Digital Technology

UNDER CONSTRUCTION

  • Welcome and Course Introduction

    Welcome to EDT 180E! Please watch this screencast which I want you to see in in its entirety before doing anything else.

  • There is a common access permission issue many students experience when attempting to access Google Forms throughout this course. Watch this short (3:51) video explaining the problem and a solution.

    IMPORTANT UPDATE: I have not been able to reproduce it yet myself or this would also be in the screencast. If you log out of your personal Gmail account and then click on a link to a form in Blackboard, Google might present you with a log in screen. If you see this, USE YOUR ASU ADDRESS: ASURITE@asu.edu. If you use your personal Gmail account address, you will be back at square one with the same access permission problem.

  • Welcome!

    Course Objectives

    The ultimate goal of EDT 180 is to achieve computer literacy. The course has two areas of concentration:

    • Be able to discuss issues surrounding computers, software and the use of technology in the classroom and workplace fluently.
    • Demonstrate your ability to use computer applications for productivity, data analysis, and problem solving.

    Students are provided a solid introduction to computers and the software applications they will use in their professional and personal lives. Upon completion of this course, students should:

    1. Approach new computer-based tasks more easily and with greater confidence
    2. Describe key terms and concepts associated with computers and software applications
    3. Demonstrate electronic information management habits (e.g. backing up files, organizing files in a logical fashion, transferring files to various storage areas, etc.)
    4. Discuss the functions of computers in classrooms, businesses, homes, and other environments
    5. Discuss the theoretical background and practical application of a variety of software programs
    6. Analyze a variety of problems, select the appropriate software application to solve problems, and use software programs to find and/or present solutions
    7. Locate, open, and use the following software applications at an intermediate level: e-mail, word processing, spreadsheet, presentation, web page development, internet search strategies, and Blackboard course management system
    8. Analyze and discuss social and ethical issues related to the increased use of technology in education, business, and society
    9. Navigate and research the World Wide Web for information, assess and document the validity and reliability of the information gathered
    10. Create a Google-based personal web site with all of the key ingredients
    11. Create and share Google-based documents
    12. Be familiar with a majority of Google based applications
  • Netiquette

    Student Online Conduct and Professional Behavior

    Appropriate online behavior (also known as netiquette) is defined by the instructor and includes all electronic communication in the course. Inappropriate contributions may be deleted by the instructor and, if relevant, no credit given. The instructor reserves the right to determine whether a post or other entry is unsuitable.

    It is expected that students exhibit professional behavior in all settings: during intern placements, working with other students on assignments related to this class, in addition to behavior in the online classroom.

    If at any time a student's behavior does not meet the standards of the program as delineated in the Professionalism Rubric (http://mytc.asu.edu/webfm_send/380), the instructor may refer the student for academic probation.

  • Welcome to Lesson 1

    Welcome to EDT 180 - online!

    I am looking forward to working with you and helping you develop a deeper understanding of 'Problem Solving using Digital Apps'. This course is more than merely using a computer to draft a letter or create a pie chart. It is my goal to have you walk away with an understanding of how computers can make our lives easier and more efficient in a variety of ways. 

    Each of your brings a different level of computer experience to this class, and because of that some of you may find parts of the class extremely easy and others of you may find some of the 'simple' things challenging (but please don't give up!). 

    I hope each of you, no matter your level of computer skills, will garner additional skills related to being a more critical consumer of computers and work towards expanding your individual horizons with technology.

    Objectives:

    • Approach new computer-based tasks more easily and with greater confidence
    • Locate, open, and use the following software applications at an intermediate level: e-mail, word processing, spreadsheet, presentation, web page development, internet search strategies, and BlackBoard course management system
    • Navigate and research the World Wide Web for information, assess and document the validity and reliability of the information gathered

    For the best results please use one of the following web browsers: Firefox, Chrome or Safari.
    (Please avoid using Internet Explorer and Microsoft Edge.)

  • The price is right and MS Office is the standard suite of productivity software used virtually everywhere. Take the plunge.

  • Deliverables

    The following are due by the end of this lesson on Sunday, March 20 at 11:59PM (MST/PDT, UTC-7:00)

    • Reading/Discussion - Multi-tasking posting and reply (20pts)
    • Conversations - Introduction posting and reply (10pts)
    • Assignment - Cover Letter (50pts)
    • Test - Syllabus/Course Information (30pts)
    • Introductory Form (10pts)
    • Release Form (10pts)
  • Timeout for stress relief / Tech Tip

    Are you stressed out and need a brief reminder there are postive things in the world that will bring a smile to your face? Watch this video.



    Smile  Positive Thinking
    Tech Tip Weekly Tech Tip
     22 Random Acts of Kindness (Note: controls are disabled to prevent this from leading you astray into "related" videos so you don't get lost! Close the new tab and come right back!) When browsing, hold the CTRL key (PC) or the command key (Mac) and use the mouse wheel or +/- keys on the numeric keypad to resize an entire web page.


  • Reading

    Please read the following:

  • Website(s)

  • Briefly introduce yourself to the class. Include what your major is and why you decided to take this course. (7pts)

    Don't forget to also post a reply to another person's comment. (3pts) Please see the syllabus for posting expectations to earn full credit.

    All discussion board threads for this course will be monitored by the instructor for appropriate language, tone, and topics. Respectful and courteous communication is expected at all times. Anyone violating this expectation will be removed from the course for inappropriate behavior.


  •  Reading #1 on Multitasking has three parts and is worth 20 points:

    Part 1: One thing I have seen increase dramatically over time is the use of both lab and laptop computers as well as phones and other electronic devices to "multi-task." The links below is an article summarizing some recent research done at Stanford University.
     
    Part 2: The title of this item is a link to the Discussion Board Reading #1 forum. Click it and CREATE A THREAD (you may name it whatever you wish) then write TWO paragraphs, the first addressing your experiences with multi-tasking and perhaps observations about others' multitasking. In the second paragraph, specifically address and take a position for or against this proposition: students should be banned from multi-tasking in classrooms in a manner that can be seen or heard by other students in the classroom. This part is worth 15 points.
    Part 3: Prior to 11:59 PM Sunday evening, read several of the postings your classmates wrote and respond to at least one person to meet the assignment requirement but you may respond to as many as you wish or have the time to write. This part is worth 5 points.
      Important Notes:
    • Spelling and grammar count! I am not that picky if one or two small errors sneak through; I do that occasionally myself. However, if your writing is marginal or worse, I may ask you to do the assignment over.
    • Likewise, if your writing is so brief and/or so general that it makes me wonder if you read the articles, I may well ask you to do the assignment over too. A good general guideline is that each paragraph in the main posting and your reply to a classmate should be between 100 and 175 thoughtfully chosen words. (Including this sentence, the length of these bulleted notes so far is 110 words. In total, these bulleted notes are just over 250 words.) I'm looking for quality over quantity.
    • When you first enter the forum you will not see anyone's postings, you have to post your own first before seeing what others have written.
    • The forum settings do not allow to edit your posting once submitted. If you make a mistake you want to correct, simply create a new posting.
    • IMPORTANT, when you think you are done check your grades. If you posted both your initial response and replied to a classmate you will see an exclamation point icon until your work is graded. If instead of the  exclamation point icon you see an icon that looks more like a blue pie chart, you did not do Part 3 above. EXCEPTION: If you posted a response to the main reading and then for some reason posted a corrected response, Blackboard would show you a exclamation point when in reality you are missing the reply to a classmate. Blackboard simply counts the number of posts in total and does not distinguish between initial posts and replies.
    • DO NOT send your AA or me your work as an attachment. You are welcome, even encouraged, to compose your writing in a word processor in order to better catch spelling and grammar errors and then COPY and PASTE the text into a discussion board post and then submit it.
    • Also, please DO NOT send your AA or me follow up email to see if your assignment is graded. When graded, a score will replace the exclamation point icon in MyGrades for the assignment.
  • This is the same screencast as the one in the Start Here folder. If you did not already watch this, then do so now.

    There is a common access permission issue many students experience when attempting to access Google Forms throughout this course. Watch this short (3:51) video explaining the problem and a solution.

    IMPORTANT UPDATE: I have not been able to reproduce it yet myself or this would also be in the screencast. If you log out of your personal Gmail account and then click on a link to a form in Blackboard, Google might present you with a log in screen. If you see this, USE YOUR ASU ADDRESS: ASURITE@asu.edu. If you use your personal Gmail account address, you will be back at square one with the same access permission problem.

  • INTRODUCTORY FORM

     Please take a few moments to complete this Introductory Form which collects some information about your technology background.

    PLEASE NOTE: the normal exclamation point icon in My Grades that indicates your submission is awaiting grading, will NOT show up for this assignment because your submission is via a Google form. Google Docs are external to Blackboard so there is no automatic connection to the gradebook. You should always check the box to send you an email copy of your form submission so you have proof of the assignment submission.


  • RELEASE FORM

     Please take a few moments to complete this release form.  

    PLEASE NOTE: the normal exclamation point icon in My Grades that indicates your submission is awaiting grading, will NOT show up for this assignment because your submission is via a Google form. Google Docs are external to Blackboard so there is no automatic connection to the gradebook. You should always check the box to send you an email copy of your form submission so you have proof of the assignment submission.



Lesson 2

Content

  • Welcome to Lesson 2

    Objectives:

    • Analyze and discuss social and ethical issues related to the increased use of technology in education, business, and society.
    • Approach new computer-based tasks more easily and with greater confidence
    • Locate, open, and use the following software applications at an intermediate level: e-mail, word processing, spreadsheet, presentation, web page development, internet search strategies, and BlackBoard course management system

    For the best results please use one of the following web browsers: Firefox, Chrome or Safari.
    (Please avoid using Internet Explorer and MS Edge.)

  • Deliverables

    The following are due by the end of this lesson no later than Sunday, March 27 at 11:59 PM (MST, UTC-07:00):

    • Assignment - Presentation (50 pts)
    • Assignment - Excel (50 pts)
    • Assignment - Weebly URL (25 pts)
  • Website(s)

  • Time out for Stress Relief/Tech Tip


    Smile  Positive Thinking
    Tech Tip   Weekly Tech Tip

    High Five Escalator

    When you’re filling in the boxes on a Web page (like user name and password or City, State, Zip), you can press the Tab key to jump from box to box, rather than taking your hand off the keyboard and clicking. Add the Shift key to jump through the boxes backwards.
  • Video(s)

    Social Media 2014 Revolution - [Trouble with video? Try this link]


    SOCIAL MEDIA EXPERIMENT - [Trouble with video? Try this link]


    How NOT to use Powerpoint - [Trouble with video? Try this link]


    CRAP: 4 Basic Principles of Graphic Design - [Trouble with video? Try this link]

  • Self-Check Activity

    You will be creating and updating a professional website/portfolio throughout the course. The goal of this website/portfolio is to display both your technology skills and your knowledge of your field/major. For example, if you are an education major then you will want to display your knowledge of the education field. Likewise if you are a business, communication, engineering, or any other major.

    You should be working on this during each Lesson as we move through the course. Please do NOT wait until the last couple days of the course to try to complete the work on this. To help keep you on track you should have the following completed:

    • Lesson 2 - create your weebly account and upload your cover letter
    • Lesson 2 - HOME. CONTACT, COURSE PROJECTS, AND COVER LETTER pages should be added

    Directions can be found below.

  • L2: COURSE PROJECT: WEEBLY WEBSITE/PORTFOLIO

    You will be creating and updating a professional website/portfolio throughout the semester. The goal of this website/portfolio is to display both your technology skills and your knowledge of your field/major. For example, if you are an education major then you will want to display your knowledge of the education field. Likewise if you are a business, communication, engineering, or any other major. A professional portfolio can be a great asset when job hunting.

    IMPORTANT NOTE ABOUT PRIVACY:
    Many, if not most, of you already have posted information about yourself on various social media sites and are fine with that. And, given the purpose of this portfolio is to showcase your work, it makes sense to make this portfolio public so future employers can see examples of your capabilities. Some of you, however, have strong feelings about your privacy and want as little of your information as possible posted publicly. The Weebly program does allow you in the advanced settings on each page to keep it from being found by search engines. All the popular search engines honor the setting but there are lesser known search engines that do not honor the setting. Alternatively, Weebly does allow password protection of sites but it requires a paid account and you will be creating a free account. However, if there is demand for it, I can create a paid account and add students with privacy concerns to sub-accounts that can be password protected but I do not want to pay for any more than are needed. Please email me (Gary Lewallen) if you are interested.


    All of the assignments that you complete for the remainder of the semester will be posted on this site. For this module, you will be creating your HOME, CONTACT ME, COURSE PROJECTS, and COVER LETTER pages. 

    PLEASE NOTE: If any of the screencasts below have no sound, use a different browser. In testing, Chrome, Opera, and even Internet Explorer 11 all worked and Firefox did not.

    1. Click here to see my (Dr. Kisicki's) model portfolio/website - similar to the one you will be creating this week.
    2. Click here to go to education.weebly.com and then watch the screencast below about how to create your account.
    3. Read this thread from the Conversations board about naming your portfolio.
    4. In this module, you will be creating the HOME, CONTACT MECOURSE PROJECTS, and COVER LETTER pages in your portfolio. You will continue to create new pages throughout the semester.
      • Play icon Click here to watch a screencast video that will show you how to create your HOME page.
      • Play icon Click here to watch a screencast video that will show you how to create your CONTACT ME,  COURSE PROJECTS, and COVER LETTER pages and delete the ABOUT page (if your chosen theme includes one) since the Home page content makes the About page unnecessary.
        PLEASE NOTE: When watching screencasts created by Dr. Kisicki be aware the look of the some of the sections of the Weebly editor such as Add Page have changed and so have some of the settings. They may have moved, have a different icon, or might be on a menu but they are all still there.
    5. Submit your portfolio URL using this form. PLEASE NOTE: Since this is a form and not a BB submission link, there will be no exclamation point icon in the gradebook showing a submission from you. Instead, at the bottom of the form above the Submit button, check the box to Send you a copy of your submission via email. That will be your proof that you completed the form and it was received.



  • Welcome to Lesson 3

    Objectives:

    • Analyze and discuss social and ethical issues related to the increased use of technology in education, business, and society.
    • Navigate and research the World Wide Web for information, assess and document the validity and reliability of the information gathered.
    • Approach new computer-based tasks more easily and with greater confidence.
    • Locate, open, and use the following software applications at an intermediate level: e-mail, word processing, spreadsheet, presentation, web page development, internet search strategies, and BlackBoard course management system.

    For the best results please use one of the following web browsers: Firefox, Chrome or Safari.
    (Please avoid using Internet Explorer and MS Edge.)

  • Deliverables

    The following are due by the end of this lesson on Sunday April 3 at 11:59 PM (MST, UTC-07:00):

    • Learning Activity - Glogster (100 pts)
    • Quiz (25 pts)
  • Reading

    Use the following format to cite any media that you use that is NOT your property.

    • Images: [John F. Kennedy portrait] TopNews.in. Retrieved 11/5/15 from  http://topnews.in/files/john-f-kennedy111.jpg.
    • Video: [CBS Announces JFK's Death] Youtube. Retrieved 11/5/15 from  http://www.youtube.com/watch?v=4CjWbemTNcw&feature=related.
    • Audio: [Ask not audio] Soundboard. Retrieved 11/5/15 from  http://www.soundboard.com/sb/John_F_Kennedy_JFK.aspx.
    • Text: [Abraham Lincoln quote] Brainyquote. Retrieved 3.22/16 from http://www.brainyquote.com/quotes/quotes/a/abrahamlin143183.html
  • Lecture

    Please view the Copyright Foundations Lecture. (Information from this lecture will be on the test)

  • Website(s)

  • Video(s)

    Say Something Nice - [Trouble with video? Try this link]


    How To Restore Your Faith In Humanity [Trouble with this video? Try this link]


    Creative Commons - Wanna Work Together? [Trouble with this video? Try this link]


    How to Use Glogster or eduGlogster - [Trouble with video? Try this link]

  • Self-Check Activity

    You will be creating and updating a professional website/portfolio throughout the course. The goal of this website/portfolio is to display both your technology skills and your knowledge of your field/major. For example, if you are an education major then you will want to display your knowledge of the education field. Likewise if you are a business, communication, engineering, or any other major.

    You should be working on this during each Lesson as we move through the course. Please do NOT wait until the last couple days of the course to try to complete the work on this. To help keep you on track you should have the following completed:

    • Lesson 2 - Create Weebly, complete HOME, CONTACT, COURSE PROJECTS, AND COVER LETTER  pages should be added
    • Lesson 3 - add the Glogster project under COURSE PROJECTS
  • IMPORTANT NOTICE - READ BEFORE STARTING GLOGSTER

    Glogster is an online resource for creating multimedia presentations and poster board-like pages. Some of the other sections have reported some issues with Glogster in the past. It has been determined that there were five causes:

    1. DO NOT USE INTERNET EXPLORER or MS EDGE. It won't work properly at all and FIREFOX was also being a pain at times too but appears to be okay in preliminary testing now.
    2. The installed version of Flash was out of date.
    3. An update of Firefox (or another browser) temporarily broke that browser's ability to use Glogster.
    4. The Glogster “engine” (the server that hosts the glogs) overloads or otherwise goes down for a period of time (usually 20 minutes or so in my testing).
    5. People were thrown off by what appeared to be an error message in the EDITING view of the Weebly's Glogster page. PUBLISH your Weebly and then view the published Glogster page before determining that it is not working properly.

    The usual visual symptom would be the Flash loading spinner Flash Loading Spinner spinning infinitely. Should this happen to you, take these steps:

    1. Watch this 2 minute screencast to determine your installed Flash version and update it if needed.
    2. Use the Chrome browser which so far has always worked except for when its Flash plugin was out of date.
    3. If you are a Mac user and insist on using Safari, try embedding your Glog in your Portfolio in the normal manner in the directions below but should that fail use this is screencast to the work around the problem.

    Also, be aware when you create your account, it should be the 7-day free trial which is sufficient time for our purposes. If you find Glogster to be a powerful tool, paid accounts start at $40/year but that it totally your personal decision whether or not is it worth that price for your planned use of the tool.

    As a fall back if you cannot get Glogster to work at all for you, you may complete the assignment using some other PowerPoint alternative from this listThe Glogster terms in the rubric for the different elements will vary with the tool you use but conceptually all the tools do very similar things. Don't get hung up on the terms; think conceptually. Like wise if any of the alternatives produce only a file instead of an online URL, submit the file instead of the link. In Weebly you can then attach a file.

  • WEEBLY WEBSITE/PORTFOLIO

    weebly  For this module, you will be creating your GLOGSTER page. 

    1. Click here to see my model portfolio/website.
    2. Click here to go to education.weebly.com.
    3. In this module, you will be creating the GLOGSTER page in your portfolio. 
    4. You do NOT need to submit your portfolio URL again. We already have the URL.



  • Welcome to Lesson 4

    Objectives:

    • Approach new computer-based tasks more easily and with greater confidence
    • Describe key terms and concepts associated with computers and software applications
    • Demonstrate electronic information management habits (e.g. backing up files, organizing files in a logical fashion, transferring files to various storage areas, etc.)
    • Navigate and research the World Wide Web for information, assess and document the validity and reliability of the information gathered

    For the best results please use one of the following web browsers: Firefox, Chrome or Safari.
    (Please avoid using Internet Explorer and MS Edge.)

  • Deliverables

    The following are due by the end of this lesson on Sunday, April 10 by 11:59 PM (MST, UTC-07:00):

    • Assignment - Photo Editing (75 pts)
    • Assignment - Web 2.0 (50 pts)
  • Lecture

    Web 2.0 is a term coined in 1999 to describe web sites that use technology beyond the static pages of earlier web sites. The term is closely associated with Tim O'Reilly because of the O'Reilly Media Web 2.0 conference which was held in late 2004. Although web 2.0 suggests a new version of the World Wide Web, it does not refer to an update to any technical specification, but rather to cumulative changes in the ways software developers and end-users use the Web. 

    A Web 2.0 site may allow users to interact and collaborate with each other in a social media dialogue as creators of user-generated content in a virtual community, in contrast to websites where people are limited to the passive viewing of content. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mashups and folksonomies.

    Whether Web 2.0 is substantively different from prior web technologies has been challenged by World Wide Web inventor Tim Berners-Lee, who describes the term as jargon. His original vision of the Web was "a collaborative medium, a place where we [could] all meet and read and write".

    (source: http://en.wikipedia.org/wiki/Web_2.0)

  • Website(s)

  • Video(s)

    Video that will change your life. I have no words left. - [Trouble with video? Try this link]


    Kindness Only Takes a Moment - Flash Mob - [Trouble with video? Try this link]


    Combining Images on Pixlr - [Trouble with video? Try this link]


    Pixlr Tutorial 2- Cutting out an image - [Trouble with video? Try this link]


    Pixlr Tutorial & Training - 1 Hour 21 Minutes  - [Trouble with video? Try this link]

  • Self-Check Activity

    You will be creating and updating a professional website/portfolio throughout the course. The goal of this website/portfolio is to display both your technology skills and your knowledge of your field/major. For example, if you are an education major then you will want to display your knowledge of the education field. Likewise if you are a business, communication, engineering, or any other major.

    You should be working on this during each Lesson as we move through the course. Please do NOT wait until the last couple days of the course to try to complete the work on this. To help keep you on track you should have the following completed:

    • Lesson 1 - create your weebly account and upload your cover letter
    • Lesson 2 - HOME and CONTACT, COURSE PROJECTS, AND COVER LETTER pages should be added
    • Lesson 3 - add the Glogster project under Course Projects
    • Lesson 4 - add the Photo Editing and GoAnimate projects under Course Projects
  • For this assignment, you will do some basic photo editing using pixlr.com and edit a photo of your own. Here are some examples created by students in previous semesters.

    Keeping with the theme of the course, you will want to choose an image that relates to your major or future career so that you keep everything consistent in your portfolio (cover letter, Glog, etc.). This might be an image you use for a lesson, an icon or banner that you create for a business or social cause you start, and so on. The image should be YOUR PROPERTY, meaning that you took the image yourself, you purchased the image, or you have Creative Commons rights to use the image. 

    1. After you have reviewed the PIXLR tutorials and selected an image to edit, open PIXLR and begin your work. Before you have finished your editing you will need to assign one of the six Creative Commons Licenses to your finshed product. (Review Creative Commons Licenses).
    2. You will also need to complete the Photo Editing Scoring Sheet (See attached file).
    3. After you have finsihed editing your photo, upload and clearly label both the ORIGINAL and the MODIFIED photos to your Weebly site.
    4. Submit your completed Photo Editing Scoring Sheet here in Blackboard.
  • L4: Web 2.0 Directions

    This assignment is made up of 4 parts. For each of them you will submit a hyperlink and an explanation using the "quiz" link below which is being used here only to organize your submission and speed up the grading process. At any point, you may stop and return to the "quiz" later or complete it in one sitting if you wish. Just be sure that you do SUBMIT it when you finish.


    Part I - Podcasts - A podcast is a series of digital media files (either audio or video) that are released episodically and often downloaded through web syndication.

    1. Find one Podcast, from the links below, that you could use to help you with your education, a future job, or in your personal life. List it and explain how it would be helpful.
      • Podbean
      • Podcast Alley
      • Podfeed
      • iTunes - (this is a downloaded program that you may have on your computer. There is a Podcast section within iTunes)
    2. Include your responses on the "quiz" you submit for this assignment.



    Part II - Poll Everywhere - Poll Everywhere is online software that helps engage the audience; provide immediate feedback; elicit 100% participation; and promote discussions.

    1. Click here to watch a short tutorial on how to use Poll Everywhere.
    2. Click here to go to Poll Everywhere's website. Read through the information on the homepage, including the "How people use it?" section.
    3. Create your own poll using Poll Everywhere.com.
    4. Copy the Live Chart Link (under the Share and Publish section of the poll) and paste it into the document you submit. 
    5. What do you think the most powerful use of a site like this can be for a presentation?
    6. Include your responses on the "quiz" you submit for this assignment.



    Part III - Collaborative Tools - Collaborative Web 2.0 Tools allow groups to collaborate on documents, spreadsheets and presentations, and to build libraries of reference materials, project documents, and shared to-do lists.

    1. Click here and browse the different collaborative Web 2.0 tools.
    2. Choose one of the tools and describe how it could help you with your education, a future job, or in your personal life.
    3. Include your response on the "quiz" you submit for this assignment.

    Although this site is titled Web 2.0 Tools for Schools, many of the resources apply to college courses, future jobs, or the classroom.




    Part IV - Go Animate - GoAnimate is a do-it-yourself animation website. 

    1. Click here to watch the tutorials on how to use GoAnimate.
    2. Click here to go to GoAnimate's homepage so that you can create a trial account. 
    3. Create your animation (use either the Quick Video Maker or the Full Video Maker). 
      • The animation should be related to the project that you have been working on this semester. Keep the animation between 20-30 seconds in length (any longer than 30 seconds and you have to pay, which I don't want you to have to do).
      • You are using a FREE version of GoAnimate so you will not have all of the features available to you.
    4. When you are finished, be sure to
      • Click Save Now
      • Give your animation a Title and Description
      • Click Publish to GoAnimate
    5. Copy the URL that has been provided once you publish your animation. This is the URL that you will submit.
      • Click here to see how you find the URL for your animation.
    6. Discuss how this application might help you with your education, a future job, or in your personal life. 
    7. Include your response on the "quiz" you submit for this assignment. (Don't forget to include the link to your work)

    You will not be able to edit your animation once you have published it so make sure that it is the way you want it before you click Publish.




  • Submit  Submit your finished Web 2.0 projects here.

    You will be submitting links so even if you already know how, please watch this brief screencast to learn how to properly create a link in Blackboard.



EDT 180E: Tech Literacy Problem Solving Using Digital Technology Applications Mary Lou Fulton Teachers College
Arizona State University
Spring 2016, session B
Course lines #23383 & 23384

Instructor Information:

Dates of classes: Name:

Email:
Office Hours:

March 14, 2016 to May 3, 2016
Mr. Gary Lewallen (Please address me as Mr. Lewallen, which is pronounced lew-ALLEN in case we use the phone or Skype)
gary.lewallen@asu.edu
Tuesdays and Thursdays from 1:30PM-2:30PM MST(PDT) UTC(-07:00), or by appointment

Virtual Office Hours: same as physical and by appointment

Academic Associate Information:

Ms. Michelle Aron Michelle.Aron@asu.edu
Ms. Margaret Bowerman Margaret.Bowerman@asu.edu Ms. Corey Carlson Corey.Carlson@asu.edu
Ms. Kelly Olson-Stewart Kelly.Stewart@asu.edu
Ms. Renee Pilbeam renee.pilbeam@asu.edu
Ms. Irma Sandercock irma.sandercock@asu.edu
Ms. Jinnette Senecal jinnette.senecal@asu.edu
Mr. Paul Skiera skiera@asu.edu
Ms. Kristina Valles kmbates@mainex1.asu.edu
Ms. Rebeckah Winans rebeckah.winans@asu.edu

Catalog Description

Introduces personal computer operations and their place in society. Problem solving approaches using databases, spreadsheets, and word processing. Credit is allowed for only EDT 180 or 321.

Detailed Description

This class provides instruction in many aspects of computer literacy, not just the ability to use a software product. Therefore, there is no option to test out of this class by showing competence in one or more of the software applications being used for instruction and learning. Students who enter this class with application competencies will be able to expand their knowledge and skills of the applications.

Course Format

This class will be conducted as an online learning course including but not limited to online discussions, quizzes/study questions, and written and applied projects. For a 7.5 week session, by Arizona Board of Regents policy, a student should be prepared to spend approximately 18 hours

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 2

a week on coursework for a 3-credit class.

Required and Course Texts, Materials and Resources

  1. There is no required textbook for this course. Web sites, videos, pdf documents, etc will be linked in the course Blackboard shell.

  2. ASU Online Course Materials available via myASU (http://my.asu.edu) in the My Classes area (All ASU students have FREE access to this web resource).

  3. Students are encouraged to take advantage of free MS Office 365 software available to them (for PC or Mac) through an ASU partnership with Microsoft. For further details open the Lesson 1 folder on Blackboard

  4. See the “Computer Requirements and Skills” section in this document for more information.

Student Learning Outcomes

The ultimate goal of EDT 180 is to achieve computer literacy. The course has two areas of concentration:

  • Be able to discuss issues surrounding computers, software and the use of technology in the classroom and workplace fluently.

  • Demonstrate your ability to use computer applications for productivity, data analysis, and problem solving.

    Students are provided a solid introduction to computers and the software applications they will use in their professional and personal lives. Upon completion of this course, students should:

  1. Approach new computer-based tasks more easily and with greater confidence

  2. Describe key terms and concepts associated with computers and software applications

  3. Demonstrate electronic information management habits (e.g. backing up files, organizing

    files in a logical fashion, transferring files to various storage areas, etc.)

  4. Discuss the functions of computers in classrooms, businesses, homes, and other

    environments.

  5. Discuss the theoretical background and practical application of a variety of software

    programs

  6. Analyze a variety of problems, select the appropriate software application to solve

    problems, and use software programs to find and/or present solutions

  7. Locate, open, and use the following software applications at an intermediate level: e-

    mail, word processing, spreadsheet, presentation, web page development, internet search

    strategies, and Blackboard course management system

  8. Analyze and discuss social and ethical issues related to the increased use of technology

    in education, business, and society

  9. Navigate and research the World Wide Web for information, assess and document the

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 3

validity and reliability of the information gathered
10. Create a Google-based personal web site with all of the key ingredients 11. Create and share Google-based documents
12. Be familiar with a majority of Google based applications.

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 4

Tentative Course Schedule

Week & Module Titles, Dates

Deliverable(s) Due
All times Mountain Standard Time year round (same as Pacific Daylight Time from March to October, UTC-07:00)

Total Points

Week 1 March 14 - 20 Introduction to the Course
Cover Letter Reading/Discussion-Multitasking

March 20, 11:59 PM

130

Week 2 March 21 - 27 Social Media Presentation Excel
Weebly

March 27, 11:59 PM

150

Week 3 March 28 – April 3 Copyright/Fair Use Glogster/PowerPoint Alternatives

April 3, 11:59 PM

125

Week 4 April 4 - 10 Photo Editing
Web 2.0 Tools

April 10, 11:59 PM

150

Week 5 April 11 - 17 Emerging Technologies Mobile Apps

April 17, 11:59 PM

125

Week 6 April 18 - 24 Digital Storytelling Google Drive Google Forms

April 24, 11:59 PM

150

Week 7 April 25 – May 3 (9 days) Screencasting
*Professional Web Site & ePortfolio, Work Scenario

TUESDAY May 3, 11:59

170

TOTAL


1,000 points

*Signature Assignment

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 5

The signature assignment for this course is the development of a professional web site and eportfolio. The following rubric will be used to review the signature assignment:


22-24 pts Exceptional

19-21 pts Good

17-18 pts Fair

0-16 pts Poor

Overall Content

Web site content goes beyond minimum requirements as stated in assignment guide.

Web site content meets all minimum requirements as stated in assignment guide.

Web site content is missing 1-3 of the minimum requirements as stated in assignment guide.

Web site content is missing 4 or more of the minimum requirements as stated in assignment guide.

Creative use of Technology

Creative use of production features to enhance the navigation and usability of the site, and to customize the look and feel.

Use of some production features to enhance the navigation and usability of the site, and to customize the look and feel.

Limited use of production features to enhance the navigation and usability.

Basic template is used, with little to no attempts to customize the look and feel.

ePortfolio content and presentation

All ePortfolio content is organized and easy to navigate.
All links and downloads function.

The purpose of the portfolio is clear.
All artifacts are directly related to the purpose of the portfolio.

Explanation is included as to how each artifact addresses the ePortfolio purpose.

All but one of the Exceptional criteria were met.

All but two of the Exceptional criteria were met.

All but three of the Exceptional criteria were met.

Organization & Writing, Navigation

The text has no errors in grammar, capitalization, punctuation, and/or spelling. Easy to read and navigate.

The text has 1-2 errors in grammar, capitalization, punctuation, and/or spelling. Easy to read and navigate.

The text has 3 or more errors in grammar, capitalization, punctuation, and spelling. Easy to read and navigate.

Note: You may be asked to revise and resubmit, with point deduction.

The text has many errors in grammar, capitalization, punctuation, and spelling. Easy to read and navigate. Note: You may be asked to revise and resubmit, with point deduction. You will likely be advised to visit the Writing Center to get support.

Reflection

Reflection explains and gives examples of student’s progress and knowledge development over the semester, as well as a realistic plan involving goals and support systems for future development.

Reflection explains student’s progress and knowledge development over the semester, as well as a basic plan involving goals and support systems for future development.

Reflection explains student’s progress and knowledge development over the semester, as well as basic goals for future development.

Reflection is vague and/or does not address required content.

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 6

Grading Scale (adopted by the Mary Lou Fulton Teachers College for all courses)

93 - 100%

A

83 - 92.99%

B

73 – 82.99%

C

63 – 72.99%

D

0% - 62.99%

E

Grading Procedure

Grades reflect your performance on assignments and adherence to deadlines (see the “Late and Missing Assignments” policy below). Graded assignments along with written feedback will be available within 5 days of the due date via the Gradebook.

Communicating with your Instructor and/or Academic Associate

This course has more than 200 students, by the end of the first day of class you will be assigned to an Academic Associate (AA) who will be your main point of contact for this course. He or she will grade your work, provide feedback on your assignments, and respond to any questions you have about the course or content via email.

Your instructor will inform you if you are assigned to an AA. If you are, all questions should be addressed to your AA who will involve the lead instructor if necessary. Please contact your AA via e-mail provided in the faculty information in this course. You can expect a response to email within 24-36 hours.

Please adhere to the support principle of “Three then me” when seeking assistance. This means you should first attempt to resolve your issues on your own by three different means before emailing for support. For instance, the answer you seek may well be found in the syllabus. Or, most frequently, the answer can be found by a careful reading of the instructions. Also in this course in the ‘Conversations’ (Discussion Board) area is a forum for asking questions about the assignments or technical issues. You may well find the solution to your problem there and if not post your problem there. Or, you might even ask a classmate if they ran into the same problem. When those avenues fail to provide an answer THEN it is appropriate to email your AA with your question. It is also very helpful if you first tell your AA the steps you took to resolve the issue on your own so you are not told to do things you already tried. Also, while you are waiting for a response, if you find the solution, please follow up with another email to your AA adding “RESOLVED” to the end of your email subject line and share the solution you found.

Technology Failure Plan

It is the student’s responsibility to have a backup plan in place for technological malfunctions at home or school. If your computer crashed right now, what would you do to overcome this set

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 7

back? Use a spare computer? Borrow a roommate’s or family member’s computer? Use a computer at a school or the library? Figure it out ahead of time.

What would you do if Blackboard went down?
1. First, establish that Blackboard is actually down

  1. More likely than not, it is actually MyASU that is down so you should go directly to Blackboard: https://myasucourses.asu.edu

  2. If that does not work then Blackboard really is down

    1. However, are you trying to access it Friday evening? If yes, this is the

      weekly maintenance time. It could be down for a short period of time or as

      long as two or three hours.

    2. Go to http://systemhealth.asu.edu and look at the ASUOutages Twitter

      feed for information about the outage. Nothing listed? Use the toll-free

      support line to inform ASU of the outage.

    3. Is it Sunday evening? Inform your AA. If it is earlier in the week wait

      until the morning and if Blackboard is still down email your AA.

If you lost access to your school files, what would you do? Having your files backed up in two places is a prudent thing to do and one of those locations should be off line.

REMEMBER, UNLESS SPECIFICALLY ASKED never send your work via email attachment.

Professional Writing

For all communications related to this course (emails, discussion board posts, assignments, etc.), University level, professional writing is expected.

All graded work will in part be evaluated based on proper English conventions, spelling, grammar, organization, and comprehensiveness. Students will be expected to use the APA style guide for any formal papers. APA style information can be found at http://owl.english.purdue.edu/owl/resource/560/01/

The Writing Center provides support for all ASU students in face-to-face or online formats. You can make an appointment on your own, without instructor referral. However, should your written work be of concern to your instructor or grader, they will recommend you visit the ASU Writing Center. [https://studentsuccess.asu.edu/writingcenters]

Late and Missing Assignments

  • ●  Assignments are to be submitted by the designated due date and time (Arizona time, UTC-07:00), otherwise no points will be issued. No late work is accepted.

  • ●  Quizzes cannot be made up unless advance arrangements are made with the

    instructor/academic associate.

  • ●  Discussions—In the case of an early deadline for a main post, if the original post is late,

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 8

students will lose two thirds of the main post points; if responses are late, students will lose all response points.

Email and Internet

ASU email is an official means of communication among students, faculty, and staff. Students are expected to read and act upon email in a timely fashion. Students bear the responsibility of missed messages and should check their ASU-assigned email regularly.

Due to privacy laws, all instructor correspondence will be sent to your ASU email account. If you have your ASU email forwarded to a different account, that is perfectly fine but official email will always be sent to your ASU email account.

With so many students this semester, practicality requires that I must INSIST on your help organizing student email. I have 5 sections of EDT 180 with more than 440 students and a dozen or so AAs. To keep things organized I designate my classes as EDT 180A, EDT 180B, and so on to this 5th section which I call EDT 180E. That extra letter will not appear on anything official but it makes organizing my courses more manageable. You are asked to keep these policies in mind:

  • Always begin every subject line with “EDT 180E” and follow that with the name of your AA and then the subject of your email. This allows filters to be set up in Outlook to direct your email into a folder for your class. When you do this, you do not have to start out saying “I am so and so from your Tuesday/Thursday 3:00pm Problem Solving Using Digital Technology Applications class.” This also makes it much easier to find previous email.

  • Use a MEANINGFUL subject line. Using a subject line of “hi there” or “EDT 180E Lewallen: hi” when you are informing your instructor of an issue is not helpful. A better subject line in this case would be “EDT 180E Lewallen: Blackboard access issue.”

  • DO NOT start a new topic by opening an old email and hitting Reply. Start a new email or at the very least, change the subject line.

  • As much as possible, try to use one account. This makes it much easier to search for your email if need be to review it.

  • If you use a Yahoo account or some other service that uses an alias like SnarkySunDevil@yahoo.com, be sure to put your REAL NAME in the body of the email.

  • Either monitor and use your ASU email account or set it up to forward to an account that you do monitor. There will no doubt be several times during the semester when timely communication with the whole class will be very important. The method I will use is to send email via Blackboard. Blackboard sends email to your ASU account. If it does not forward properly or if your mailbox is full or if you do not monitor your email, there may be unfortunate consequences. Check the Lesson 1 folder for instructions to set up ASU email forwarding to a personal account.

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 9

  • Spelling and grammar count. While email is generally not graded unless it is an assignment, it does reflect on you and this is a more formal/professional situation than your average private/casual communications with your family and friends. While an occasional mistake is not a problem (and we will make them too), when there are multiple mistakes in every line it detracts from good communication.

  • If you wish to share a resource you found or news item related to the course, that’s fine as long as you are sharing it directly with this instructor. NEVER include any instructor in an email you are broadcasting in a general manner. We all get enough junk and spam already.

  • As a general rule, never send your instructor unexpected/unrequested attachments. With few exceptions, assignments are submitted through Blackboard. Only send me an attachment if your AA or I have specifically asked for it. Assignments submitted via email attachment are IGNORED and the assignment is not considered submitted until you submit it through the required method (which is nearly always via Blackboard or Google Docs via a link in Blackboard).

  • You are hereby reminded that when you enrolled in ASU you agreed to abide by acceptable use policies regarding electronic resources. Acceptable use of university computers, Internet and electronic communications can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/ssm/ssm104-01.html) and in the University’s Computer, Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).

    Course Access, Technical Support, and System Status

    For help accessing the online course materials, including logging on, submitting work, troubleshooting. etc. please refer to the ASU Online Technical Support page or the Technical Support page located in the online course materials.

    To monitor the status of campus networks and services, please visit the ASU System Health portal.

    Computer Requirements and Skills

    This course requires Internet access and the following:
    ● A web browser (Chrome, Safari, or Mozilla Firefox, recommended)
    ● Adobe Acrobat Reader (free)
    ● Adobe Flash Player (free)
    ● Speaker, microphone (optional) and webcam (optional) See the course assignments

    for specific requirements.

    Students participating in this course and an online program should be able to send and receive information, research, and communicate with others. At minimum, you need access to a computer that can access the Internet, preferably with a high-speed connection. You should have

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 10

access to email, and word processing, presentation software, and other applications needed to perform a variety of educational functions. All ASU students have access to Google Drive (My Drive via My ASU), where they can create and share Google documents, presentations, spreadsheets and more.

Student Success

This is an online course. To be successful: ● check the course daily

● read announcements
● read and respond to course email messages as needed
● complete assignments by the due dates specified
communicate regularly with your instructor and peers
● create a study and/or assignment schedule to stay on track ● keep copies and backups of all work submitted

See the ASU Online orientation for additional suggestions and resources:

https://studentsuccess.asu.edu/

Grade Appeals

The professional responsibility for assigning grades is vested in the instructor of the course, and requires the careful application of professional judgment. A student wishing to appeal a grade must first meet with the instructor who assigned the grade to try to resolve the dispute. The process for grade appeals is set forth in the college policy, which are available at http://education.asu.edu/uploads/general/Grade-Appeal-Policy-Div-12.pdf.

Course/Instructor Evaluation

The course/instructor evaluation for this course will be conducted online 10-14 days before the last official day of classes of each semester or session. Watch for an e-mail with "ASU Course/Instructor Evaluation" in the subject heading. The e-mail will be sent to your official ASU e-mail address, so make sure this mail forwards to an account you check regularly. You can check this online by going to My ASU, choose Self Support and then E-mail Update (UPO). Response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted.

Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is important and appreciated. The evaluations are used to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality.

Drop and Add Dates/Withdrawals

This course follows a compressed schedule and may be part of a sequenced program, therefore, there is a limited timeline to drop or add the course. Please refer to the ASU Academic Calendar for relevant deadlines and consult with your advisor on how to proceed. If you are considering a

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 11

withdrawal, review the following ASU policies: Withdrawal from Classes, Medical/Compassionate Withdrawal, and a Grade of Incomplete.

Copyright Notice

Copyright law may protect some course materials available through this system. This material is only for the use of students enrolled in the specific course(s), and must be used in accordance with the United States Copyright Act, Title 17 of the U.S. Code. Protected materials on this site may not be retained on the user’s computer or other electronic storage device for longer than the duration of the specific class for which they are assigned, nor further disseminated by the user to any other persons.

University/Mary Lou Fulton Teachers College Policies

Student Conduct
Student Online Conduct and Professional Behavior.
Appropriate online behavior (also known as netiquette) is defined by the instructor and includes all electronic communication in the course. Inappropriate contributions may be deleted by the instructor and, if relevant, no credit given. The instructor reserves the right to determine whether a post or other entry is unsuitable.

It is expected that students exhibit professional behavior in all settings: during intern placements, working with other students on assignments related to this class, in addition to behavior in the online classroom. If at any time a student's behavior does not meet the standards of the program as delineated in the Professionalism Rubric (http://mytc.asu.edu/webfm_send/380), the instructor may refer the student for academic probation.

Academic Integrity/Plagiarism. ASU policy states “The highest standards of academic integrity are expected of all students. The failure of any student to meet these standards may result in suspension or expulsion from the university and/or other sanctions as specified in the academic integrity policies of the individual academic unit. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities.” For more information see http://provost.asu.edu/academicintegrity.

Harassment. ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran status. If you feel you are being harassed for these reasons, contact Student Life:

  • ○  Downtown campus: 522 N. Central Ave., Post Office Room 247, 480-496-4111

  • ○  Polytechnic campus: Administration Building suite 102, 480-727-1060

  • ○  Tempe campus: Student Services Building room 263, 480-965-6547

  • ○  West campus: UCB 301, 602-543-8152

    Electronic Communication. Acceptable use of university computers, internet and electronic communications can be found in the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the University’s Computer,

EDT 180 Tech Lit: Problem Solving Using Digital Technology Applications 12

Internet, and Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html).

Disability Accommodations for Students. Students who feel they may need disability accommodation(s) should obtain the necessary information from the ASU Disability Resource Center (https://eoss.asu.edu/drc).

It is the student’s responsibility to make the first contact with the DRC. Instructors may provide accommodations only as specified by the DRC documentation.

Religious Accommodations for Students. Students who need to be absent from class due to the observance of a religious holiday or participate in required religious functions must notify the faculty member in writing as far in advance of the holiday/obligation as possible. Students will need to identify the specific holiday or obligatory function to the faculty member. Students will not be penalized for missing class due to religious obligations/holiday observance, but must make arrangements for making up tests/assignments within a reasonable time as determined by the instructor.

Military Personnel Statement. A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch and is unable to complete classes because of military activation may request complete or partial administrative unrestricted withdrawals or incompletes depending on the timing of the activation. For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.

This syllabus is subject to change at the discretion of the instructor and/or college. Every effort will be made to avoid changing the syllabus or course schedule but the possibility exists that unforeseen events will make changes necessary. If so, changes will be communicated via ASU email and/or the course site.

Continued enrollment in this course assumes that you have read and understand the information outlined in the syllabus.




Comments