EDU 416/616: The Uses of Technology in Education Fall 2016

American University College of Arts & Sciences (CAS) School of Education (SOE)
Instructor: Alex R. Hodges, Affiliate Associate Professor
Office: 107, Bender Library
Office Hours: By appointment & 8-9pm Thursdays after class
E-mail/Gchat: hodges@american.edu / alex.hodges@gmail.com
Phone: voicemail/text/SMS 202.210.8850
In-person meetings on Thursdays, 5:30-8:00pm
Location: Spring Valley Building, Rm. 517
Updated Course Description
This course offers an introduction to information literacy and instructional design, focusing
on the effective evaluation of technology in the teaching and learning process. The course
emphasizes using technology for effective teaching and applying technology to strengthen
educational systems. Students will experience community-based learning, hands-on use
and instruction of a broad range of Web-based applications, primarily 2.0 solutions.
Prerequisites: none; Offered every fall, spring, and summer.
2.0 Connections and Readings
Required Web Accounts:
The class will communicate with one another via postings/uploads using
1) PBworks
2) Google Applications (Docs, Sites, Gchat, etc.)
3) Jing & Screencast.com (from TechSmith)
Readings:
There are no required textbooks for this course. See course outline for reading assignments
for articles/chapters by date.
Supplemental texts:
Maloy, R. W., Verock-OLoughlin, R. E., Edwards, S. A., & Park Woolf, B. (2011). Transforming
Learning with New Technologies. Boston, Mass.: Pearson Education, Inc.
Call#: 4250 Located in library reserves (lower level) / 2-hour checkout
Solomon, G., & Schrum, L. (2010). Web 2.0 How-To for Educators. Eugene, Or.: International
Society for Technology in Education. (ISBN 978-1-56484-272-5)
Call#: LB 1044.87 .S618 2010 Located in library reserves (lower level) / 2-hour checkout

Philosophy of the School of Education (SOE)

The faculty of the School are committed to the interrelated principles of community, diversity,
equity, excellence in our work to advance educational theory and practice through the initial and
continuing development of reflective, dedicated and proficient teachers, administrators and
researchers. Graduates are equipped to meet the needs of individuals and groups, to nurture their
strengths and talents, and to initiate and provide leadership in early childhood settings, classrooms,
educational institutions, and in the public policy arena. The mission of the SOE is derived from the
faculty's shared conviction that the fundamental task of schooling in America is the advancement of
the welfare of all children regardless of race, class, culture, gender or ability.
The School of Education faculty and staff are committed to building a diverse community of
learners. As we work in collaboration in and out of the classroom:
We believe that multiple perspectives are critical to improving educational conditions for all;
We believe that respect for and value of a diversity of belief systems, opinions, and
approaches leads to a successful positive and open environment,
We believe that open D/discourse promotes reflective and thoughtful educators,
We believe that equitable and respectful treatment of each other is necessary for a positive,
sustained, and working community, and
We believe that each and every member of the community can make a valuable
contribution to the community.
These beliefs in action provide for all students, staff, and faculty a safe, productive, and positive
educational community.
General Information for School of Education Courses
There are three University publications you will need to refer to for various academic issues:
The University Catalog
http://www.american.edu/provost/registrar/universitycatalog.cfm
The Academic Regulations
Undergraduate: http://www.american.edu/provost/undergrad/undergrad-rules-and-regulations-toc.cfm
Graduate: http://www.american.edu/provost/grad/grad-rules-and-regulations-toc.cfm
The Student Handbook: http://www.american.edu/ocl/studentguide/
Academic Integrity Code
http://www.american.edu/academics/integrity/
By registering as a student, you are acknowledging your awareness of the Code, and you are
obligated to become familiar with your responsibilities and rights as defined by the Code. Academic
Integrity Code violations are serious, and have serious penalties. Please consult with the instructor
if you have any specific questions about academic integrity.
One of the most serious violations of the Code is plagiarism, which is the representation of someone
elses words, ideas, or work as ones own without attribution. Plagiarism may involve using someone
elses wording without using quotation marksa distinctive name, a phrase, a sentence, or an
entire passage or essay. Misrepresenting sources is another form of plagiarism. The issue of
plagiarism applies to any type of work, including exams, papers, or other writing, web sites, art,
music, photography, video, and other media.

Expanded Course Description, Goals, and Purpose

Web-based technologies and instructional design have changed the ways that educators
construct and deliver instruction. These developments offer the promise of both enhancing
student performance and preparing them for lifelong technology adaptations. Technology is
approached as a vehicle for students to become digital citizens to construct knowledge
and search, retrieve, and disseminate information on a local and global scale. This course
will address current uses of Web 2.0 applications in the classroom--presenting an overview
of what is being done today and the impact that Web 2.0 is having on teaching and teacher
preparation. Additionally, this courses foundational pedagogy is technology integration
practice as a form of community-based learning.
Underlying the course is the idea that the use of technology does not always guarantee
more effective or efficient instruction. This course will focus on assessing resources and
making instructional decisions that enhance student learning and communication.
Participants will gain expertise in current and emerging technologies, especially Web 2.0
applications. A primary goal of the course is to move participants toward expertise by
experimenting with technology use in our classroom laboratory as well as assuming the role
of effective integration consultant/designer to colleagues and students in our community.
Technology is only as good as the content it supports. Alone, technology is useless to
educational endeavors, particularly the learning process. Teaching about technology and
information literacy in isolation has limited value. However, learners must often explore
the use of technology in communities of practice in order to determine its worth.
It is my goal in this course that you will have the opportunity to use technology to explore
your own learning, writing, and teaching. You will be asked to develop projects in which you
will decide on the content yourself. Together as a class, we will explore the limits of what
technology can offer you as you practice teaching within the content areas.

Technology Policies:
1) You are required to bring a charged laptop and a charger to each class
session. Tablets or mobile devices will not suffice. Make use of the
Librarys laptops for loan from the Technology Services Desk.
2) Out of courtesy to your colleagues, please turn your cell phone ringers
to off or vibrate before each class session.
3) Unless directed to by the instructor, do not use personal email, chat
(Gchat, iChat, etc.), or social media, or browse the Internet during class.
4) If you must send a text, do so before or after class, or during any breaks.
Please do not text during class discussion or activities.
5) Develop and model professional technology etiquette for one another.

Course Objectives and Learning Outcomes

Objectives describe what I want you to learn. Outcomes describe what you will do in order
to master the corresponding objective(s). All objectives will be reflected upon through
individual reflection logs, especially in concert with our community-based learning goals.
OBJECTIVE #1: Students will gain basic knowledge of Web applications, specifically Web 2.0
multimedia in order to author online learning objects (e.g. Web sites, screencasts).
o LEARNING OUTCOME for objective #1: Students will create Web sites and
screencasts to show their mastery of online curricular practice. Students will
demonstrate literate use of a wiki (PBworks), a web-authoring tool (Google Sites,
Weebly, or Wix), a screencast-authoring tool (Jing), and other online communication
tools (Google Docs, etc.).
OBJECTIVE #2: Students will discuss their discoveries about new media, learning
technologies, and integration methods in order to reflect on the efficacy of technology use
within content teaching practice.
OBJECTIVE #3: Students will discuss practices designed to integrate technology into
teaching, learning, and administrative functions of schools and educational institutions.
OBJECTIVE #4: Students will reflect on the potential positive and negative impacts that
technology may have on teaching and learning in K-12 and higher education environments.
o LEARNING OUTCOME for objectives #2, 3, 4: Students will interpret/discuss course
materials in person and online via PBworks and Blackboard in order (1) to gain
mastery of the technology and (2) to understand different approaches teachers
might take to integrate technology into curricula. Online work will give students
practical experience for navigating and negotiating complex situations, which
require application of higher order thinking.
OBJECTIVE #5: Students will apply knowledge of learning theories to the development of
technology-based instructional products, such as websites and multimedia presentations.
o LEARNING OUTCOME for objective #5: When creating any instructional materials
for this course, students will reflect and consider how the theories learned in class
can be put into action. Mastery of the theory and application of it will demonstrate
students learning in class activities and in the final project report.
OBJECTIVE #6: Students will identify universal design practices that can enable educators to
develop online communities of practice that are culturally, economically, and socially
diverse and equally open to exceptional or disadvantaged persons.
o LEARNING OUTCOME for objective #6: Students will create a final web product, and
implement instructional design principles from Clark & Mayer (2011) that make it
viewable and accessible to many. Students will investigate donorschoose.org and
consider budgeting in order to consider how to fund expensive technology solutions.
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Course Requirements
Professionalism: Attendance & Participation (10 Points)
Delivery: Blackboard, PBWorks, In-Class Discussion
InTASC Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4, 5

Your attendance and critical engagement are crucial for your success. You are expected to
be on time and to be active participants during all sessions. Students should plan their
schedules to attend all in-person sessions and complete all online work on schedule. One
unexcused absence will not be penalized; however, if required course work is missed, then
that specific coursework grade may be in jeopardy. Students who accrue two absences will
receive a participation grade deduction (to be determined depending on the
circumstances). Three missed classes will result in automatic course failure. Only registered
students can attend class. Non-registered students or family, children, or guests of
registered students cannot attend class. Additionally, only registered students will get credit
for the course.
Reading-Related Homework (15 Points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4

Details for each homework assignment will be announced to the class prior to the due date.
Quizzes (10 points)
Delivery: Blackboard or Paper By Hand
InTASC Standards: 1, 2, 3, 4, 5, 6, 9; ISTE Standards *T: 1, 3

There will be 2 quizzes. One will measure your progress early in the course. It will focus on
your learning of Web 2.0 vocabulary, communities of practice, online safety and privacy,
and information literacy. The other will measure your ability to construct course knowledge
together in a group during the second part of the course.
PBworks Wiki Organization, Contributions & Discussions (10 Points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9, 10; ISTE Standards *T: 1, 3, 4

Each student is expected to contribute assigned content to the course wiki via PBworks.
Participation in these forums is critical in order to master the objectives of the course.
1) PBworks - Course Wiki (5 of the 10 Points)
Students are expected to sign up for a PBworks account at http://pbworks.com. The
wiki will be our portfolio of assignments and a record of what you accomplish.
I will invite you to join the course wiki, which is
http://edu416616fall2016.pbworks.com/
2) PBworks CBL Reflections Journal Log (5 of the 10 Points)
Students are expected to maintain a page linked from their individual wiki page that
captures their reflective experience as they engage in Community-Based Learning.
More details will follow.

Midterm Web Evaluation Project (15 points)

Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 7, 8, 9; ISTE Standards *T: 1, 3, 5

Choose six exemplary educational Web sites all related to a common content-focused
area. Each item will be evaluated and annotated for the Webliography (worth 5 points).
Choose one of the six for the Extended Evaluation (2-3pp. - worth 10 points). This
evaluation exercise will help students understand how to match curriculum with
technology, and vice versa. More information will be presented in class.
Final Project (40 points)
Delivery: PBworks
InTASC Standards: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; ISTE Standards *T: 1, 2, 3, 4, 5

Students will create one of the following: an educational Google Site, Weebly, or Wix Web
site that uses well-selected graphical and interactive tools. This site will highlight the CBLspecific accomplishments in tandem with well-reasoned instructional design principles in
effect. The website (worth 10 points) is one part of the overall project, which includes an
evaluative final report (worth 25 points) that incorporates a project proposal, a researched,
annotated bibliography, a journal article review, funding consideration, and conclusive
reflection. This Web site and rationale for its creation will be presented in-person AND
online via a screencast (worth 5 points). More information will be covered in class.
Course Points / Grading Scale:
Late work is accepted, but will be penalized. All assignments must be completed and
submitted in order to pass the course.
Assignment/Project
Points Value
Professionalism: A & P
10 points
PBworks Wiki & Reflections
10 points
Quizzes
10 points
Reading-Related Homework
15 points
Midterm - Web Evaluation Project 15 points
Final Project
40 points
Total Available Course Points:
100 POINTS
Course Grade
% Value
A
100-95
A94-90
B+
89-87
B
86-83
B82-80
C+
79-77
C
76-73
C72-70
D
69-66
F
65-00

Library Research Information Literacy Tutorial

AUs librarians provide assistance with developing search strategies and information
evaluation. As a course assignment, you will complete this online tutorial that will help your
search acumen: http://subjectguides.library.american.edu/infolit
You can also seek help through the librarys chat research assistance service. For assistance,
chat with the librarians at askaulibrary via AIM/GTalk/Yahoo!/MSN.
Using Appropriate Documentation Formats
The School of Education endorses the use of APA or MLA style for research citations,
footnotes, list of references, and layout, and all written work. All style guides can be found
in print in the library next to the reference desk.
American Psychological Association. (2010). Publication manual of the American
Psychological Association, Sixth Edition. Washington, D.C.: American Psychological
Association. (At Research Assistance Desk Call number: PN147 .A7 2010)
Gibaldi, J. MLA Handbook for Writers of Research Papers. 7th ed. New York: Modern
Language Association, 2009.
(At Research Assistance Desk Call number: LB2369 .G53 2009)
Green Teaching
This will be a Certified Green Course. This means, for example, that I will not hand out many
printed materials, but I will use Blackboard or email extensively to distribute handouts,
collect assignments, and provide you with feedback on assignments. To help make our class
as green as possible, I encourage you to minimize paper use by submitting assignments
electronically as instructed, and read course readings online rather than printing copies. If
you choose to print, please print double-sided, and recycle the paper after the end of the
semester.
Emergency Preparedness
In the event of a semester disruption, American University will implement a plan for
meeting the needs of all members of the university community. Should the university be
required to close for a period of time, we are committed to ensuring that all aspects of our
educational programs will be delivered to our students. These may include altering and
extending the duration of the traditional term schedule to complete essential instruction in
the traditional format and/or use of distance instructional methods.
In the event of an emergency, this course will continue through our online
communications. I will communicate class-specific information to students via email or
Blackboard, while students must inform me immediately of any absence. Students are
responsible for checking their email regularly and keeping themselves informed of updates.
For clarification, students should refer to the AU Emergency Preparedness Web site
(http://www.american.edu/emergency/) and the AU information line at (202) 885-1100 for
general university-wide information, as well as contact me for course-specific information.

Support for AU Students

American University provides numerous services that help students maximize their
academic success and social and emotional well-being.
Center for Community Engagement and Service (CCES) MGC 273, 202-885-7378 leads
the AU community into the world to serve. From projects around DC to trips abroad,
CCES is dedicated to improving lives in our global community. They support any member
of the AU family trying to become engaged in social issues. CCES is a crucial partner and
resource to support EDU 416-616s CBL-designation.
Academic Support and Access Center MGC 243, 202-885-3360 supports the academic
development and educational goals of all AU students while also providing support to
students with disabilities. They offer workshops on topics of interest to all students such
as time management, note taking, critical thinking, memory skills, and test taking.
Additional support includes free private and group tutoring in many subjects,
supplemental instruction, The Math Lab and The Writing Lab.
Counseling Center MGC 214, 202-885-3500 is here to help students make the most of
their university experience, both personally and academically. They offer individual and
group counseling, urgent care, self-help resources, referrals to private care, as well as
programming to help you gain the skills and insight needed to overcome adversity and
thrive while you are in college. Contact the Counseling Center to make an appointment
in person or by telephone, or visit the Counseling Center Web site.
Center for Diversity & Inclusion MGC 201, 202-885-3651 is dedicated to enhancing
LGBTQ, Multicultural, First Generation, and Women's experiences on campus and to
advance AU's commitment to respecting & valuing diversity by serving as a resource and
liaison to students, staff, and faculty on issues of equity through education, outreach,
and advocacy.
OASIS: The Office of Advocacy Services for Interpersonal and Sexual Violence
202-885-7070 provides free and confidential advocacy services for anyone in the
campus community who is impacted by sexual violence (sexual assault, dating or
domestic violence, and stalking).
American University expressly prohibits any form of discriminatory harassment including
sexual harassment, dating and domestic violence, sexual assault, and stalking. The
university is an equal opportunity, affirmative action institution that operates in
compliance with applicable laws and regulations, and does not discriminate on the basis
of race, color, national origin, religion, sex (including pregnancy), age, sexual
orientation, disability, marital status, personal appearance, gender identity and
expression, family responsibilities, political affiliation, source of income, veteran status,
an individual's genetic information, or any other basis under federal or local laws in its
programs and activities.
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If you experience any of the above, you have the option of filing a report with the AU
Department of Public Safety 202-885-2527 or the Office of the Dean of Students 202885-3300 dos@american.edu. Please keep in mind that all faculty and staff - with
exception of counselors in the Counseling Center, victim advocates in the Wellness
Center, medical providers in the Student Health Center, and ordained clergy in the Kay
Spiritual Life Center - who are aware of or witness this conduct are required to report
this information to the university, regardless of the location of the incident.
The Writing Center, 1st floor of the University Library, offers free, individual coaching
sessions to all AU students. In a 45-minute session, a student writing consultant can help
you address your assignments, understand the conventions of academic writing, and
learn how to revise and edit your own work. Hours: 11 a.m. to 9 p.m. Monday through
Thursday; 11 a.m. to 6 p.m. Friday. Call 202-885-2991 to arrange a session.
International Student & Scholar Services, Butler Pavilion, 4th floor, Room 410 has
resources to support academic success and participation in campus life including
academic counseling, support for second language learners, response to questions
about visas, immigration status and employment and intercultural programs, clubs and
other campus resources.
Incomplete Grades
Incompletes are granted only in cases of severe, or special, well-documented
circumstances. I must approve student requests for an incomplete grade. The request must
be made by Friday, November 18, 2016. If permission is granted, then the student must
complete and submit -- immediately within 3 days of approval -- a Course Completion
Contract that outlines the details of course completion with benchmarked due date(s) for
incomplete readings and assignments. I must approve the Course Completion Contract
before I submit an Incomplete as a final grade.
Sharing of Course Content
Students are not permitted to make visual or audio recordings, including live streaming, of
classroom lectures or any class related content, using any type of recording devices (e.g.,
smart phone, computer, digital recorder, etc.) unless prior permission from the instructor is
obtained , and there are no objections from any of the students in the class. If permission is
granted, personal use and sharing of recordings and any electronic copies of course
materials (e.g., PowerPoints, formulas, lecture notes and any classroom discussions online
or otherwise) is limited to the personal use of students registered in the course and for
educational purposes only, even after the end of the course.
Exceptions will be made for students who present a signed Letter of Accommodation from
the Academic Support and Access Center. See: How Do I Request Accommodations?
http://www.american.edu/ocl/asac/Accommodations.cfm

To supplement the classroom experience, lectures may be audio or video recorded by

faculty and made available to students registered for this class. Faculty may record
classroom lectures or discussions for pedagogical use, future student reference, or to meet
the accommodation needs of students with a documented disability. These recordings are
limited to personal use and may not be distributed (fileshare), sold, or posted on social
media outlets without the written permission of the faculty member.
Unauthorized downloading, file sharing, distribution of any part of a recorded lecture or
course materials, or using information for purposes other than the students own learning
may be deemed a violation of American Universitys Student Conduct Code and subject to
disciplinary action (see Student Conduct Code VI. Prohibited Conduct).
Services for Students with Disabilities
http://www.american.edu/ocl/sccrs/Services-for-Students-504.cfm
Appropriate modifications to academic requirements may be necessary on a case-by-case
basis to ensure educational opportunity for students with disabilities, and individual faculty
members may need to modify specific course requirements to permit equal participation by
students with disabilities.
Attention Graduate Students
Admission to a graduate program at American University signifies the Universitys belief
that each student admitted has the ability to succeed academically and be awarded a
graduate degree. Each year, however, some students who appear to have the ability to
succeed encounter academic problems, which affect performance and lead to grades that
do not meet minimum university standards.
In the interest of candor and clarity, this is a summary of the current Graduate Regulations:
Grad students must maintain a minimum cumulative GPA of 3.0 for all courses taken.
If a graduate students cumulative GPA falls below 3.0, this results in the student being
placed on probation for the following semester.
If a graduate student remains on probation after one semester, that student will be
automatically dismissed from the university. There is no possibility of exceptions to this
policy, or for appealing this decision.
Example:
A graduate student who receives grades of B, B, and C+ in a semester will be placed
on Probation because the cumulative GPA is less than 3.0. Even if a student
receives grades of B, B, B in the following semester, the cumulative GPA will be less
than 3.0, and the student will be dismissed from the university.
A student cannot voluntarily withdraw from the university during a semester while on
probation in order to avoid dismissal. Dismissal from the university is permanent, and a
dismissed student cannot re-apply to AU.

10

Comprehensive Examinations
It is University policy that all masters degree students must complete a comprehensive
examination. The term comprehensive examination is broad and can be satisfied in a
variety of ways such as a portfolio, an oral or written examination, a thesis or project, or
completion of a seminar or sequence of courses. Comprehensive examinations are based on
the contents of the entire program, with the content of specific courses demonstrated
cumulatively in the particular format used. Students should consult with the program
director or the graduate student advisor for details and timetables.
Faculty Expectations of Graduate Student Performance
SOE faculty members expect grad students to attend all classes, complete assigned readings
before the class period in which they are to be discussed, participate actively and
thoughtfully in class discussions, complete required writing assignments on time, submit
completed work that is proofread and free from error, treat class members and the faculty
with respect, and comply with University regulations.
Protection of Human Subjects
Any research involving interviewing, surveying, or observing human beings is subject to
review and approval by the University Institutional Review Board (IRB) and information about
he universitys IRB process is outlined at http://american.edu/irb. The university IRB liaison
can be contacted at irb@american.edu.
Ethical Principles Related to Conducting Research
Students are expected to be familiar with the guidelines and criteria that ensure all research
activities they undertake conform to ethical standards related to the protection of human
subjects. Students are strongly encouraged to enroll in and complete the free tutorial,
Protecting Human Research Participants, offered by the National Institutes of Health (NIH)
Office of Extramural Research. In some courses, completing this training is required.
The NIH online training program consists of seven modules addressing the principles used
to define ethical research using humans and the regulations, policies, and guidance that
describe the implementation of those principles. Four of these modules are followed by a
quiz. The online training program takes approximately 3 hours to complete. To access the
NIH website, go to: https://pphi.nihtraining.com

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Course Bibliography
*N.B.: Portions of this syllabus have been adapted from previous syllabi crafted by the SOEs Prof. Sarah Irvine Belson (spring 2008) and Prof. Alex Hodges (summer
2008, fall 2008, spring 2009, summer 2009, fall 2009, fall 2010, spring 2011, fall 2011, spring 2012, fall 2012, fall 2013, fall 2014, summer 2015, fall 2015, spring 2016 &
summer 2016).

(Bb) Al exander, B. (2008). Web 2.0 a nd emergent multiliteracies. Theory into Practice, 47(2), 150-160.
Ameri can University Li brary. (2013). Information l iteracy tutorial. Accessed from:
http://s ubjectguides.library.american.edu/infolit
(Bb) American Association of School Librarians. American Li brary As sociation. (2007). Standards for the 21st-Century
Learner. Acces sed from:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learni ng_Stand
a rds _2007.pdf
(Bb) boyd, danah. (2014). i ts complicated: the social lives of networked teens. New Haven, Conn.: Ya le University Press.
Acces sed from: http://www.danah.org/books/ItsComplicated.pdf
(Bb) Cl a rk, R. C., & Ma yer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and
designers of multimedia learning. 3rd ed. Sa n Francisco, CA: Pfei ffer.
(Bb) Council of Chi ef State School Officers. (2011, April). Interstate teacher assessment and support consortium (InTASC)
model core teaching standards: A resource for state dialogue. Washington, DC: Author. Accessed from:
http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf
(Bb) Cres s, C. M., Col l ier, P. J., & Rei tenauer, V. L. (2013). Wha t are service-learning and civic engagement? In Learning
through serving: A student guidebook for service-learning and civic engagement across academic disciplines and cultural
communities. (Ch. 1). Styl us Publishing, LLC..
(Bb) Digital nation. (2010). Goodman, R. D., Rushkoff, D., Fedde, R. A., Shi nn, S., McCa rthy, S., PBS Vi deo, . . . (Di rectors).
[Vi deo/DVD] United States: PBS Vi deo.
(Bb) Hedberg, J. G., & Brudvi k, O. C. (2008). Supporting dialogic literacy through mashing a nd modding of places a nd
s pa ces. Theory into Practice, 47(2), 138-149.
Ma l oy, R. W., Verock-OLoughlin, R. E., Edwards, S. A., & Pa rk Woolf, B. (2011). Transforming Learning with New
Technologies. Bos ton, Ma ss.: Pearson Education, Inc.
(Bb) Shapira, I. (2008, Apri l 28). When young teachers go wild on the web; public profiles raise questions of propriety a nd
pri va cy. The Washington Post, pp. A.1.
Sol omon, G., & Schrum, L. (2010). Web 2.0 How-To for Educators. Eugene, Or.: International Society for Technology i n
Educa tion. (ISBN 978-1-56484-272-5)
Truth in numbers?: Everything, according to wikipedia. Gl osserman, S., Hill, N., Gl en Echo Entertainment Firm and
Underdog Pictures (Firm) (Directors). (2010). [Vi deo/DVD] Austin, Tex.: Underdog Pi ctures.
(Bb) U.S. Department of Education. (2016). Future ready l earning: Reimagining the role of technology i n education .
Na ti onal Educational Technology Pl an. Accessed from: http://tech.ed.gov/netp/
(Bb) Wenger, E. (1998). A conceptual perspective: theory a nd practice. In Communities of practice: Learning, meaning,
and identity (pp. 3-15). Ca mbridge, U.K: Ca mbridge University Press.
(Bb) Wi kimedia Foundation. (n.d.). Instructor basics: How to use Wikipedia as a teaching tool. Accessed from:
http://upload.wikimedia.org/wikipedia/commons/9/92/Instructor_Basics_How_to_Use_Wikipedia_as_a_Teaching_Tool.p
df
(Bb) Wong, A. (2015, Apri l 21). Digital natives, yet strangers to the Web. The Atlantic. Accessed from:
http://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-theweb/390990/?utm_content=buffer9b425&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer
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