Flagler College
EDU 462 B: Professional Development and Technological Development
Fall Semester 2015-2016
Name and Title: Dr. Sandra L. Davis, Professor of Education
Credit Hours: 3
Location: L-302
Office Telephone: 904-819-6232
Meeting Times: TR 3:30-4:45
E-Mail: [email protected]
Office Location/Office Hours: Kenan-510 MW 1:00 - 2:00 and TR 11:00-2:00- Walk-ins are
always welcome!
Course Description: The capstone course for the Education Major designed to assist students in
utilizing and refining technology skills in the classroom, planning a Teacher Work Sample
(TWS), acquiring the necessary skills to obtain certification and employment and completing a
pre-internship portfolio. Students are required to purchase an external hard drive no smaller than
100 GB
Course Prerequisite:
Students must
 be in the final semester before internship

have a 2.5 GPA

have been accepted to the Department and accepted as an intern

have successfully passed the FL Teacher Exams: General Knowledge, Subject
Area(s), and Professional Education
Expected Student Learning Outcomes:
1. Students will complete their Portfolio utilizing Livetext software and provided template and
relate their collected evidence from all coursework to the Florida Accomplished Practices.
2. Students will demonstrate their ability to use the basic technology tools and software
packages to create portfolio products and student learning opportunities.
3. Students will examine and create student learning activities utilizing WEB 2.0 Tools, Tablets
and Computers related to content areas.
Expected Student Outcomes:
Students will
1. complete their pre-internship portfolio to demonstrate their adherence to the Florida
Educational Accomplished Practices.
2. write their professional resume and have it approved by the Career Planning Office.
3. integrate the use of current technology and software programs with instructional activities
for children in grades K-12.
4. develop instructional resources using free, cloud resources for students and teachers.
5. evaluate tablet use and apps for classrooms and for instruction with particular emphasis
on IOS systems.
6. experience coding at a basic level and investigate this activity as it is currently applied in
K-12 programs
7. investigate available technological tools for teachers including older, low tech, and
limited resources.
Required Text(s) and Supplemental Readings
Currently, there are no required textbooks for this course: However, there will be weekly
readings and activities provided by the instructor online. You may choose to save or print these
materials if you wish. Readings will be drawn from a variety of sources.
Additional requirements
1.
You are required to have a portable drive to back up your materials and to locate them in
a single location. Please do NOT rely on a flash or thumb drive as they are notoriously
undependable. You are also required to have a Livetext Account with Learn 360 for your
portfolio.
2.
Students who do not have their own iPad and check out one from the Education
Department are required to provide a cover or case to protect the iPad throughout the
semester.
Course Requirements and Methods of Assessment
1. Completed Pre-internship Portfolio
10 points
The completion of your portfolio is a requirement of this class. All students should be
prepared to share the final pre-internship portfolio with their advisors on or before
November 24 at 4:00 pm. A rubric will be provided. I will review your final portfolio
prior to your advisor’s review and share feedback with you. However, the grade for your
final portfolio is determined by your advisor.
Completed Professional Evidence & Subject Area(s) Evidence pages
Construct the Evidence Pages (Professional Ed and Subject Area) complete with the
identified FEAPs, ESOL, and Content Area Standards. Complete the table of prescribed
and self-selected evidence and include links to all evidence documents and rubrics. Each
entry into the matrix should be linked to a Live Text Document and linked back to the
corresponding evidence page.
All documents should be typed directly into Livetext or the cover page should linked to
a hidden pdf of the evidence. There should be no URLs posted for the viewer to have to
open.
All students must include the following pieces of evidence in their portfolios. This
includes the project in its entirety and the accompanying assessment. Please place
ONLY the professional artifacts on this page.
Artifacts Required of Elementary Education Majors
EDU 321: General Methods of Instruction - Lesson Plan
EDU 321: General Methods of Instruction - Unit Plan
EDU 242: “Meet Your Teacher” Video
EDU 462: Professional Development and Technical Design - Webquest
EDU 355: Tests and Measurements - Tests Results Analysis and Remediation
Plan
EDU 471: Curriculum - Curriculum Project and Presentation
EDU 357: Classroom Management – Classroom Management Plan
EDU 202: Introduction to Teaching and Learning - Ethics Essay
Elementary Education majors should include at least two (2) pieces of evidence
from their area of specialization. This is in addition to the Reading and ESOL
artifacts required as part of the endorsement. Select your artifacts carefully as they
should reflect evidence necessary to illustrate adherence of the standards.
Artifacts Required of Elementary Education Majors for ESOL (also for secondary
English)
ESL 415: Sheltered Integrated Lesson Plan
ESL 315: Culture-Specific Study Cooperative Group Assignment
ESL 325: Applied Linguistic Project
Artifacts Required of Elementary Education Majors for Reading Endorsement
EEL 301: Phonological Awareness and Word Recognition Report
EEL 455: Two Case Studies
ESE/EDD majors need to include a minimum of three artifacts from their area of
Secondary Education majors or a students in a K-12 certification area need to
include a minimum of three artifacts from their area of study. Students should also
include the content standards for your certification area. See more information in
the handouts in LMS.
Completed Field Experience Page
In the Field Experience section, you will present evidence of your successful practicum
experiences. All practicum forms must be scanned, saved as jpegs and uploaded via File
Manager or Insert Image. It is easier for your viewers and your advisor to quickly access
the documents this way. Please do not attach them or link them. Place each one in its
own section and title it with the course name and number. You should provide a listing
of the courses for which you are providing practicum evaluations. If you are missing any
forms, you should provide an explanation of its absence and be prepared to discuss this
with your adviser. Make sure you title each section accurately: In other words, do not
title the section Practicum 1: rather title the section EEL 301, Elementary Reading (or a
similar appropriate title). Many of you may have as many as 8 - 10 practicum forms
including your ESOL, Elementary, ESE, and EDD classes
2. Resume
10 points
Students are required to have resumes reviewed by the Career Planning & Placement
Office before submitting. Please note: Three points will be deducted from your resume
grade without documentation of visiting the Career Planning &Placement Office.
3. Web 2.0 Project
10 points
Students will complete a Web 2.0 Project in support of an existing instructional unit:
To begin:
 Provide a brief definition of Web 2.0: What is it? What is the appeal of 2.0 projects for
educators? Provide at least 3 reasons why in response to this question.
 Introduce the application /tool you have selected from the list of 2.0 projects provided:
Consider the following: What is the stated purpose of the tool? What is the web address
of the application? Are there any requirements to use the application? If so, what are
they? Is there any reason this tool should not be used with students you plan to
teach?
Objectives: In this section, provide an example of how you might use your
application. In order to do this, create an objective related to content you select that is for
a particular age group and or activity.
 Write at least one content objective (related to content of either social studies, science,
literature, or mathematics). You may also include a second more process oriented
objective if you wish.
Illustration of the Application
 Consider how you can use your application as an interactive activity for your students.
 Create the activity and either link it, attach it or embed it in the next section to
illustrate your work.
Pros and Cons of the Tool: Now that you have actually used this tool, please reflect on
its applicability for classroom use.
 Age appropriateness: This tool works for which ages?
 Size (for storage purposes): Files can printed or posted to the web.
 Ease of use:
 Learning curve: How long does it take to learn? Are there tools available that can be
used to change, tailor or emphasize content? Do these require practice?






Stability: The site is well known and has been in existence for a long period of time.
Access: Via the web, requiring no membership or sign in.
Appeal: Engaging use of print, color, fonts.
Interactiveness: This depends on how specifically you want to tailor or control the
contents.
Presentation capabilities: WYSIWYG
Ownership: Who owns the product?
How do you recommend teachers use this tool?
Now that you have actually investigated and used this application, how would you
recommend teachers use this in the classroom? Explain and justify your response.
Resources
List the resources you have found on the web that could help teachers use this
application. You may list them as personal resources or you may create a text and image
section and embed the links in the section so that you may comment more fully on the
sites.
FEAP A1
FEAP A2
FEAP A3
Instructional Design and Lesson Planning (a, c, f, g)
Learning Environment (g)
Delivery and Facilitation (a)
4. Webquest Group Project
10 points
Students will complete a webquest using WIX in support of an existing instructional unit.
Introduction: The purpose of this section is to both prepare and interest the intended
audience, the student. Write a short paragraph here to introduce the webquest activity to
the students. Set the stage, entice your learners, and relate the experience to the overall
unit theme. In the Introduction, you will communicate the Big Question that the whole
webquest is centered around. Include the webquest title here.
Task: The task focuses learners on what they are going to do - explicitly, the culminating
performance or product that drives all of the learning activities. Describe concisely and
clearly what the end result of the learners' activities will be. Include the Florida Standards
addressed here.
Process: This section outlines how the learners will accomplish the task. This section
includes each step to be followed, student’s roles, and tools for organizing information.
To accomplish the task, what steps should the learners go through? In this section, you
should also provide some guidance on how to organize the information gathered.
Resource: This section explains the use of the resources page and provides a links to the
on-line resources that you've identified as they go through the Process.
Evaluation: This section describes the evaluation criteria needed to meet performance
and content standards. The assessment rubric(s) or checklist should align with the
culminating project or performance, as outlined in the task section.
Conclusion: The conclusion brings closure and encourages reflection. Summarize what
the learners will have accomplished or learned by completing this activity or lesson.
Include some rhetorical questions to encourage them to extend their thinking into other
content beyond this lesson.
Credits: Here is where you will cite your sources.
FEAP A1
FEAP A2
5.
Instructional Design and Lesson Planning (a, c, f)
Learning Environment (g)
iPad Group Project
20 points
Students will select IPAD apps (and identify their android, google, and Microsoft
versions) appropriate for specific age groups and content areas and utilize those apps to
develop learning activities. Select standard(s) that would be suitable for your upcoming
internship, future classroom, or simply something you are passionate about. Create a
presentation using Keynote as the base and merging Educreations and a minimum of
three additional apps from the following list (Videolicious, Glogster, Prezi,
Tellagami) or any suitable ones you select on your own.
Save your project on your iPad and be prepared to share in class.
FEAP A2
FEAP A3
6.
Coding Project
10 points
Students will experience the hour of code in at least two different software programs and
complete the resulting projects with reflections on their experiences.
FEAP A3
7.
Learning Environment (f, g)
Instructional Delivery and Facilitation (a)
Instructional Delivery and Facilitation (g)
Virtual Field Trip
30 points
Students will create a virtual field trip to a site in Saint Augustine for a specific grade level
utilizing specific standards across at least two different content areas. The virtual field trip
will include the use of green screen technology. Sites available are listed below. Directions
and rubric will be provided by the instructor.
1.
2.
3.
4.
5.
Flagler College
Castillo de San Marcos National Monument
Mission of Nombre de Dios & Shrine
Fort Mose,
Lightner Museum
6. Fountain of Youth Archaeological Park
7. St. Augustine Black Heritage & Civil Rights Tours
FEAP A1
FEAP A2
Instructional Design and Lesson Planning (a, b, f)
Learning Environment (a, i)
Methods of Instruction: Demonstration, a flipped- classroom approach, project development,
lecture, lab, collaboration, and discussion are the primary means of instructing students in this
course. Tools of technology and teaching are meant to be shared to insure student success.
Students are encouraged to be active classroom participants.
Grading Standards/Scale: See requirements for weighting of each assignment: There are a
total of 200 points available in this course for each student.
A 100-93
C+ 79-72
A- 92-90
C 76-73
B+ 89-87
C- 72-70
B 86-83
D+ 69-67
B- 82-80
D 66-60
C+ 79-72
F 59-0
Class Attendance Policy: The following Flagler College Class Attendance Policy outlined in
the catalog will be adhered to: “A student who is absent, for any reason, (excused or unexcused),
more than 20% of the scheduled class meetings for the academic semester will not receive credit
for the course. Students must request all excused absences through the Office of the Assistant
Dean of Academic Affairs or through the College Nurse and must provide appropriate
documentation to obtain an excused absence.” In addition, please note that you will be counted
absent if you enter class after the class role has been taken. One point will be deducted for
each unexcused absence.
General Notes
1. Assignments handed in past the due date will be marked down at the rate of five-percent per
day. Under no circumstances will assignments be accepted more than five days after the
assigned due date. If students put assignments on my desk, in my mailbox, or have them
delivered by a friend, etc. they do so at their own risk.
2. Please use office hours to discuss individual questions, problems, assignments, etc.
3. There are no provisions for extra credit work.
4. Please note that computer/technology problems are not an acceptable excuse for late work.
5. Please use the Office of Assistant Dean of Students if personal problems occur that might
affect the course grade and cannot be discussed with the instructor.
Academic Honesty: The following Flagler College policy regarding Academic Honesty can be
found in the Flagler College Catalog will be adhered to: Cheating, plagiarism, violation of test
conditions, complicity in dishonest behavior, or other falsification of academic work is a serious
breach of College expectations and is subject to immediate disciplinary action. Any violation of
this policy will result in a “0” for the assignment.
Statement on Disabilities: Flagler College offers special academic accommodations to students
with documented disabilities. Services include alternative test administration and/or services of
interpreters, note-takers, and readers. In order to receive special academic accommodations, a
student must register with the Office of Services for Students with Disabilities (OSSD) located
on the 2nd floor of Proctor Library and provide the required documentation of disability. Contact
Ms. Lynn Francisco at (904) 819-6460, or, [email protected].
Guidelines for the Preparation of Assignments
All written assignments, in spite of attempts to specify every point of evaluation, contain
elements of subjective judgment. This professor will consider neatness, grammar, spelling,
creativity, use of resources, proper referencing, composition, etc. as part of the point grade on
each assignment. Save all papers/projects on a jump drive.
E-mails: In e-mails, always include (Course prefix/number) in the Subject line; include first and
last names in the body of the email.
Civility and Disruptions in the Classroom
Please be sure your cellphones, netbooks, and other forms of communication are turned off and
put away during class unless they are being used for part of the lesson. In addition, when there is
a focused lecture, demonstration, or guest speaker, please turn monitors off and attend to the
lesson.
Education Department Dress Code
Teachers serve as role models for the students with whom they work and as leaders in the
community. Consistent with these roles, all students from Flagler College shall dress in a manner
and have an appearance that is appropriate and professional in light of the environment in which
they work, the duties of their jobs and the impressionable youth they serve. Although our climate
and environment may be less formal than other parts of the country, it is still important that
Flagler students do not appear at any school-affiliated function, including practicum assignments
and internships, wearing flip flops, shorts, beachwear, see-through and otherwise revealing
clothing and apparel with slogans. Clothes should be clean, neatly pressed, and free of rips, tears,
tattered hems; body accoutrements (other than earrings and traditional jewelry) should be
removed (including hardware worn in the tongue) or covered (tattoos). It is important that
Flagler students dress as role models for the students. Questions about this policy should be
directed to Flagler Education Department faculty.
Tentative Schedule: Tuesdays
Date
Topic
1
Assignment Due
Welcome seniors!
8/27
2
9/1 & 9/3*
Review of LiveText Skills and Changed
Portfolio (T)
Portfolio: Professional Education and
Subject Area(s) Pages, including
required standards. (T)


Resume Building Workshop with Tara
Stevenson (R)
3
9/8 & 9/10
*Last Day to Add or Drop Courses
without a Grade 9/3

Portfolio: Field Experience Page (T)

Portfolio: Credentials Requirement (T)
Explore Lino- a free sticky and canvas
service http://en.linoit.com/ (R)



4
9/15 &
9/17*
Microsoft Tools for Teachers:
Templates Anyone? (T)
*General Lab day to complete portfolio
requirements (R)
* I will be at the Marzano Teacher
Evaluation Model Training in Tavares
(9/17-18)

Review Help Materials in
Livetext: Gather all required and
self-selected evidence, rubrics,
and practicum evaluation forms.
From LMS: Resume Building
watch the video How To Answer
The Most Important Teacher
Interview Question (Before
Thursday, 9/3)
From LMS: Welcome and
Overview Page watch the video
The Flipped Class: Is Flipping
for Everyone? (Before Tuesday,
9/8)
From LMS Module: Linoit
watch Video Linoit - 3 Minute
Tech (Before Thursday, 9/10)
Visit Career Planning &
Placement for Resume Revisions
(this week or early next)
Create an Avatar: See the
resources on LMS (Post Avatar
on the discussion board before
9/15 and explain which software
you used to create it and why)
From LMS Module: Microsoft
Tools watch the Videos on the
various Microsoft Tools (Before
Tuesday, 9/15)
From LMS Module: iPad Set
Up & More read the bookmark
Learn How to Setup iPad
(Before Tuesday, 9/15)
5
9/22 & 9/24
Changing Technologies: IPAD, Cloud,
One Drive, Phones, Oh MY! (T)

Due: Resume (T)

Due: Completed Professional
Evidence & Subject Area(s)
Evidence pages and Field
Experience Page via LiveText
(T)
Working in Pairs: Select an app
to present to the class
Ipad Distribution and Orientation (R)
Three apps to get you started (R)
6
iPad Group Project Guidelines
9/29 & 10/1
Lab Time: Apps Exploration

7
10/6 & 10/8
Integrate Technology into Instruction:
Apps Sharing (T)

Create a copy of your EDU 321
Unit and Lesson Plan in
Livetext. Evaluate these plans
against the provided template
and prepare your responses on
the Assignment page in Livetext.
This will be done in pairs.

From LMS Module: Web 2.0
watch Web 1.0, 2.0, 3.0 and
Beyond - Information and
Interaction (Before Thursday
10/8)

Working in pairs begin working
on a WEB 2.0 Project in support
of your LESSON PLAN

From LMS Module: Creating
and using websites and
webpages watch 1) How to use
Padlet, 2) Beginner's Guide to
Weebly, and 3) Tutorial - How
to Create a Website With Wix Expert Review (Before Tuesday,
10/13)

Practice using Wix, Weebly,
Padlet and other tools –
Examining Web 2.0 (R)
Recommend pros and cons of
each

8
10/13 &
10/15
Reviewing Virtual Field Trip Guidelines
(T)
Creating and using websites and
webpages: Wix, Weebly, padlet, etc.
Present iPad Group Projects(R)
9
10/20 &
10/22
Present Web 2.0 Projects (T)
Creating Webquests (T)
10/27 &
10/29
Webquest Lab Day (R)
11/3 & 11/5
12
11/10 &
11/12
13
11/17 &
11/19
14
11/24
15


Due: Web 2.0 Project– Be
prepared to share in class via
LiveText (T)

Working with a partner, create a
Webquest (Following the
template!) in support of your
UNIT PLAN.

Making your resources public
for students: alternative ways of
sharing videos, sites, apps, etc.

Due: iPad projects (T)


Due: Webquest (T)
From LMS Module: Internet
Safety for Children Peruse the
bookmarks and handouts before
Tuesday, 11/24


Due: Virtual Fieldtrips
Due: All portfolios should be
completed and submitted me and
to your advisor at this time (T)

iPads should be reset and
returned clean and fully charged
Virtual Field Trip: Lab Day (R)
10
11

10/26 On-line Pre-registration for
Spring Semester 2015-2016 Begins
Instructional Resources: Learn 360
Virtual Field Trip Lab – Progress check
Present IPad Projects (T)
From LMS Module: Preview
some of the virtual field trips
(Before Tuesday, 10/13)
Select your partners, no more
than 2 for a total of 3 in each
group, and select your
destination: Begin your research
for the field trip. Use google
docs
Due: iPad Group Project
Guidelines (R)
ICS and LICS (R)
Present Webquests (T)
Internship Expectations & Certification
Process in FL and US: Mrs. Eleanor
Tice (R)
Internet Safety for children
11/26 & 11/27: Thanksgiving Break
Student Presentations (T)
12/1 & 12/3
Student Presentations (R)
with the same cable borrowed.
(R)