Transcription
Okay. So, we should be able to see now. So, this is module 7, the week of June 4th through June 10th. And um I have the quiz at the very top. I'll have this recording of course above that if you need to go back and look at anything. So let's jump into our introduction.
You'll notice that we don't have any reading. Uh, now I want you to focus on your paper for your final project this week. So um, in this module you're going to complete the course evaluation and work to complete your final project. So your objectives are: I can complete a thoughtful evaluation of the course and I can continue to develop my final project.
So, with the final project, um, you know, we've been saying this from the very first night that you're supposed to take an existing unit plan and infuse technology into that um, unit plan in appropriate ways. And then you are also to write a paper citing the research behind the technology that you've used. Um, so we've been building your background knowledge on a lot of different resources throughout the course. Um, and then as you went through those, if you'll remember, I asked, you know, that you kind of keep notes so that you've got those references or those summaries as you go along.
Um, so your final project basically has three parts. Uh, first, the unit or module plan that incorporates the technology, the instructional technology. So basically, it's a modified version of what you submitted in module 2. And then um, each week as you've gone along, or maybe not every week, but as we've gone along, I've asked you to resubmit that plan adding in uh your multimedia project and then uh a week or so ago, I asked you to include any links for content and then uh summative as well as formative assessments. Um, I went ahead and gave everybody points if they submitted, but please go in and check that feedback um or the comments there on those assignments because many people um did not put them in the appropriate places. Uh, this is not an addendum to a unit. It needs to be embedded and it needs to be embedded in the procedure. So, your content links need to be embedded in those step-by-step procedures. Uh, and you might want to link the formative and summative assessments there, but if you don't link them there, make sure regardless that they're in those little sections for the formative assessments. And then finally, your summative assessments. Um, we'll look at that a little bit more just to make sure everybody's on the same page. Um, let's see.
So, you're going to have your unit that you're submitting, the paper explaining how the unit was modified to incorporate that technology, and then you're citing your research that you found to support the use of those technologies. And then the third piece is a self-assessment rubric to basically pre-grade your project. Once again, this is just a way uh for you to double-check and make sure you've included everything so you can get the maximum number of points. Uh, and that self-assessment rubric is the rubric um that you'll be scored on. Uh, we'll look at that in just a few minutes. But um, another thing that that helps so that you don't accidentally leave something out. It also helps me as I'm going through and scoring and I might think, oh, there's just one formative assessment that's digital in this. Let me go and look at that self-assessment rubric and then I can see, oh, they have, I don't know, a Kahoot in lesson two and a Quizzes in lesson five. So I can go back to your unit and double-check and that way you don't lose out on any points just because I might have missed something. So it's just that check just to help make sure that you get as many possible points as you can.
So, I have some final notes here. Um, there's not a minimum length for your final paper. I think I've shared with you all that I just, I don't believe in those arbitrary numbers. Uh, but it needs to be long enough to demonstrate that you really put some time and thought into it. A few pages will not be enough to accomplish this. Um, remember when we looked at those example units, uh, those papers were in the 15-page range. So um, but just make sure that you're completely covering the criteria on that rubric so you can get as many points as you can.
Um, in a moment, I'm going to share with you the final paper template. Uh, you'll rename it with your name and ECE542 final project. Um, there's nothing special about the template. It just has headings for each one of the sections on uh the rubric, once again, to make sure that you have included everything so you can get the maximum number of points.
Um, one thing that I want to make sure that you're doing is that your paper is focusing on the technology, not your subject or the content. Um, I'm going to assume that your unit covers the subject or the content that you've selected. I'm going to be looking for how you use technology in that unit. Um, and I will tell you right now that, you know, I, I don't know that I could assess your units uh for that content and it's not part of this course, so I'm not going to go there.
So, your general formatting expectations for your paper um or some very general things. You need to make sure that you use consistent fonts throughout the document unless it's to show uh special emphasis. And the reason this sometimes becomes an issue is as people have made notes, they might have different fonts and then they just cut and paste pieces. So, just make sure that you're using that uh single font throughout and make sure that you're using the features like bulleting and numbering uh in word processing if you need to include a list or anything in your document. And then um, information from published sources or from the internet need to be properly cited within the paper. And it should also um have a separate bibliography page that's using APA formatting. Uh, at the end, I've got a couple of resources here for APA formatting to help you out. Um, just some basics. It certainly isn't everything, but just the basics. All text should be double-spaced. So the actual citation on that bibliography page needs to be double-spaced as well as double-spacing between it. Uh, sometimes people try to single-space the actual um citation and then double-space between that. That is not APA format. Uh, you need to use one-inch margins all the way around. Uh, your paragraphs need to be indented. You need to make sure that you're using a 12-point font throughout. And then uh, your pages should be numbered in the upper right-hand corner. And you need to use one space after most punctuation marks. Um, on the reference page or the bibliography page, alphabetize and double-space all entries. Um, I've already mentioned the double-spacing on the bibliography page. Uh, also make sure everything is alphabetized. Um, every quote or any kind of outside information included in the paper should be u referenced and have an entry.
Okay. Any questions about that? I'm not hearing anything. So, let's move on.
So, I've got this set up where it's when you click the link, it's just going to make a copy. And you can see the items in red are what you're going to need to uh change and put in your information. And as I said, the paper isn't any um or the template isn't anything special. It just includes an introduction and a conclusion and then those different areas in the rubric that you're scored on uh for the paper. Then I have a separate page. Make sure your bibliography is on a completely separate page. It had it starts at the top of its own page. It doesn't um go on to the bottom of a previous page or anything like that.
I've also included uh the expanded rubric and the reason I say that is I'm not allowed to change any of the wording on the criteria. Um, but things that I typically see um candidates having issues with, I've made some notes. So under the unit part with technology content, uh remember this is not hardware, it's not a computer, it's not a projector, it's not even Google Classroom. It needs to be about the content. So name that specific YouTube video or your multimedia presentation um, a Smart Notebook activity, any of those kinds of things. And remember that we're always going for the maximum number of points. So more than one example of technology used to deliver content. You created or significantly modified at least one technology-based content. Remember that's why it's so important that you add your multimedia project in your unit.
Then technology formative assessment. Um, just remember it's not students taking a scanned version of a paper test on the computer. So, more than one example of technology used in formative assessment. So, a minimum of two and it needs to be two different tools. So, you might do Kahoot and Quizzes. Uh, but having two Cahoots does not meet that criteria. So, make sure you're using different tools and uh, you actually have to create that formative assessment and put that link or if you've got something that it will be scored on a rubric, include that in your uh unit plan. And then if you have APA references or any references, make sure that they're in APA format.
Then for summative assessment, students should be creating a product to show what they know, not just an electronic version of a paper assessment. So, one uh example of techn or more than one example of technology used in summative assessment. Remember the student touches the technology in some way. And then you have to create that assessment or that rubric uh and provide that link for either one in your um unit. So you'll see that the content and the formative assess and summative assessments are everything that will be scored for the actual unit. That's the reason why I was trying to have you all add those things as we go along.
The next part is the paper. And you'll notice that there are many more areas of criteria. In other words, more points associated with the paper. So, description of technology used in delivering content. So, it's an excellent description of how technology was used to deliver content in the unit or specific lessons, including where you found or can find content, sample lessons, articles, online resources, and how you can use classroom technology. Uh, the writing is clear and reflects few grammatical errors, and all sources are properly cited in APA format. Make sure whatever you're talking about in this portion of your paper is actually in the unit. Um, sometimes people go on and talk about things that don't appear in their unit. You're talking about items that are in your unit only, not all the things that we might have explored in this course.
Then description of technology used in lesson and unit planning. Now, people get confused by the wording of this. Once again, I'm not allowed to actually change this wording. Exceptional description of how technology was or could be used to plan the unit or lesson, including where you found or can find things like standards, maybe sample lessons, articles, and online resources, um, certain application software to create lesson or unit templates. Remember I talked about Magic School AI or ChatGPT? Uh, so maybe rubrics and communication. So when you sit down to create a unit, what are some resources that you use to create units? It does not have to specifically be for this unit. It can be beyond that. So, a great deal of thought and effort is evidenced. Writing is clear and reflects few grammatical errors, and all your sources are properly cited in APA format.
Then we have copyright and fair use. Um, please do not just restate copyright law. Um, it's all about how you applied what you learned about copyright and fair use um in your unit. And then don't forget that this includes your um student. So any instruction that uh you had for students regarding copyright law that for whatever piece that student piece is often left out. So, exceptional description of how the copyrighted materials that you used in your unit or in the lessons fall within fair use guidelines of copyrighted materials and how you have communicated copyright and fair use to your students. Writing is clear and reflects few grammatical errors, and all sources are properly cited in APA format.
Then we have accessibility and that includes UDL and accommodations and any assistive technology. So, exceptional description of accessibility and accommodations based on the assignment. It should be assignments, but once again, I can't change it in class from the reading. So, make sure you're including that and how that's reflected in your unit.
Then we have reflection on teacher standards related to technology. When we did this in the very first week, we looked at students and we looked at teachers, both of those sets of standards. Notice that this is about the teacher standards, not the student standards. And I've included links there so you can look at the uh Kentucky Teacher Performance Standards as well as the ISTE standards for educators. So, over to the far right, exceptional reflection on how this uh lesson or unit demonstrates the standards related to ISTE Educator Standards as well as Kentucky Teacher Performance Standards. For some reason, sometimes candidates just focus on one. It needs to be both. Um, list multiple standards that you addressed in this project. And then another piece that for whatever reason candidates often leave out, identify at least two of the standards that you feel most deficient in and describe something that you could do to improve your skills in that area. So, the writing is clear and reflects few grammatical errors. All sources are properly cited in APA format.
And then we have the last portion of the rubric um on time and effort. So, the final project was turned in on time, contains no typos so identifiable with spell check. Basically um, no obvious formatting mistakes and demonstrates exceptional time and thought was put into the project. Paper discusses and cites in APA style the literature that backs up your use of the technologies chosen and describes how the technologies are integrated into the unit. Self-reflection was completed and submitted.
Any questions about the rubric? Even though we've looked at it many times, you've got that um, you're looking at it at a different place than when you were when we first started. So, this is what uh I have for your self-evaluation or your self-assessment on yours on on your project. You can click here to download the PDF and then once you complete that, then you can take a picture and upload it again, scan it if you have that capability, whatever works best for you. Uh, just make sure that you have it completed. Notice that um, we have each of the areas from um, the rubric and in the far right though, we've added a column and it's the evidence. So, for let's just look at technology content. So, your evidence would be, you know, lesson one um, podcast, you know, created or podcast um, in lesson one, you know, what, what have you. And then, you know, uh, YouTube video in lesson three. So, I need to know where it is and what it is. Now, this is in the format that the rubric that Georgetown gave us. It's the same wording. I just think it's confusing the way that it jumps from the unit to the paper to the unit.
Uh, there you have your description, your formative assessments. Remember, you need more than one, meaning two or more. Um, formative assessments, once again, identifying which lesson it's in and what, what the tool was so that I can easily find that link. Same thing with the summative assessment, more than one example of technology used in summative assessment. Um, make sure that you know, of course, that's going to be in your final lesson, but then also mention the tools so that I can go back and look for that if I need to. And then we have our description. So, you can put each of these uh, indicate that section and uh, even with your reflection on teacher standards, you can even list those standards. Please don't submit something that has just highlighted level three all throughout. That doesn't tell me anything and it really doesn't help you.
And then we've got course evaluations. Uh, those opened yesterday. As of right now, only have uh, one person that has completed that. Remember, if you want five additional points to your final grade, complete that and then just send me an email indicating that you have completed um, that evaluation or course evaluation. Um, as I said, I feel very strongly. I'm constantly changing this course based on the feedback that I get on the evaluations and Georgetown uses uh, that as well. So, um, I just think it's really important and I ask that everybody, uh, complete that evaluation. I can't, I think the 20th of June is the first time that I can actually um, go in and look at them. So, there would, you know, if you're concerned about that at all, there's no reason for you to be concerned about that because I won't see them until afterwards.
All right. Um, let's see. Well, I didn't go through the final project progress. We've already been through um, the rubric tonight, so I really don't need to spend a whole lot of time on this part. But this week, we're looking at that final project uh, piece, the on time and effort. And I've already read that, so I'm not going to do that again.
Um, I do want to make sure that you all understand. I was trying to come up with my, excuse me, the template for your unit. Just to make sure that everybody understands that in your individual lessons, you have step-by-step procedures. And think of that almost like sub plans. If somebody were to take this unit, they should be able to go step by step by step and run the lesson. And that's the reason why I'm saying that your links to your content, while you may have them up here in your materials, that's fine. But you need to have that in your procedures so that um, whoever might teach that unit would be able to know what do I do first, what do I do second, and then having those links in there and your assessments should be listed here, but you also need to allude to it in your step-by-step procedures. If you choose not to put the link to that formative assessment in the procedures, that is fine, but you would just say, you know, um, have students complete formative assessment in your procedures so that they know when that is, right? And then if we go to the last one, I'm not sure where that is. So, in your last one, instead of a formative assessment, you're going to have a summative assessment. And I can't seem to get there. There we go. So, for your last lesson, you might have it listed in your materials, but you need to also have those links in this section here so it's easily identifiable.
Okay. Then so at this point, based on what uh, I've asked you to do, you should have that your unit basically completed. You might want to do some tweaks. That's fine. And so this week is all about starting to work on that paper and getting that paper completed. I wanted to make sure that you all understand the wrap-up module because um, we only have two days at the end of module 7. So, final projects are due on June 12th. So that's on that Friday. And then um, basically, I do not have a place for you to upload in module 7 because I want to make sure that you're not rushing to complete and that you uh, upload your final project on the 11th or the 12th for me to score that.
Um, seems like there was something else. So, you remember you're going to have three parts that you need to include in that upload. And please, please, please check your email every at least once a day until final grades are posted. I have had candidates that for whatever reason their file upload was corrupt or something like that. I couldn't score it and they never would check their email and they didn't know it because they didn't check the email and they ended up failing the course. So, I'm just begging you, please continue to check your email until final grades are posted by Georgetown. That way we know beyond a shadow of a doubt that I didn't have any issues um, with your project or with your files that would interfere with me being able to score them.
All right. Um, once again, please make sure that you're reading those comments where you've added your multimedia or content and formative summative assessments to make sure that you've done that correctly because while I did may have given you full credit, I have made notes in those comments that you're going to need to change to get full credit on your final project. So, any questions?
Um, if we were to use low-tech for something, so it's not a digital thing for them to use, would we create the is that where we would create a rubric um and have a link to that for that final paper?
>> Okay. And can you give me an example of that?
>> Uh, so for I did my unit was life cycle of frogs. So, if I had say um, like flashcards on the table and I was asking them to be able to put them in order um, instead of doing it on a computer because my focus was on Kinder um, would I then create a rubric for them being able to put them in order?
>> For for for like a formative?
>> Right. And what I would say is I, I agree with what you're talking about, but for Georgetown's rubric, students have to touch technology in some way. So, what you might consider doing is if you've got, I don't know what kind of devices that your students have, but you know, maybe creating a slide deck that they would put those things in order, you know, like you're talking about with the flashcards to make it digital and then have um, that rubric to score them on. Um, that's, you know, while I understand that that's probably what you would do in the class, for the purposes of this course, we have to have students touching technology. Does that make sense?
>> It does. I was just thinking um, more for I guess an accommodation um, for a student who might not have the ability to be able to use tech independently.
>> Right. And you could add that into your accommodations, but like I said, you would need technology that the student touches for these because that's the way the rubric is stated. Okay, great question.
>> So, and I know that I've had um, candidates before that are just like, well, this isn't realistic, you know, what I'm putting in here. And you know, there's that fine line. You want to be as realistic as possible, but we do have to meet the criteria for the course for the uh, rubric. So,
>> Absolutely. Thank you.
>> All righty. Anything else?
Okay. Oh um, I did forget to say that we, I have a meeting set for next Thursday, but that is only if you have questions uh, about your final project or something like that. That's that final check-in. Of course, I'll be answering questions throughout uh, the week, but I just want to make sure that everybody understands that you do not have to get on if you don't have questions or don't need something clarified. Um, I'll probably just be on for maybe, you know, 15 minutes or so. Um, if nobody shows up, then I'll sign out. But just, I'd like to give everybody that that last chance. There isn't a quiz, you know, or anything like that for next Thursday. There is for this week. All right. So, have a good evening. Enjoy that baby Gabby. Oh, how precious. Oh, yeah. He's so cute.
>> He tries to help me with my homework.
>> It's precious. All right. Well, you have a good one. All right. Thank you. Bye. Bye. Bye.