Digital Communication in the Classroom


Digital Communication in the Classroom

ET 630

Education Specialties Department
Loyola University Maryland
2034 Greenspring Drive
Timonium, MD 21093

Syllabus: ET 630.601 Digital Communication in the Classroom
Credit Hours: 3
Term: Summer 2015
Location: Graduate Center - Timonium Campus
Time Mondays and Wednesdays, 4:20pm-7:00pm
Professor: David M. Marcovitz, Ph.D.
Office: GCTC 26N
Phone: 410-617-2250
Office Hours: from 3:50-4:20 before class and by appointment

Education Department Learning Outcomes
I. Competence X
   I.A. Possesses Broad Knowledge X
   I.B. Creates Productive Learning Environments X
   I.C. Reflects on Practice X
   I.D. Displays Leadership  
   I.E. Forms Community Relationships X
II. Conscience X
   II.A. Behaves Ethically X
   II.B. Is Committed to Social Justice  
III. Compassion X
   III.A.Exemplifies Cura personalis X


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 later)

Materials Needed:

Primary Texts

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)

Class Date
Topics Assignments (generally due at the beginning of class)

Introduction to course

Journey 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

RSS Readers

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

Collier, "In Praise of the Internet: Shifting Focus and Engaging Critical Thinking Skills"

3 (online)

Blog Updates

Web 2.0

Professional Learning Networks

Evaluating Information on the Web

Internet Projects: Information Collection/Analysis and Problem Solving

Marcovitz, Chapter 4, Telecollaborative Projects

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

Read Facebook in First Grade


Web Page Authoring: Weebly

Marcovitz, Chapter 6, Searching the Web


6 (online) 6/1

More Web Page Authoring Tools



Other Web Page Creation Tools

8 (online) 6/8

Work Time


Designing Telecollaborative Projects

Internet Searching

Free Web Spaces

Critical Information Literacy Project Due

10 (online) 6/15



Telecollaborative Projects in Context


Marcovitz, Chapter 3, The Overhyped Dangers of Wikipedia

12 (online) 6/22

Social Networking and Children

Work Time

Work Time
PLN Project Due
Project Presentations

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.


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


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.

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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.

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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.

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This page was prepared by Dr. David M. Marcovitz.

Last Updated: May 12, 2015