Digital Communication in the Classroom
Education Specialties Department
Examines ways that learners can use digital communication technology to work creatively with others; to expand the walls of their classrooms for collaborative and global learning; and to enhance the ways that students access, evaluate, and disseminate information.
The Internet has become a pervasive part of society for entertainment, information, research, and communication. Schools have joined the bandwagon spending billions of dollars to get connected. The potential benefits of the Internet are great but there are risks as well. To prevent schools from wasting their money, teachers must know how to take advantage of the educational opportunities of the Internet. Furthermore, as part of schools mission to prepare students to be lifelong learners, teachers must be prepared to help students learn from the Internet on their own. Finally, teachers must be prepared for the dangers of the Internet, including the variety of true, false, and biased information that students will encounter.
1. Web Design: Students will gain technical skills in accessing and producing information for the Internet and World Wide Web.
2. Telecollaborative Projects: Students will develop strategies for integrating the Internet into the K-12 curriculum in classrooms with different levels of technology, different grade-levels, and different subjects.
3. Critical Information Literacy: Students will develop strategies for evaluating information and teaching K-12 students to evaluate information and understand the dangers and limitations of Internet.
4. Professional Learning Networks: Students will
understand the need for and power of Professional Learning Networks and
develop their own professional learning network.
Primary Texts (Required):
Marcovitz (2012). Digital Connections in the Classroom. Washington, D.C.: International Society for Technology in Education.
LiveText (only required for those entering the program Fall 2012 or
Method of Data Storage
Software (provided in class and Loyola University labs):
COURSE OUTLINE AND SCHEDULE OF CLASSES (note changes are likely to everything listed below to accommodate our online classes)
||Topics|| Assignments (generally due at the beginning
Introduction to courseJourney North
Aphorisms: Introduction to Critical Information Literacy
Black Invention Myths and the 5 Ws
Introduction to Professional Learning Networks
Our Class Summary
Complete Online Survey (by end of class)
Sign up for Your Class PLN by the end of class
Introduction to Telecollaborative Projects and Global Education
More Critical Information Literacy
Internet Projects: Interpersonal Exchange Projects
Web Page Authoring: Basics Review
Class PLN Groups Create Communication Method and Email to Instructor How to Join
(by beginning of class)
Bruce, "Credibility of the Web" (PDF file, Adobe Acrobat Reader required)
Marcovitz, Chapter 2, Critical Information Literacy
Professional Learning Networks
Evaluating Information on the Web
Internet Projects: Information Collection/Analysis and Problem Solving
Marcovitz, Chapter 5, Web 2.0
Peruse Marcovitz, Chapter 9, Basics of Web Design
Web Page Authoring: Using KompoZer
Web 2.0 and The Flat Classroom Project
Sources of Telecollaborative Projects: iEarn and Global Schoolhouse
Using Your Loyola Web Space
Web Page Authoring: Weebly
Marcovitz, Chapter 6, Searching the Web
More Web Page Authoring Tools
Other Web Page Creation Tools
Designing Telecollaborative Projects
Free Web Spaces
Information Literacy Project Due
Telecollaborative Projects in Context
|Marcovitz, Chapter 3, The
Overhyped Dangers of Wikipedia
Social Networking and Children
||PLN Project Due
|Telecollaborative Project Due
Marcovitz refers to the primary text.
The professor reserves the right to make changes to this schedule. Changes to the schedule and changes in assignments will be announced in class.
You are expected to:
1. Attend all classes.
2. Complete all reading assignments as assigned in class.
3. Participate in electronic class discussions and in-class discussions.
4. Be prepared each class to save work via a flash drive, CD, network drive, etc.
5. Hand in all projects by the last day of class.
6. Present one project to the class.
ASSESSMENT PROCEDURES AND GRADING CRITERIA
Projects and written materials should reflect the student's knowledge of the subject as well as the use of higher-order thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should be presented in a professional manner, including correct spelling, punctuation, grammar, and usage.
In this class, you will complete three projects. All projects will be weighted equally. This will account for 90% of your grade. In addition, you will receive a grade for class participation (which inlcudes the Class Summary Assignment), which will account for 10% of your grade. Each assignment and class participation will be awarded a letter grade from A+ to F (including all + and - grades in between). The grades will be averaged together with the above weighting to form the final grade. For the purposes of averaging, the following numeric equivalents will be used: A+ = 100; A = 95; A- = 92; B+ = 88; B = 85; B- = 82; C+ = 78; C = 75; C- = 72; D+ = 68; D = 65; D- = 62; and F = 0. When the grades are averaged, the following scale will be used to assign the final grade (note that A+, C-, D+, D, and D- are not options for final grades): above 92.5 = A; 90 - 92.5 = A-; 87.5 - 90 = B+; 82 - 87.5 = B; 80 - 82.5 = B-; 76.5 - 80 = C+; 70 - 76.5 = C; below 70 = F.
In addition to the graded assignments, each student is required to present one project to the class and to participate in any in-class assignments and discussions. These assignments are ungraded, but failure to do these assignments will significantly impact the class participation grade.
Due to the fact that this an interactive, laboratory course, students are required to attend all class sessions. Frequent unexcused tardies and/or absences will impact your grade.
Plagiarism will not be tolerated. Unless otherwise stated, all work handed in for assignments is expected to be the original work of the student. Work that is not your own should be properly and clearly credited to the original author. Any plagiarized work will lead to a grade of F for the course.
Note that your instructor has access to many of the same resources that you do and can easily check for plagiarism in a number of ways (see for example http://www.plagiarism.org/).
If you have a disability that is documented with the Disability Support Services Office (DSS) and wish to discuss academic accommodations, please contact your instructor as soon as possible. If you have a learning disability that has not been documented, you may contact the Disability Support Services Office (410-617-2602) for assistance.
Baron, A.E. & Ivers, K.S. (1996). The Internet and instruction: Activities and ideas. Englewood, CO: Libraries Unlimited.
Bruce, B. (2000). "Credibility on the web: Why we need dialectical reading." Journal of Philosophy of Education (special issue), 34(1), 97-109.
Bruce, B. (1999, May). "Education online: Learning Anywhere, Any Time." Journal of Adolescent and Adult Learning, 42(8), 662-665.
Bruce, B. (1999, April). "Digital Content: The Babel of Cyberspace." Journal of Adolescent and Adult Learning, 42(7), 558-563.
Bruce, B. (1999, December). "Searching the Web: New Domains for Inquiry." Journal of Adolescent and Adult Learning, 43(4).
Bruce, B. C., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. New York: Cambridge University Press.
Bruce, B., & Rubin, A. (1992). Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Lawrence Erlbaum Associates.
Burniske, R.W., & Monke, L. (2001). Breaking down digital walls: Learning to teach in a post-modem world. Albany, NY: SUNY Press.
Cafolla, R., Kauffman, D., & Knee, R. (1997). World wide web for teachers: An interactive guide. Boston: Allyn and Bacon.
Cohen, K.C. (1997). Internet links for science education: Student-scientist partnerships. New York: Plenum Press.
Crotchett, K. (1997). A teacher's project guide to the Internet. Portsmouth, NH: Heinemann.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Feenberg , A. & Barney, D. (eds). (2004). Community in the digital age: Philosophy and practice. Lanham, MD: Rowman & Littlefield.
Freeman, E. & Freeman, E. (2006). Head First HTML with CSS &
XHTML. Cambridge, MA: O'Reilly.
Garner, R. & Gillingham, M. (1996). Internet communication in six classrooms: Conversations across time, space, and culture. Mahwah, NJ: Lawrence Erlbaum Associates.
Groves, Dawn. (1997). The web page workbook: Academic edition. Wilsonville, OR: Franklin, Beedle & Associates.
Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Eugene, OR: International Society for Technology in Education.
Hunter, B. (1993). Internetworking: Coordinating technology for systemic reform. Communications of the ACM, 36(5), 42-46.
Katz, J. (2000). Geeks: How two lost boys rode the Internet out of Idaho. New York: Villard.
Marcovitz, D.M. (1997). I read it on the computer, it must be true: Evaluating information from the web. Learning & leading with technology 25(3), 18-21.
Marcovitz, D. M. (2012). Digital
Connections in the Classroom. Washington, DC: International
Society for Technology in Education.
November, A. (1998). The Web--Teaching Zack to think. Retrieved December 15, 2010, from http://novemberlearning.com/resources/archive-of-articles/teaching-zack-to-think/
Peters, L. (2009). Global education: Using technology to bring the world to your students. Washington, DC: International Society for Technology in Education.
Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Schrum, L. & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Boston: Allyn and Bacon.
Schiller, H.I. (1996). Information inequality: The deepening social crisis in America. New York: Routledge.
Serim, F. & Koch, M. (1996). NetLearning: Why teachers use the internet. Sebastopol, CA: Songline Studios, Inc.
Shade, L. R. (2002). Protecting the kids? Debates over Internet content. In S. Ferguson & L. R. Shade, (Eds.), Civic discourse and cultural politics in Canada: A cacophony of voices. Westport, CT: Ablex. Retreieved July 12, 2007 from http://artsandscience1.concordia.ca/comm/shade/word/Protecting_the_Kids.pdf
Starkey, B. (1998). Using computers to connect across culural divides. In H. Bromley & M.W. Apple, (Eds.), Education/technology/power: Educational computing as a social practice (pp. 175-185). Albany, NY: State University of New York Press.
Tarbox, K. (2000). Katie.com: My story. New York: E.P. Dutton.
Turkle, S. (1995). Life on the screen: Indentity in the age of the Internet. New York: Simon and Schuster.
Williams, R. & Tollett, J. (2000). The non-designer's web book: An easy guide to creating, designing, and posting your own web site, 2nd Ed. Berkeley, CA: Peachpit Press.
Wresch, W. (1996). Disconnected: Haves and have-nots in the information age. New Brunswick, NJ: Rutgers University Press.
This page was prepared by Dr. David M. Marcovitz.
Last Updated: May 12, 2015