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height="50"></img>

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<p>

<ul>

<li><a href="techinedbibliography.docx">Complete reading list</a></li>

<p></p>

<li><a href="journallist.2014.05.docx">List of journals</a></li>

<p></p>

<li><a href="https://www.techradar.com/news/the-best-free-blogging-

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sites">Blogging platforms</a> from Tech Radar</li>

<p></p>

<li><a href="keyboardshortcuts.pdf">Keyboard shortcuts</a></li>

<p></p>

<li>Polite e-mail in English</a></li>

<p></p>

<li>PowerPoint recommendations</a></li>

<p></p>

</ul>

<div style="tborder">

<img src="english2Aadvnewslogo.png" width="80" height="33"

class="center"></img>

<ul>

<li><a href="http://mashable.com/">Mashable</a></li>

<p></p>

<li><a href="http://www.techlearning.com/default.aspx">Tech &

Learning</a></li>

<p></p>

<li><a href="http://www.edudemic.com/best-web-tools/">Best Interactive

Web Tools for Educators</a></li>

<p></p>

<li><a href="http://ed.ted.com/">TEDEd</a></li>

<p></p>

<li><a href="http://www.edtechmagazine.com/k12/article/2013/06/2013-

honor-roll-edtechs-must-read-k-12-it-blogs">Must-Read K-12 IT Blogs</a></li>

<p></p>

<li><a href="http://www.iteea.org/Resources/tewebsites.htm">Engineering

and Tech websites</a></li>

<p></p>

</ul>

</p>

</div>

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<div id="classes">

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<div id="intro">

<p class="regtext">Welcome to <span

class="italics">Technology in Education

in the 21st Century</span>. This course will provide a wide-

reaching background in

the use of technology in language education. Students will

be exposed to a

potpourri of topics, including (but not limited to) theoretical

underpinnings

of technology usage, applications both known and obscure,

linguistic

aspects of technology usage, and research and pedagogical

trends in the

tech-ed world. Time will also be devoted to roles that

technology can

play as an aid to and object of research. This course will also

feature

a substantial dose of practical instruction in such areas as

manipulating

common software, utilizing keyboard shortcuts, expanding

into the cloud,

and facilitating classroom instruction. During class students

will lead

group discussions, introduce an element from the

cybersphere in an oral

presentation, and take occasional in-class exams. Outside of

class students

will compile a virtual reaction journal and produce a course

project

in which they delve into a self-selected aspect of technology

relevant

to education. This course can be used as elective credit for

the M.S.Ed.

and Ed.D. degrees.

</p>

</div>

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<div id="university" >

<h3><span class="yellow"> Admin Stuff </span></h3>

<p class="regtext">If you would like (for some inane or

perhaps insane reason), here is the

<a href="techined21syllabus2018b.docx">course

syllabus</a> for your reading pleasure. Of course,

I reserve the right to amend it, so please treat this

as a guideline.

<p class="regtext">You might be wondering about the

course

requirements. Not wanting to scare people away, I have

wisely included them way,

way, way down at the bottom of the page in 2-point font.

Actually,

you will find them hiding down below, but just not in 2-

point font.

Let's cover some admin things, just for fun.

</p>

<h3><span class="yellow"> Classes </span></h3>

<img class="floatright" src="notbetterwireless.jpg"

width="200" height="250"></img>

<p class="regtext">Hereafter you will find a reasonably

detailed synopsis of the

respective classes we will enjoy this term. We will not be

using any specific textbook,

instead relying on various (and sundry) readings, which

will be available on a certain

Cloud service—details in class.</p>

<p class="regtext">Thus, with no further ado, here are

the sessions.</p>

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<p class="regtext"><span class="liteblue">Session #1

(Tuesday, June 26) — <span class="italics">

Intros Left & Right </span></span>

</p>

<p class="regtext">As often happens on the first day of

class, we'll be speaking in

somewhat general terms about our course and some of

the topics therein.

</p>

<p class="regtext">Today I will provide paper for today's

readings, but usually I refrain from doing so. In general,

the readings you see will be used in the session in which

they are listed, so please prepare accordingly.

</p>

<p class="regtext">

<span><strong>Readings:</strong></span>

<div class="hw">

<ul class="nobullets">

<li

class="hangingindent">✔ Shirky (2010)</li>

<li

class="hangingindent">✔ Carr (2010)</li>

<li

class="hangingindent">✔ Bohannon (2011)</li>

<li

class="hangingindent">✔ Yashchin (2014)</li>

</ul>

</div>

</p>

<p class="regtext">

<span><strong>Homework:</strong></span>

<div class="hw">


<li

class="hangingindent">✔ Visit our class folder on Google Drive</li>

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<li

class="hangingindent">✔ Consider your blog ... </li>

<li

class="hangingindent">✔ Readings, of course</li>

</ul>

</div>

</p>


(Thursday, June 28) — <span class="italics">

The Google Toolbox, Etc. </span></span>

</p>

<p class="regtext">Courtesy of our friends at Google, this

session we will be looking at

some (certainly not all) of the tools / apps that are

available through Google. Although there

are far more than we could cover in a session, we will take

a glance at some of the following:

<div class="hw">


<li

class="hangingindent">✔ Google Docs</li>

<li

class="hangingindent">✔ Google Maps</li>

<li

class="hangingindent">✔ Google Sites</li>

<li

class="hangingindent">✔ Google Classroom with <a

href="https://classroom.google.com/u/0/c/MTQ4MjAyMzc2ODJa">our class bulletin board</a>

<li

class="hangingindent">✔ YouTube</li>

<li

class="hangingindent">✔ Google Forms</li>

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<li

class="hangingindent">✔ Meet and Hangouts:

<a

href="http://www.tomsitpro.com/articles/google-meet-hands-on,2-1136.html">Meet = Hangouts

But Better</a>

plus

<a

href="https://zapier.com/blog/google-hangouts-meet-guide/">Zapier on Hangouts, Meet, and

Chat</a></li>

<li

class="hangingindent">✔ Groups</li>

</ul>

</div>

</p>

</p>

<p class="regtext">

You might well be thinking that Google was a

wealth (a cornucopia?) of tools, to which I would certainly

agree. Not to worry, Good People, for you can

(and should) treat this situation much as you would

your handy-dandy cell phone: simply pick and

choose what to use, and then add a bit of knowledge as you

need or want to. I suspect most people use a core

four of Word, Excel, PowerPoint, and Gmail—those

represent a good starting point! (Ah, perhaps also

YouTube?)

</p>

<p class="regtext">

<a href="googledrive.html"

target="_blank"><img src="googledrive.png" height="80" width="80"

class="videolinkright">

</a>

Three of those core four are Microsoft applications, but Google includes very similar apps that

you will likely find useful. In the clip to the right you will find a nice tutorial about the basics

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of Google Drive by Anson Alexander of

<a href="http://ansonalex.com/">AnsonAlex.com</a>. I have found his tutorials to be

extremely helpful, even to the point of subscribing to his YouTube channel.

</p>

<p class="regtext">

<a href="googlehangouts.html"

target="_blank"><img src="googlehangouts.png" height="80" width="100"

class="videolinkleft">

</a>

To the left is a helpful introduction to Google

Hangouts, which I would like to try in the near

future with all of you.

</p>

<p class="regtext">

<strong>Google Maps material</strong>: You

might take a visit to my Maps page as well as have a

look at the Dropbox folder

titled *Google Maps* with some material I've

used for guiding students in making maps for my class(es).

</p>

<p class="regtext">


<div class="hw">


<li

class="hangingindent">✔ Sparrow, Liu, & Wegner (2011)</li>

<li

class="hangingindent">✔ Herrick (2009)</li>

<li

class="hangingindent">✔ Schneckenberg, Ehlers, & Adelsberger (2010)</li>

</ul>

</div>

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</p>

<p class="regtext">(Lest you think I'm placing an unrealistic

burden on you, please realize that only the

Sparrow, Liu, and Wegner (2011) article really qualifies as a

full-fledged article. The other two are worth

a glance, but they're more fluff than anything else.)

</p>


(Tuesday, July 3) — <span class="italics">

Social Media: To Tweet or Not To Tweet

</span></span>

</p>

<img class="floatright" src="twitterer.png" width="384"

height="165"></img>

<p class="regtext">Brevity — a fine word, and

especially so when applied to a pre-dinner speech. Seriously, every time I

think about social media and the inherent brevity (140,

perhaps), a certain minimalist form comes to mind. Courtesy of NPR,

let us consider

<a href="http://www.npr.org/templates/story/story.php?

storyId=123289019">telling one's life story in a mere <strong>

six</strong> words</a>. Can you do that?

</p>

<p class="regtext">


<div class="hw">


<li

class="hangingindent">✔ Friesen & Lowe (2011)</li>

<li

class="hangingindent">✔ Blankenship (2010)</li>

<l

</ul>

</div>

</p>

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<p class="regtext">In the latter article you will have noticed

a certain mustachioed gentlemen, and here you'll find the

<a href="http://rheingold.com/social-media/">website of

Howard Rheingold</a>. Of the several articles on this page, one that

raises a particularly provocative point is "Mindful

Disconnetion."

</p>

<p class="regtext">As you're certainly aware, many things

on the Net have a limited shelflife. Think for a moment,

if you would, about MySpace ... remember when it was

going toe-to-toe with Facebook?

<p class="regtext">

In a most timely article, here we have—if you care

to be amazed for a moment—<a

href="http://www.theatlantic.com/technology/archive/2014/04/a-eulogy-for-twitter/361339/">

a eulogy for Twitter</a> in <span

class="italics">The Atlantic</span>

in which Adrienne LaFrance and Robison Meyer

suggest that "[t]he publishing platform that

carried us into the mobile Internet age is

receding." An interesting read whether

or not you agree.

</p>

<p class="regtext">Joy Nelson offers some sage advice here

in a post from February, 2015, titled

<a href="http://www.edudemic.com/16-best-social-media-

resources-of-2015/">16 best social media resources of 2015</a>, which,

cleverly, offers some advice on using Twitter and its ilk to

enhance your classroom.

</p>

<p class="regtext">A bit tangential but nevertheless of

interest, social media has gained some

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footing as an integral part of <strong>social

activism</strong>. We'll have a look at some footage

from Arab Spring, but

<a

href="http://www.newyorker.com/magazine/2010/10/04/small-change-malcolm-gladwell"> not

everyone agrees

that upcoming revolutions will be tweeted.</a>

</p>

<p class="regtext">This

<a href="https://www.edx.org/course/how-media-got-

social">course titled "Social Media: How Media

Got Social"</a> looks like an interesting extension of this

discussion. In case you're wondering,

Curtin University is located in Perth.


(Thursday, July 5) — <span class="italics">

Blogging </span></span>

</p>

<img class="floatright" src="bloggy-the-dwarf.gif"

width="315" height="348"></img>

<p class="regtext">Text here soon. Maybe. Unless I just

leave this meaningless space here for posterity.

<p class="regtext">As if we need more tools for blogging

(do we?), here is a recent addition to the

pantheon. While preparing a speech, Evan Williams, a

Twitter co-founder, had an

<a

href="http://www.nytimes.com/2013/11/10/business/a-founder-of-twitter-goes-

long.html">epiphany

that bothered him</a> about the Internet: it hadn't

changed the world but had

instead become a convenience. Taking some of his many

millions, Mr. Williams founded another

<a href="https://medium.com/">platform and blogging

tool called Medium</a> for writers to author longer

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thoughts. As

<a

href="http://www.nytimes.com/2014/05/26/business/media/a-platform-and-blogging-tool-

medium-charms-writers.html?_r=0">

noted by the <span class="italics">New York

Times</span></a>, Medium has gained a following among writers of various stripes.

<br><br>

<strong>What are we trying to do with

Medium?</strong>

<br>

<span class="italics">Now that sharing information is

virtually effortless, how do we increase the

<strong>depth of understanding</strong>, while also

creating a level playing field that encourages

great ideas coming from anywhere? We think that words

(still) matter, so we built a better system for

sharing them.</span>

<p class="regtext">I'd like you all to have a look at a blog

that absolutely demands some time be

spent on meandering, moosying, and such. I speak here of

<a href="https://lorelle.wordpress.com/">Lorelle on

Wordpress</a>, which has a wealth of information not

only on blogging but also on many other things.

<p class="regtext">


<div class="hw">


<li

class="hangingindent">✔ Halic, Lee, Paulus, & Spence (2010)</li>

<li

class="hangingindent">✔ Robertson (2011)</li>

</ul>

</div>

</p>

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<p class="regtext"><span class="liteblue">Session #5 (Tuesday, July 10) —

<span class="italics">

Gaming in Education </span></span>

</p>

<p class="regtext">Professor Robert Cvitkovic will be enlightening us in this

class, which

will be held in one of the computer classrooms. We will be meeting in

Room 505, which is

(cleverly) on the 5th floor.

<p class="regtext">An interesting read on

<a href="https://www.iste.org/explore/articleDetail?

articleid=2185&category=Computer-Science&article=">

block-based programming</a>, courtesy of the ISTE folks.

</p>

<p class="regtext"><span class="liteblue">Session #6 (Thursday, July 12)

— <span class="italics">

Our Friend, The Screen </span></span>

</p>

<p class="regtext">Your first chance to impress me,

folks—<span class="plum">Quiz #1 on this day.</span>

<p class="regtext">Something I often see in presentations an

elsewhere is rather poor use of the

screen, which is, after all, the focus when using

technological affordances. In much the same way

that we invest time and thought on such classroom staples

as tests and handouts, we should also

devote thought to how we can best utilize the technology at

our disposal. (Yes, I'm on a soapbox

at the moment.)

</p>

<p class="regtext">Several areas deserve mention, I think. First, in my

class I use a very small

bit of freeware called <a href="aaa">Virtual Magnifying

Glass</a>, which is for use with a

regular screen. The second area is <strong>screensharing

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software</strong>, of which you will find <a

href="https://www.eztalks.com/file-sharing/desktop-screen-sharing-software.html">

several listed here (courtesy of esTalks)</a>. Note that one

of our sessions will be virtual

and will include you, my gentle students, using such

software to do your final presentation.

The third and final area is the use of <strong>animation and

transitions</strong> in PowerPoint. Here we have

<a

href="https://business.tutsplus.com/articles/powerpoint-animation-tips-and-tricks--cms-27552">

a very useful webpage of instructions, courtesy of

Sven Lenaerts at envatotuts</a>.

</p>

<p class="regtext">

<span><strong>Class Material, Etc.:</strong></span>

<div class="hw">


<li class="hangingindent">✔

<a href="https://youtu.be/2ypODhefL4Y">Virtual

Magnifying Glass</a>

</li>

<li class="hangingindent">✔ <a

href="https://www.eztalks.com/file-sharing/desktop-screen-sharing-software.html">

screensharing software</a>

</li>


href="https://business.tutsplus.com/articles/powerpoint-animation-tips-and-tricks--cms-27552">

PowerPoint animation and transitions</a></li>


<a

href="LiveCodeNotes2015_v03.docx">LiveCode primer questions</a>

</li>

</ul>

</div>

</p>

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<p class="regtext">


<div class="hw">


<li class="hangingindent">✔ One article

from the <span class="italics">Screen Readings</span> folder</li>


<a

href="LiveCodeNotes2015_v03.docx">LiveCode primer questions</a>

</li>

<li class="hangingindent">✔ Wilson et al.

(2009)

</li>

<li class="hangingindent">✔ Additional

(optional) material is snoozing here on

<a href="livecodereadinglist.docx">this list of

readings</a>.

</li>

<li class="hangingindent">✔ In

preparation for the gaming workshop, here is a

<a href="livecodesites.docx">list of very helpful

links</a> for you to peruse. </li>

</ul>

</div>

</p>

<p class="regtext">As promised, here is the

<a href="webpagereviewhw_2018.06.pdf">explanation sheet for the

webpage review homework</a>. Note that

this assignment is due in Session #9 on July 24.

</p>

</p>



Wisdom of the Crowd </span></span>

</p>

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<p class="regtext">Of course, you all would be "the crowd",

and I would be the one

enjoying <span class="plum">your presentations</span>.

Yes,

good people, on this day you will be enlightening your

fellow students.

<p class="regtext">


<div class="hw">


<li class="hangingindent">✔ Sample

PowerPoint on <a href="ccc">calligraphy</a>


href="aaa">Presentation language</a>

<li class="hangingindent">✔ Some <a

href="bbb">interesting introduction ideas</a>

<li class="hangingindent">✔ Kittur, Chi,

Pendleton, Suh, & Mytkowicz (2007)</li>

<li class="hangingindent">✔ Niederer &

van Dijck (2010)</li>

</ul>

</div>

</p>

<p class="regtext">Thank you all for your interesting presentations. Here I'd like

to add some links to

some of the pages you introduced—please let me know which

you'd like to include.

</p>

<p class="regtext"><span class="liteblue">Session #8 (Thursday, July 19)


Corpus Linguistics </span></span>

</p>

<p class="regtext">In the first half of our session this

evening, I'd like to provide a brief

introduction to corpus linguistics. Because this is a large and

growing area in our field, it

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would behoove us to have a look at several journals devoted

to corpus studies. The three are

<p class="regtext">

<div class="hw">



<a href="https://benjamins.com/catalog/ijcl">International

Journal of Corpus Linguistics</a>,</li>


<a href="https://www.degruyter.com/view/j/cllt">Corpus

Linguistics and Linguistic Theory</a>, and</li>


the cleverly-named <a

href="https://www.euppublishing.com/loi/COR">Corpora</a>.</li>

</ul>

</div>

</p>

</p>

<p class="regtext">Your job for the next few minutes is to

snoop through articles in the three

journals, find a half dozen or so that look interesting, and jot

down a memo about the types of

questions that were addressed.

</p>

<p class="regtext">I've opted to add

a separate page to only begin to scratch the surface. Follow

this link to our <a href="corpus.html">resource

page with some information on corpus linguistics</a>.

</p>

<p class="regtext">I would also like to devote some time to a variation on this

corpus analysis idea; I refer here

to <strong>genre analysis</strong>, which is

a technique that Judy Noguchi has popularized here in Japan. It's deceptively

simple yet very useful, as you will readily see.

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</p>

<p class="regtext">

<span><strong>Readings, Homework, and Their

Ilk:</strong></span>

<div class="hw">


<li

class="hangingindent">✔ Prepare and bring with you a folder of your own writing that

you will analyze. This could

include published papers, essays, or any sort of

reasonably coherent,

thoughtful writing.

<li

class="hangingindent">✔ Bednarek (2012)</li>

<li

class="hangingindent">✔ One more article from the <span class="italics">Corpus

Linguistics</span> folder. </li>

</ul>

</div>

</p>



The Magic of HTML </span></span>

</p>

<p class="regtext">This session will be held in one of our

computer classrooms, and the purpose (which

you might have guessed) is to have a hands-on html

workshop.

<p class="regtext">

<span><strong>Readings &

Homework:</strong></span>

<div class="hw">


<li

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class="hangingindent">✔ <span class="plum">Webpage reviews due</span></li>

</ul>

</div>

</p>

<p class="regtext">This evening we'll be looking at

<a href="techined21_source_code_2015.06.docx">the

source code of our class

webpage</a>.

</p>


(Thursday, July 26) — <span class="italics">

Classroom Management Systems;

MOOCs </span></span>

</p>

<p class="regtext">On this day we will be joined by a guest

speaker, Forrest Nelson of Saitam University, who

will speak about the glory of Moodle.

</p>

<p class="regtext">I would also like to devote time today (if

we have any) to so-called <strong>massive open online courses</strong>, which

are usually known by their acronym, MOOC. One good

source is <a href="https://www.edx.org/">edX</a>, which was

founded by the good people at Harvard and MIT.

<p class="regtext">

<span><strong>Readings & Class

Material:</strong></span>

<div class="hw">


<li

class="hangingindent">✔ West, Waddoups, & Graham (2007)</li>

<li

class="hangingindent">✔ Sanpraseri (2010)</a></li>

<li><span

class="plum">MOOC</span></li>

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<li

class="hangingindent">✔

<a

href="https://www.edx.org/course/html5-coding-essentials-and-best-practices">Online

course on HTML5 Coding

Essentials and Best Practices</a></li>

<li


<a href="https://online-

learning.harvard.edu/">Harvard Online Learning</a></li>

<li


<a

href="https://www.conted.ox.ac.uk/about/online-courses">Oxford Department of Continuing

Online Courses</a></li>

<li


<a

href="https://www.coursera.org/">Coursera</a>, which is an aggregration of online courses</li>

<li

class="hangingindent">✔ An extensive list of

<a

href="https://qz.com/1120344/200-universities-just-launched-600-free-online-courses-heres-the-

full-list/">

online courses</a>

from Dhawal Shah, the founder of Class Central</li>

</ul>

</div>

</p>

<p class="regtext">As promised, here is the

<a href="journalreview_2014.05.pdf">explanation

sheet for the journal review homework</a>. Note that

this assignment is due by August 12, so you have

lots of time to complete it.

</p>

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(Tuesday, July 31) — <span class="italics">

Crowd Wisdom as Data </span>

</p>

<p class="regtext">As you likely are aware, the title

immediately above is in reference to the 2006 book titled <span class="italics">

The Wisdom of Crowds</span> by James Surowiecki. As

we've seen in our weeks together, our collective wisdom far outstrips that of

any one member of our group (myself included, of course!);

your presentations a couple weeks ago were ample proof of that.

</p>

<p class="regtext">You might well wonder where this is

going, for which you should be commended. The "where" is to whether the "wisdom"

manifest in the connected masses (the "crowd" or

"crowds") is worth tapping for research purposes. In short, with so much information floating

around in the cloud, is it a viable data source?

</p>

<p class="regtext">Speaking of research, good people, we

have a bit of recent news: Twitter has

announced that all of its

<a

href="http://www.scientificamerican.com/article/twitter-to-release-all-tweets-to-scientists-a-trove-

of-billions-of-tweets-will-be-a-research-boon-and-an-ethical-dilemma/">

archived tweets (dating from 2006) will be released</a>,

thus providing

researchers with a wealth of tweeted data that will allow

them to

"find patterns in human behaviors, tease out risk factors

for health conditions

and track the spread of infectious diseases."

</p>

<p class="regtext">

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<div class="hw">


<li

class="hangingindent">✔ Kittur, Chi, Pendleton, Suh, & Mytkowicz (2007)</li>

<li

class="hangingindent">✔ Niederer & van Dijck (2010)</li>

</ul>

</div>

</p>

<p class="regtext">Sadly, while unicorns might (possibly) be

imaginary, quizzes are

not. Expect <span class="plum">Quiz #2</span> to flutter

your way this weekend.

</p>




(Thursday, August 1) — <span class="italics">

Cyber-Assessment </span></span>

</p>

<p class="regtext">In today's session I would like to look at

how tech affordances can

prove useful for assessment. A good starting point would be

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a perusal of

<a href="https://www.teachthought.com/technology/how-

i-got-started-using-technology-to-assess-student-learning/">

this teachthought post by Rachelle Ploth</a>. In

particular, she lists a number of

very usable tools, including

<a

href="https://goformative.com/">GoFormative</a>,

<a href="https://kahoot.com/">Kahoot!</a> (a

game-style platform),

<a href="https://quizizz.com/">Quizizz</a>,

<a href="https://www.riddle.com/">Riddle</a>,

and

<a

href="https://www.surveymonkey.com/">Survey Monkey</a>.

</p>

<p class="regtext">OK, let's add more possibilities from

Ryan Schaaf at Notre Dame of Maryland

University. Professor Schaaf offers

<a

href="https://www.teachthought.com/technology/smart-tools-for-digital-exit-slips/">

10 smart tools for <strong>digital exit

slips</strong></a>, which are questions given to students

at the end of a class to help them reflect on the

class and also to allow the teacher

to check their comprehension. Some

<a

href="https://www.curiouseducator.com/blog/8-digital-exit-tickets-ready-to-use">

sample exit slips are available here</a>,

courtesy of Debbie Campbell, aka

The Curious Educator.

</p>

<p class="regtext">


<div class="hw">

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<li

class="hangingindent">✔ Mork (2014)</li>

<li

class="hangingindent">✔ One of the three remaining articles in the Cyber-Assessment

literature folder</li>

</ul>

</div>

</p>


(Tuesday, August 6) — <span class="italics">

Research in tech and

education </span></span>

</p>

<p class="regtext">In this, our penultimate session, we will

be discussing research in the

tech/education sphere.

<p class="regtext">


<div class="hw">


<li

class="hangingindent">✔ One of the articles in the

<span

class="italics">Research</span> folder.</li>

</ul>

</div>

</p>

<p class="regtext"><span class="liteblue">Session #14 (TBA)


Student presentations </span></span>

</p>

<p class="regtext">For this final requirement of our class,

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you will need to present the

results of your research endeavors ... virtually (this is, after

all, a class on tech in

education).

</p>

<p class="regtext">



<span class="plum">Quiz #3</span> (take-home, to be

submitted by Monday, August 13)

<p class="regtext">Be aware that <span class="plum">your

journal review</span> is also

due at that time (as part of your blog).

<h3 class="tborder" style="padding-top: 20px"><span class="yellow"> Course

Requirements </span></h3>

<div id="numberedlist">

<ol>

<li>Three quizzes: Each quiz will cover the material touched

on since the last quiz and will

require approximately one hour. The third quiz

will be a take-home quiz and

must be submitted by August 15. (15%)

</li>

<br>

<li>One written project: An extensive survey and

exploration of the published literature

of any one of the topics covered during the

course. (15%)

</li>

<br>

<li>One blog, on which you will write your 'Notes on Various

Things'. These will include:

</li>

<p class="regtext">

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<div id="letteredlist">

<ul>

<li>Reflections on at least one article

from each class in which readings are assigned;</li>

<li>Reports on <strong>three</strong>

additional articles related to class topics (of your choosing,

so these may be from the

additional readings or related articles that you locate);

<li>One journal review (selected from

list provided or in consultation with instructor)

<li><span class="italics">Note: Treat

your blog as a chance to explore and

question and extend your

understanding of ideas in the field. What is

wanted here is your reactions

to the readings, not a summary of the

readings themselves.

</span>(25%)

</ul>

</div>

<br>

<li>An introduction of some tech-related

element in Session #7 on

Tuesday, July 17. This will entail

explaining and demonstrating

one of the following: (a) a particular

piece of hardware,

(b) software, or (c) a teaching technique

that utilizes

technology. 15-20 minutes would be a

reasonable length. (10%)</li>

<br>

<li>Reviews of two webpages (due by

Session #9, July 24) (10%) </li>

<br>

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<li>A presentation of an assigned

reading from class. In this you will summarize

the main points and results of the article

as well as critique it. (5%)</li>

<br>

<li>Your final presentation, which will be

similar to the presentation in

Session #7 on July 17. You may not,

however, present the same tool (software, etc.) as

you did in the earlier presentation. I

would happy here if this were a more in-depth

presentation that includes any

appropriate theoretical background as well as relevant

research.

(15%)

<span class="italics">Note: Much like

your blog, this is an

opportunity for you to be creative and

expand the toolbox at

your disposal. </span></li>

<br>

<li>Active participation in class. (5%)

</ol>

</div>

<p class="regtext">For other things (my procedure

regarding late assignments, for example), please

speak with me directly.

</p>

<p class="regtext">Please be aware that I have to submit

grades by August 17, so please plan

accordingly and submit everything in a timely fashion. I

will <strong>not</strong> be

pleased if I receive a mountain of homework on that day

(hint, hint).

</p>

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<h3 class="tborder" style="padding-top: 20px"><span

class="yellow">Tech in Ed Conferences</span></h3>

<p class="regtext">Below you'll find a smattering

of conferences dealing with technology and education. It's

certainly not an exhaustive list, of course, but it

should give you an idea of what is lurking out there.

<div id="readings">

<ul>

<li><a href="">JALT-CALL</a>,

which is here in Japan.</li>

<li><a

href="http://www.cue.org/technology-in-education-conferences">Various events by CUE</a></li>

<li><a

href="http://site.aace.org/conf/">The Society for Information Technology

and Teacher Education</a> in

Las Vegas in March, 2019</li>

<li><a

href="https://www.iste.org/">International Society for Technology in

Education</a> in

Philadeplphia in June, 2019</li>

<li><a

href="http://www.edutech.net.au/">EduTECH</a> in Sydney (June 5-7, 2019)

<li><a

href="http://iafor.org/iafor/conferences/acset2014/">ACSET2019</a>, which stands

for The Asian Conference on

Society, Education, and Technology. This will be held May 24-26

at the Toshi Center (Hotel?) in

Tokyo, which is near Nagata-chō Station.

<li>The <a

href="aaa">Kyōiku IT Solution Expo</a>

(abbreviated EDIX) is a local

event dealing with IT in education (June 19-21, 2019, at Tōkyō Big Sight).

</ul>

</div>

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</p>

<h3 class="tborder" style="padding-top: 20px"><span

class="yellow">Miscellaneous</span></h3>

<p class="regtext">

</p>

<p class="regtext">For today's session with Professor

O'Neill, we have a

<a

href="plagiarism_tech_in_classroom_2014.05.26.docx">handout on plagiarism and technology in

the classroom</a>. I will prepare

hard copies, but here is the digital version if you

prefer.

</p>

<p class="regtext">

<span><strong>Casual Reading</strong></span>

<p class="regtext">In case you ever are in need of

something to borrow some of your time,

there are, of course, many books dealing with

technology. A quick list of fiction works

off the top of my head would include the

following:

<div id="readings">

<ul>

<li><span

class="italics">1984</span> by George Orwell</li>

<li><span class="italics">The

Difference Engine</span> by William Gibson and Bruce Sterling</li>

<li><span class="italics">The

Circle</span> by Dave Eggers</li>

</ul>

</div>

<p class="regtext">

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<span><strong>Chat in 1964</strong></span>

<p class="regtext">

<a href="originalchat.html"

target="_blank"><img src="originalchat.png" height="80" width="100"

class="videolinkright">

</a>

So, gentle student, you thought video chat was a

recent development? Not so, folks, simply not so. Have a

look at the video link to the right for the tale of an

idea that was just a wee bit before its time.



<p class="regtext">

<span><strong>Classroom

Management</strong></span>

<p class="regtext">Classroom management</p>

<div id="readings">

<p class="regtext"><strong>Classroom

management readings</strong></p>

<ul>

<li>West, Waddoups, &

Graham (2007)

<li>Sanprasert (2010)

<li>Houser & Thornton (2005)

</ul>

</div>

<p class="regtext"><span class="yellow">New

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(June 17)</span>: Here is the piece by

Professor MacLean about

<a

href="MacLean_(2012)_Internet_groups.pdf">using various online groups</a> for

classroom management.

</p>

</div>

</div>

</div>

<div id="admin" style="text-align: center">

URL: www.jimelwood.net/students/temple/techined21/techined21.html

<p></p>The logos were created on <a href="http://wwww.cooltext.com">Cool

Text</a>.

<p></p>Date last updated: July 18, 2018 *

Copyright 2018 by Midas, Cyrus, and all the other lunatics.

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