday, /pril " from B08+ a.m. C !* p.m., ;ipscomb
5ni'ersity=s .ollege of 9ducation is hosting Ignite *.+ Technology 53.onference. )I know
many of your attended in the fall., /ttending this 53conference, can count as your field
experiences for this course.
%ou could also knock out two assignments at once if you want to present your (rofessional
De'elopment session at the 53conference. (lease let me know /S/(DDD
%our field experiences reflection and form is due by un!a"# ,-ril (3
th
.
Weekl" Class Discussions & .aith/.ocuse! 0nte'ration Discussion (4++ -oints)
Students will be reEuired to participate in se'eral online discussions through 2lackboard. These
discussions comprise a maFor portion of the grade for this course. -ailure to adeEuately
participate in the discussion forum will se'erely impact one=s grade. Discussion board rubric will
be posted in the .ourse -iles section.
Instructions for discussion responses0
!. 7ead assigned materialsGre'iew websitesGwatch 'ideos as assigned for each topic.
*. Independently research facets of the topic that will add depth to the discussion.
8. ;ocate the discussion prompt for each topic on 2lackboard.
:. (articipate thoughtfully in the 2lackboard discussion with a minimum of reEuired
posts. )?ost reEuire a direct response to the prompt and two responses to the posts of
others.,
". Specifically reference information from the readings or materials that relate to your
discussion. -eel free to share any other open source materials you think are important
and can enhance the con'ersation.
. /ll posts should adhere to the due date listed.

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LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5613 Effective Technology Use in the Classroom-Spring

Infographic Creation (DUE: Sunday, April 13)

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