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Directions or Assignment : Use this Group to share resources and ideas for class papers. Check out the discussion function that makes this a social collaborative space.

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ICT 07755 Syllabus
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Faculty of Education Graduate Studies & Field Research BU 07:755 / ICT for Teachers Fall Session / 2010 / First Term
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Instructor: Dr. Glen Gatin Telephone: 204 571 0836 - Skype:ggatin Email: ggatin@ggatin.com
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Course Description:
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This course will examine the impact of Informa tion & Communication Technology (ICT) on teaching and curriculum implementa tion practices. Educa tors who want to effectively infuse ICT into their teaching practice must have first-hand experience using online applications. The course invo lves hands-on exploration to support critical analysis o f the impact, limita tions and possibilities of ICT and social media. Course Objectives:
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1. To develop capacity to work collaboratively using web-based applications. 2. To develop digital competence in the use o f social media applications such as weblogs, wikis, distributed classification systems , podcasts and RSS feeds. 3. Critically assess online so ftware tools, applications , and concepts . 4. To provide a basis for ac tion research to assess the educationa l merit o f various forms o f web-based ICTs and social media applications . Required Texts & References: No textbook is required for this course.
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Course Assignments
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1. Establish an anonymous Goog le account. Use the same a lias to se t up Gmail, Google Reader, B logger, Skype and Twitter accounts . 2. Establish a news aggregator account and gather the RSS feeds of c lass participant b logs and o ther sites o f persona l interes t.
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ggatin: \n
Nice to meet you​
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3. Establish a wiki or blog as an e -portfolio of your c lass ac tivities. Post a weekly reflec tion on of the impact of social networking on teaching and learning . 4. Choose a web-based application and prepare a collaborative presentation. 5. Establish accounts with online bibliographic services and use them to gather and organize resources for the fina l pro ject. 6. Use online co llaborative document produc tion and management sys tems to p lan and comp lete the fina l pro ject. 7. Develop and pos t a 5 minute audio podcast discussing the use of web based resources in a blended learning situation. 8. Develop and pos t a 5 minute video-cast of a lesson or presentation. 9. Develop a persona lized Google map with links to relevant images and videos. 10. Final pro ject options : (A or B) A- An 8-10 page essay using Google Docs outlining a proposal for action research that could be used to assess the impact o f social ne tworking tools and prac tices in an education setting. Format with APA 6th Edition. B- Create and edit a Wikipedia entry (1000-2000 words) tha t mee ts the Wikipedia community standards and persists as a unique contribution. Course Grade Evaluation:-A rubric will be co llaborative ly deve loped for each of the activities. Minimum grade requirement for graduate program: B
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Grade Equivalencies:
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A+ 96-100 A 90-95 A- 85-89 B+ 80-84 B 75-79   Academic dishonesty will cancel out all the calculations above and result in a final grade o f F-AD (Fail-Academic Dishonesty) (refer to the Graduate Calendar, section 5 .3.2) Instructor / Course Evaluation: The anonymous course evaluations will be comp leted online . All s tudents are expected to comple te the evalua tion. Dates of the eva luation will be communicated by the instruc tor through the Gradua te Studies Office. Proposed Class Schedule: Most of the interac tion in this class will be online and asynchronous. Weekly online synchronous sessions will be conduc ted using a variety of web-based audio and video applications. Time and day will be determined . Individua l consultation with the instructor will be available online , by phone, or in person at the Brandon University Campus .
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B- 70-74 C+ 65-69  C 60-64 D 50-59 F Under 50%
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Instructor suggestions for getting the most out of the course:
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Participants should have general proficiency with basic computer applications , email, word processing, file management, and web browsers, and must have ready access to a multimedia computer equipped with a computer head-set with a microphone, a web camera, and an unrestricted, high-speed Internet service. Depending on your computer proficiency you should plan to spend 6 -8 hours per week on course work inc luding a weekly one hour synchronous session

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Then, several online social networks-related modules were proposed for an e-learning platform, called personal learning environment box, creating a space for sharing and collaboration turning students more active in shaping their learning process. 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769430, "username": "klbklb888", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/klbklb888", "type": "text/html" } } }, "creatorSummary": "Zhang and Marinovic", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "K597ERWF", "version": 1, "itemType": "journalArticle", "title": "ICT in teacher education: Examining needs, expectations and attitudes", "creators": [ { "creatorType": "author", "firstName": "Zuochen", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "Dragana", "lastName": "Marinovic" } ], "abstractNote": "An exploratory case study was designed to obtain pre-service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the teacher candidates, such as age, gender, English language proficiency, and previous education, a wide range of responses to the online survey and the semi-structured focus group interview questions was expected. Implementation of the sequential mixed method research design resulted in emerging themes related to participants’ social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. Findings from this study are compared to earlier studies done in the same setting. Findings from this case study show unexpected consistency in teacher candidates’ comments despite changed circumstances. 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Veuillez adresser toute demande à: CNIE / RCIÉ, 260 Dalhousie Street, Suite 204, Ottawa, Ontario, Canada K1N 7E4", "extra": "An exploratory case study was designed to obtain pre-service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the teacher candidates, such as age, gender, English language proficiency, and previous education, a wide range of responses to the online survey and the semi-structured focus group interview questions was expected. Implementation of the sequential mixed method research design resulted in emerging themes related to participants’ social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. Findings from this study are compared to earlier studies done in the same setting. Findings from this case study show unexpected consistency in teacher candidates’ comments despite changed circumstances. This study could be employed as a useful reference for the design of an ICT curriculum for Teacher Education programs.\n\n Résumé : Une étude de cas exploratoire a été conçue afin de connaître les attentes et les dispositions des futurs enseignants à l’égard de l’apprentissage et de l’intégration des technologies de l’information et de la communication (TIC) dans leur pratique d’enseignement et leur apprentissage. L’obtention d’un large éventail de réponses à l’enquête en ligne et aux questions semi-structurées du groupe de discussion était prévue compte tenu de la diversité des horizons démographiques et des conditions sociales des candidats (notamment l’âge, le sexe, le niveau de connaissance de l’anglais et la formation antérieure). L’utilisation de la méthode de recherche séquentielle mixte a conduit à l’émergence de thèmes liés aux conditions sociales des participants, conditions qui influencent leurs perceptions et leurs dispositions à l’égard des TIC ainsi que leurs opinions au sujet de l’utilisation des TIC dans leur future carrière. Les résultats de cette étude sont comparés à des études antérieures effectuées dans un cadre similaire. Les résultats de cette étude de cas révèlent une cohérence inattendue des commentaires des futurs enseignants malgré des différences circonstancielles. 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Blanton", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-10-23T15:24:49Z", "dateModified": "2011-12-09T18:59:22Z" } }, { "key": "DB8RRTSK", "version": 1, "library": { "type": "group", "id": 17791, "name": "ICT07755", "links": { "alternate": { "href": "https://www.zotero.org/groups/ict07755", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/17791/items/DB8RRTSK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ict07755/items/DB8RRTSK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3512, "username": "ggatin", "name": "Glen Gatin", "links": { "alternate": { "href": "https://www.zotero.org/ggatin", "type": "text/html" } } }, "lastModifiedByUser": { "id": 769430, "username": "klbklb888", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/klbklb888", "type": "text/html" } } }, "creatorSummary": "Alexander et al.", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "DB8RRTSK", "version": 1, "itemType": "journalArticle", "title": "Using the Four-Questions Technique to Enhance Critical Thinking in Online Discussions", "creators": [ { "creatorType": "author", "firstName": "Martha", "lastName": "Alexander" }, { "creatorType": "author", "firstName": "Nannette", "lastName": "Commander" }, { "creatorType": "author", "firstName": "Daphne", "lastName": "Greenberg" }, { "creatorType": "author", "firstName": "Teresa", "lastName": "Ward" } ], "abstractNote": "This article describes the effect of a four-questions technique used to enhance critical thinking in online discussions. Students in a graduate educational psychology course participated in three online asynchronous discussions in reaction to case studies. Prior to the second discussion only, students responded to questions designed to encourage critical thinking through the four-questions technique of analyzing, reflecting, applying, and questioning. The researchers measured evidence of critical thinking by rating students’ comments in an online discussion with The Washington State University Critical and Integrative Thinking Scale. Results suggest that the four-questions technique is effective in enhancing critical thinking in online discussions.", "publicationTitle": "Journal of Online Learning and Teaching", "publisher": "", "place": "", "date": "2010", "volume": "6", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://jolt.merlot.org/vol6no2/alexander_0610.htm", "accessDate": "2010-06-24T02:26:47Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0002", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-24T02:29:35Z", "dateModified": "2011-12-09T18:59:21Z" } }, { "key": "CCE99WXT", "version": 1, "library": { "type": "group", "id": 17791, "name": "ICT07755", "links": { "alternate": { "href": "https://www.zotero.org/groups/ict07755", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/17791/items/CCE99WXT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ict07755/items/CCE99WXT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3512, "username": "ggatin", "name": "Glen Gatin", "links": { "alternate": { "href": "https://www.zotero.org/ggatin", "type": "text/html" } } }, "lastModifiedByUser": { "id": 769430, "username": "klbklb888", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/klbklb888", "type": "text/html" } } }, "creatorSummary": "Hammond et al.", "parsedDate": "2011-06-01", "numChildren": 0 }, "data": { "key": "CCE99WXT", "version": 1, "itemType": "journalArticle", "title": "How and why do student teachers use ICT?", "creators": [ { "creatorType": "author", "firstName": "M.", "lastName": "Hammond" }, { "creatorType": "author", "firstName": "L.", "lastName": "Reynolds" }, { "creatorType": "author", "firstName": "J.", "lastName": "Ingram" } ], "abstractNote": "This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1-year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi-structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in-service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers' use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers' use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of ‘self-efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils' behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. 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