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EDSN 650- Educational Technology in General and Special Education Syllabus

EDSN 650-Educational Technology in General and Special Education Syllabus

M.S. in Education and Special Education/Touro College Graduate School of Education

EDSN 650- Educational Technology in General and Special Education Videoconference Course

Summer 2025 Syllabus

Course Information:

Course ID: 202510-EDSN-650-U1-OS-OL-13382/13383

Location: Online (asynchronous)

Schedule: Mondays – Thursdays, Jul 07, 2025 - Jul 24, 2025

Instructor Information:

Instructor’s Name: Vyacheslav Khaitov

Office: 3 Times Square, New York, NY 10036, Room 415. Office Hours: By Appointment ONLY Office Telephone: 212-463-0400 x55337

Course Communication Policy

The official communication channels for Touro GSE courses are through Touro email and the Canvas learning management system. Candidates should frequently check Touro email and only use Touro email for communication concerning academic and other program registration matters. Please note: Social Security and other federal or state identification information must not be included in electronic correspondence.

Course Description

This course focuses on the design and use of computers and other technological devices that facilitate communication, learning, and related functions in educational contexts for children in general and special education; use of technology to foster access to curriculum for all students; technology for use in fostering literacy and remediating reading disabilities; special applications with computers in the classroom; information literacy; use of technology for children with autism and other learning disabilities; and recent developments in the field of assistive technology for students with disabilities. 3 credits

Course Outcomes

By the end of this course, students will be able to:

· Construct digital classroom on an LMS of their choice with a complete unit leveraging various educational technology programs and modalities (AAQEP- 2; ISTE- 2.3; ISTE -2.5; ISTE- 2.6)

· Utilize a variety of educational websites and technologies to support student learning and continued professional growth (AAQEP- 2; ISTE-2.5)

· Interact and collaborate with peers to discuss a variety of digital tools, learning environments, and multimedia (AAQEP-2; ISTE 2.4)

· Evaluate information sources and digital tools to determine their appropriateness for specific tasks/learning activities

(AAQEP-1f; ISTE 2.7)

· Use web applications, multimedia, and other communication tools to engage students in the learning process (AAQEP- 1; ISTE 2.5)

· Utilize multiple measures and multiple formats including available technology, to access and document student performance (AAQEP- 1; ISTE 2.7)

· Identify assistive technology that will aid easy access to instructional materials for students with disabilities (AAQEP-1;

ISTE 2.5)

AAQEP Standards:

This course addresses the following standards from the Association for Advancing Quality in Educator Preparation:

· 1a. Demonstrate proficiency in the knowledge and skills required for effective practice in their anticipated role.

· 1b. Apply knowledge of learning science and learning theories to meet individual and group learning needs through developmentally appropriate practices

· 1d. Facilitate and support language development, language acquisition, and literacy development for all learners

· 1f. Select and employ current educational technology tools and systems to support learning

· 1g. Support the cognitive, social, and emotional growth and development of learners

· 2a. Communicate and foster relationships with families, guardians, and/or caregivers, and engage with the wider school community

· 2b. Enact culturally responsive and sustaining educational practices with diverse learners in diverse cultural and socioeconomic community contexts

· 2c. Create positive and productive learning and work environments in a variety of settings

 

You will meet the outcomes listed above through a combination of the following assignments and activities in this course:

Course Outcomes and Assessment Alignment
Outcome	Assignment(s)
· Construct digital classroom on an LMS of their choice with a complete unit leveraging various educational technology programs and modalities (AAQEP-1f; ISTE 2.6; NYS 3.4)	Assignment 3 Digital Classroom
· Utilize a variety of educational websites and technologies to support student learning and continued professional growth (AAQEP-1a; ISTE 2.5; NYS 1.6)	Assignment 3 Mini-Tasks
· Interact and collaborate with peers to discuss a variety of digital tools, learning environments, and multimedia (AAQEP-2f; ISTE 2.4; NYS 6)	Assignment 2 Discussion Boards
· Evaluate information sources and digital tools to determine their appropriateness for specific tasks/learning activities (AAQEP-1b; ISTE 2.7; NYS 3.4)	Assignment 3 Mini-Tasks
· Use web applications, multimedia, and other communication tools to engage students in the learning process (AAQEP-1f; ISTE 2.5; NYS 4)	Assignment 3 Mini-Tasks Assignment 3 and 4 Digital Classroom
· Utilize multiple measures and multiple formats including available technology, to access and document student performance (AAQEP- 2e; ISTE 2.7; NYS 5.1)	Assignment 3 Mini-Tasks Assignment 3 and 4 Digital Classroom
· Identify assistive technology that will aid easy access to instructional materials for students with disabilities (AAQEP-1c; ISTE 2.5; NYS 1.6)	Assignment 3 Mini-Tasks Assignment 3 and 4 Digital Classroom

Textbook & Course Materials

Required Materials: All course readings and resources are posted in Canvas Modules.

Suggested Texts & Other Readings: All additional materials and resources can be retrieved in Canvas under additional resources.

Course Technology Requirements

· A strong internet connection that allows you to keep your camera on during Zoom classes

· A camera and microphone so that you can participate actively during Zoom classes

· The most current version of a web browser (Firefox, Chrome, Safari, or Edge)

· Access to Canvas

· Software that is compatible with Turnitin, e.g., Microsoft Word. (Please do not use Pages—Pages is not compatible with Turnitin)

· The ability to upload assessments to Canvas. Please do not use links (e.g., to Google Docs, Google Slides, YouTube videos, etc.) as those might break or be inaccessible without a password. Links are also not compatible with Turnitin. Work must be uploaded to Canvas to receive a grade.

Course Format

· This class is fully online (asynchronous);

· All texts and activities will be available through our course page on Canvas “Texts” include readings, videos, audio, images, etc.

· You will submit all of your assessments through our course page on Canvas

· Plan on spending an average of 8-10 hours per week on this class. Some weeks may vary depending on assessments due that week. Look at your calendar now, and plan ahead for weeks that will be busy so that you can complete your coursework in advance of busy work or personal weeks.

Online Resources

Students will access Canvas for the course. Within the course there are additional resources that will be helpful to the student.

Touro University Graduate Writing Center (GWC)

3 TIMES SQUARE, NEW YORK, NY 10036 ˄ ROOM 758 ˄ 212-463-0400 X55273

www.touro.edu/departments/writing-center/

Email: [email protected]

The Graduate Writing Center - A Free Student-Support Service

Dear Graduate Student:

The Graduate Writing Center (GWC) is available to all students at the Graduate School of Education. We provide resources in organizing thoughts before writing, getting started writing, grammar, writing clearly and concisely, and help with proper APA formatting and citations. Email the GWC at [email protected] to schedule a Zoom, telephone, online or in-person tutoring session.

Please give the GWC at least 48 hours’ notice to best serve you.

The GWC also offers interactive writing workshops, print and electronic handouts, and selected web links to additional support services. For more information about these services, please visit the Center's website at: http://www-new.tourostage.com/departments/writing-center/

We look forward to helping you with your course writing assignments.

The Graduate Writing Center Staff

Course Overview

Assignment

Baseline Survey

Share Link to Digital Classroom

Classroom Introduction

Initial Digital Classroom

AI Tools in Education

Adaptive Learning Technologies

Inquiry-Based Learning Activity

AI Literacy course

PlayPosit AI activity

EdPuzzle Video

Video Tutorial

Nearpod Project

Smart Notebook / Lumio Project

Final Digital Classroom

· Module 1: Learning Management Systems

· Learning Outcomes:

· Assess your current level of educational technology proficiency.

· Describe common classroom practices that can be improved through the use of technology.

· Explain the benefits of using a Learning Management System (LMS)

· Materials:

· Eckert, J. (2021, February 5).10 Teacher Picks for Best Tech Tools. https://www.edutopia.org/article/10-teacher-picks-best-tech-tools?gad_source=1&gclid=CjwKCAiAq4KuBhA6EiwArMAw1L4qOzszJ5LEJstifPfzDGjMNtrAH8aoMTHqKj0Efh40nDYALhrYXRoCIooQAvD_BwE

· Getting started with Google Classroom. https://edu.google.com/intl/ALL_us/for-educators/product-guides/classroom/?modal_active=none

· Tierney, K. (2020, October 21).How technology in the classroom is shaping the future of education. https://educationtechnologysolutions.com/2020/10/how-technology-in-the-classroom-is-shaping-the-future-of-education/

· Google Classroom: Everything You Need to Know. https://hiverhq.com/blog/google-classroom-basics

· Google Workspace for Education Overview. https://edu.google.com/workspace-for-education/classroom/

· Miller, M. The Google Classroom Quick -Start Guide. https://ditchthattextbook.com/the-google-classroom-quick-start-guide-tips-and-tricks/

· Introduce yourself in Padlet Sandbox. Watch these two videos to learn how to create your own introduction on Padlet Sandbox:

·

· https://www.youtube.com/watch?v=kRcwF79Ai7cLinks to an external site.

· https://www.youtube.com/watch?v=Uf-C-A787xw&t=22sLinks to an external site.

· Create a Padlet account and make your own Sandbox. Provide an introduction about yourself, where you live, grade taught, and anything else that you would like us to know about you. Include a video of yourself and other media of your choice. Be creative!

· When you are creating you are in the Draw mode. When finished, click on the Play mode and share the link in your initial post.

· Answer the discussion questions in your initial post on the discussion board and respond to your classmates. Include your Baseline Survey questions in your initial post.

Assessments:

· Create a Google account to be able to use Google Classroom.

· Complete the Baseline Survey

· Module 2: Introduction to Educational Technology

· Learning Outcomes:

· Identify common classroom practices that can be improved through the use of technology.

· Determine how utilizing Google classroom can increase the use of technology in your classroom, improve instruction, and enhance learner independence.

· Materials:

· Catucci, C.(n.d.) Best practices when using technology in class. EF. https://teacherblog.ef.com/best-practices-using-technology-class/

· Education Week. (Feb.9,2022). Three ways technology is transforming education. https://www.edweek.org/sponsor/qualcomm/3-ways-technology-is-transforming-education

· Vorobyov, D. (2024, February1 ). Technology-driven education: A New Era of Learning. https://www.forbes.com/sites/forbestechcouncil/2024/02/01/technology-driven-education-a-new-era-of-learning/

· Watch: How technology SHOULD make an impact. https://www.youtube.com/watch?v=dxviOEjnpp8

· Discussion:

· Using examples from the texts identify 3 of your current practices that can be improved through the use of technology. How do you believe these practices will affect student learning and engagement in your class?  

· If you already are adept at utilizing educational technology please identify 3 practices from the text you currently employ and their effect on learning and engagement. 

· Describe the unit you're going to design on your digital classroom. Be sure to identify the  learning standards ( Links to an external site. ) addressed and the content/topics you'd like to cover. This unit can be tailored for the age/grade level of your choice. Next module, you will create an assignment that falls into this unit. 

· Assessments:

· Answer the discussion questions in your initial post on the discussion board and respond to your classmates.

· Submit your Assignment 3: Part 1: Initial LMS Digital Classroom. ( Due at the end of Module 2.)

· Complete the PlayPosit activity: Using AI in the Classroom.   https://api.playposit.com/player_v2?type=share&bulb_id=1960351&lms_launch=true Links to an external site.

· Module 3: Assistive Technology

· Learning Outcomes:

· Utilize the built-in assistive features for the most commonly-used technologies.

· Determine how to utilize these technologies for differentiating instruction.

· Identify assistive technology features which facilitate the completion of curriculum-based assessments for students with disabilities.

·

· Materials:

· Assistive Technology for kids with learning disabilities: An overview. https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview

· Bertolero, K. (2016) Assistive Technology Features for PC, Mac, & iPad.

· Click here for iBook

· Click here for PDF

· Cleaver, S. (2023, July 3). 20+ Assistive Technology Examples to Help Students Learn. https://www.weareteachers.com/assistive-technology-examples/

· Rose, D (2018). Assistive technology and universal design for learning. Pressbooks. Technology and the Curriculum (chapter 24).

· Snelling, J. (2021). Five strategies to embed assistive learning in every classroom. International Society for Technology in Education. https://www.iste.org/explore/classroom/5-strategies-embed-assistive-learning-every-classroom-not-just-special-ed

· TeachThought. (Feb 4,2023).15 Assistive Technology Tools & Resources For Students With Disabilities https://www.teachthought.com/technology/assistive-technology

· Assignments:

· Review the requirements, utilize your resources, and submit Assignment 3 Task C: Adaptive Learning Technologies

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Module 4: Screen-reading and Inquiry-Oriented Educational Technologies

· Learning Outcomes:

· Identify instances where teachers can use online assessment tools for building curriculum-based assessments.

· Construct an inquiry-based lesson using educational technology programs like HyperDocs and Wakelet

· Describe the benefits of implementing the flipped classroom model using online technologies such as HyperDocs or Wakelet.

· Materials:

· Clark, H. (2020, October 29). How to use wakelet in the classroom. https://www.hollyclark.org/2020/10/18/how-to-use-wakelet-in-the-classroom/.

· Dyer, K. (2021) 75 Digital Tools and apps teachers can use to support formative assessment in the classroom. https://www.nwea.org/blog/2021/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/

· Gonzalez, J. (2021, May 5). How hyperdocs can transform your teaching. https://www.cultofpedagogy.com/hyperdocs/.

· Jabr, F. (2013). Why the brain prefers paper.  Scientific American,  309(5), 48-53

· Artushin, H.R. ( 2024, February 2 ). The Case for Paper: Books vs. E-Readers. https://www.psychologytoday.com/us/blog/well-read/202402/the-case-for-paper-books-vs-e-readers#:~:text=Research%20suggests%20that%20comprehension%20is,visually%20to%20a%20particular%20page.

· West, P. (2020, December 3). 12 curation ideas for students and teachers With Wakelet. https://ditchthattextbook.com/12-curation-ideas-for-students-and-teachers-with-wakelet/.

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Review the requirements, utilize the resources, and submit your Assignment 3 Task B: Inquiry -Based Online Activity.

· Module 5: AI in Education

· Learning Outcomes:

· Identify how AI is currently being used in education to make work more efficient and effective.

· Explore the use of AI to help with the generation of content and ideas.

· Identify ethical considerations and challenges regarding the use of AI in education.

· Use an AI tool to create an activity, assessment, or lesson plan.

· Materials:

· Burns, M. (2024, July9). Using AI to Support Vocabulary Lessons. Edutopia. https://www.edutopia.org/article/using-ai-generated-images-teach-vocabulary?utm_content=linkpos1&utm_campaign=weekly-2024-07-11&utm_medium=email&utm_source=edu-newsletter

· Common Sense Education. (nd). ChatGPT and beyond: How to handle AI in schools.. https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools

· Curts, E. (2024). AI resources. bit.ly/eric-ai

· Grand Canyon Education. AI Resource Center. https://ssc.gcu.edu/#/page/ai-resource-center

· Grand Canyon Education. Educ-ai-tion Revolution. https://cirt.gcu.edu/teaching/educaition_revolution

· ISTE. (2024). Evolving Teacher Education in an AI World. https://1818747.fs1.hubspotusercontent-na1.net/hubfs/1818747/2024_ISTE_whitepaper_EvolvingTeacher_Ed_in_an_AI_World.pdf?__hstc=12275691.714d6a81e8396d55b5a83e014ee29f96.1720919563839.1720919563839.1720919563839.1&__hssc=12275691.1.1720919563839&__hsfp=4274120786&hsCtaTracking=af86f96e-72c5-4355-a4c8-5bf5573617f5%7Cbc1002c3-8a77-45e3-84a5-51a2ec2fd767

· Keene, B.( 2024, April 29). The SAMR Dozen: 12 AI Strategies for Educators. https://ditchthattextbook.com/the-samr-dozen-ai/

· Poth, R. D. (2023, October 20). 7 AI tools that help teachers work more efficiently. George Lucas Educational Foundation. https://www.edutopia.org/article/7-ai-tools-that-help-teachers-work-more-efficiently

· Puntillo, P. (2024, May 1). Ten Ways How AI is Used in Education and Ten Ways You Can Too. https://www.classpoint.io/blog/10-ways-how-ai-is-used-in-education

· 21K School. (2024, February 9). Predictive Analytics: Enhancing Education Through AI. https://www.21kschool.com/us/blog/predictive-analytics-in-education/#:~:text=AI%20holds%20immense%20potential%20in,proactively%20to%20improve%20student%20outcomes

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Submit completed Assignment 3 Task A: AI Tools in Education

· Complete the PlayPosit – What is AI?

· Use and AI tool to create an activity, assessment or lesson plan that aligns with your unit plan. Assignment 3:

Task G: Evaluation of an AI-generated lesson plan or learning activity

· Complete AI training course: Google Gemini or ChatGPT

· Module 6: Blended Learning Strategies

· Learning Outcomes:

· Describe and implement the different models of blended learning

· Create an interactive video lesson with EdPuzzle

· Materials:

· Christensen Institute. Blended Learning Models. Blended Learning Universe. (2021, February 24). https://www.blendedlearning.org/models/.

· Edutopia. (2019). A Student-Centered Model of Blended Learning. YouTube. https://www.youtube.com/watch?v=zrR-KIoggf4.

· National Education Association (NEA). (2021, March 25). Rethinking the Classroom for Blended Learning. https://www.nea.org/professional-excellence/student-engagement/tools-tips/rethinking-classroom-blended-learning

· Tucker, D. C. (2020, July 19). Getting Started with Blended and Online Learning. CatlinTucker.com. https://catlintucker.com/2020/07/getting-started-with-blended-online-learning/.

· Tucker, C. (2020, February 13). Embracing Our Role as Designers of Dynamic Learning Experiences. Edpuzzle Blog. https://blog.edpuzzle.com/teaching-today/catlin-tucker-lesson-design/.

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Review the requirements, utilize the resources, and begin creating your Assignment 3: Task D: EdPuzzle Video.

· Module 7: Student Collaboration Technologies

· Learning Outcomes:

· Identify technologies that facilitate student collaboration.

· Materials:

· Green, Sofia. (2024, May 31). The 25 Best Online Learning Collaboration Tools. https://www.ispringsolutions.com/blog/collaboration-tools-for-online-learning#Flip

· Martino, N. (2022). What are the best digital collaboration tools for students? https://www.teachthought.com/technology/best-digital-collaboration/

· Miller, M. (2021, June 8). 20 useful ways to use Padlet in class now. Ditch That Textbook. https://ditchthattextbook.com/20-useful-ways-to-use-padlet-in-class-now/

· Miller, M. (2024, August 6).  Microsoft Flip (Flipgrid) alternatives to try this year. Ditch That Textbook.  https://ditchthattextbook.com/flipgrid-alternatives/

· Resilient Educator. https://resilienteducator.com/classroom-resources/4-methods-to-enhance-student-collaboration-in-the-classroom/

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Module 8: Flipped Classroom and Audio Video Technology

· Learning Outcomes:

· Identify instances, in your preferred grade-level curriculum, where a flipped classroom can be used to introduce students to new information.

· Identify when screen recordings can be utilized when guiding students on the implementation of new technologies.

· Materials:

· American Univerity School of Education. (2020).Pros and cons of a flipped classroom. https://soeonline.american.edu/blog/flipped-classroom-pros-ands-cons

· Roehling, P. & Bredow, C. (2021). Flipped learning: What is it, and when is it effective? https://www.brookings.edu/articles/flipped-learning-what-is-it-and-when-is-it-effective/

· Michigan State University.(n.d.).What is a flipped classroom? https://omerad.msu.edu/index.php?option=com_content&view=article&id=162%3Awhat-why-and-how-to-implement-a-flipped-classroom-model&catid=27%3Ateaching

· Miller, J. Using Screencastify Free in Google Chrome. https://youtu.be/RA1rBPvuigU

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Review the requirements, utilize the resources, and begin creating your Assignment: Video Tutorial.

· Module 9: Online Authoring

· Learning Outcomes:

· Identify areas, in your preferred grade level curriculum, where students can use assistive technology in concert with authoring technologies to create student narratives.

· Identify collaboration technologies that can used to help produce and improve writing.

· Materials:

· Brightly. (n.d.) Thirteen Excellent Writing Apps and Websites for Kids. https://www.readbrightly.com/13-excellent-writing-apps-websites-kids/

· Common Sense.(2022). Elementary school writing apps and websites. https://www.commonsense.org/education/top-picks/elementary-school-writing-apps-and-websites

· Eguaras, M. (2017). The writing and reading of 21st century books. https://lab.cccb.org/en/writing-reading-21st-century-books/

· Elola, I. & Oskoz, A. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. https://www.sciencedirect.com/science/article/abs/pii/S1060374317301510

· Gonzalez, J. (2021, April 29). A Few Creative Ways to Use Student Blogs. Cult of Pedagogy. https://www.cultofpedagogy.com/student-blogs/ . 

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Module 10: Educational Games and Simulations

· Learning Outcomes:

· Describe how simulations can improve student academic performance.

· Identify instances where simulations and games can be utilized to differentiate instruction.

· Materials:

· Kimbrell, J. (2018, June 12). 5 Reasons to Use Nearpod in the Classroom. Laura Candler https://lauracandler.com/nearpod/

· Nguyen, H. (2021, March 26). How to Use Gameplay to Enhance Classroom Learning. https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning

· Park, M. (2018). Gamification through Minecraft. Pressbooks. Technology and the Curriculum (chapter 17).

https://pressbooks.pub/techandcurriculum/chapter/minecraft/

· Thiruchelvam, D. (2018). Game based learning in math. Pressbooks. Technology and the Curriculum (chapter 18). https://techandcurriculum.pressbooks.com/chapter/games-based-learning-in-math/

· Torchia, R. (2022). Game-based learning prepares K-12 students for a digital future. https://edtechmagazine.com/k12/article/2022/05/game-based-learning-prepares-k-12-students-digital-future

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Submit your Nearpod.

· Module 11: Presentation Technologies

· Learning Outcomes:

· Describe how presentation technologies can improve student learning

· Analyze methods for differentiating instruction through the use of presentation technologies

· Materials:

· Eichholz, T. (2020). Top edtech tools for digital differentiation. https://blog.neolms.com/top-edtech-tools-for-digital-differentiation/

· Gonzalez, J. (2021, April 29).  Let's Make Better Slideshows. Cult of Pedagogy.  https://www.cultofpedagogy.com/slideshows/  (Links to an external site.) .

· Kharbach, M. (2024, May 24). Best AI Presentation Makers. https://www.educatorstechnology.com/2023/04/best-ai-presentation-makers.html

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Assignment 4: Smart Notebook Activity

· Module 12: Interactive Whiteboards and Virtual Tours

· Learning Outcomes:

· Identify interactive whiteboard and virtual tour technologies.

· Describe how interactive whiteboards and virtual tours increase student learning.

· Analyze methods for differentiating instruction through the use of interactive whiteboards and virtual tours. 

· Understand and apply ISTE Standards for successful integration of technology into a classroom.

· Explore virtual tours and their applications in education.

· Materials:

· Lynch, M. (2022). Five ways interactive whiteboards improve student engagement. https://www.thetechedvocate.org/five-ways-interactive-whiteboards-improve-student-engagement/

· Benefits of Interactive Whiteboards in the Classroom _whiteboard_ezTalks_Video Conferencing, Webinar, Online Meeting, Screensharing Tips and Reviews. ezTalks. (n.d.).  https://eztalks.com/whiteboard/benefits-of-interactive-whiteboards-in-the-classroom.htm

· 15 online whiteboard options for remote learning. Ditch That Textbook. (2021, June 17).  https://ditchthattextbook.com/online-whiteboard/  (Links to an external site.) . 

· Cox, J. (2019). Technology in the classroom: the benefits of smartboards. https://www.teachhub.com/technology-in-the-classroom/2019/10/technology-in-the-classroom-the-benefits-of-smart-boards/

· ISTE Standards for Students at https://www.iste.org/standards/for-students

· CyArk. Travel the World in 3D. https://tapestry.cyark.org/?gad_source=1&gclid=Cj0KCQiAuou6BhDhARIsAIfgrn56819qc9ENU4yJhz3DUwMDruA3h-G7M-rYblbursjqdt69NGzCgaoaAkIPEALw_wcB

· National Park Service. Virtual Panoramic Tours. https://www.nps.gov/subjects/heritagedocumentation/virtual-tours.htm

· The China Guide: Virtual Tour of the Great Wall of China. https://www.thechinaguide.com/destination/great-wall-of-china

· True Virtual Tours.Virtual Tours 360.   https://truevirtualtours.com/tours Links to an external site.

· Miller, M. Ditch That Textbook. Virtual Field Trips. https://ditchthattextbook.com/virtual-field-trips/#tve-jump-1785a8a7391

· Real Rap With Reynolds ( November, 2022). 5 Easy Ways to Use Interactive Whiteboards. https://youtu.be/tH04fb4MARI?si=Ikuhd3lmLKOnX09s

· Assignments:

· Answer the discussion questions in your initial post and respond to your classmates on the discussion board.

· Submit Assignment 3 Part 2: Final Digital Classroom

Assignment Rubrics

Grading Rubric (used for each Module): Discussion Contributions

Criteria	Level 4 (4.0)	Level 3 (3.4)	Level 2 (3)	Level 1 (2.6)
Discussion Board (DB) Participation	Over the course of a module, you participated in the discussion on at least 3 different days. All required posts are posted before the end of the module.	Over the course of a module, you participated in the discussion on at least 2 different days. All required posts are posted before the end of the module.	Over the course of a module, you participated in the discussion on at least one day. At least two responses are posted before the end of the module.	Over the course of a module, you participated in the discussion on at least one day and posted at least one response .
Initial Post Timeliness	Initial Post is posted within the first 2 days from the module start.	Initial Post is posted within the first 4 days from the module start.	Initial Post is posted within the first 5 days from the module start.	Initial Post is posted on or after the last day of the module (6+).
Initial Post Quality	You submit an initial post. (One for each module) in which: 1. You respond to the guiding questions/discussion prompts by synthesizing information from assigned course readings/videos. 2. You cite (APA 7) at least 3 specific points from assigned readings/videos).	You submit an initial post. (One for each module) in which: 3. You respond to the guiding questions/discussion prompts by synthesizing information from assigned course readings/videos. 1. You cite (APA 7) at least 2 specific points from assigned readings/videos).	You submit an initial post. 4. (One for each module) in which: You respond to the guiding questions/discussion prompts by synthesizing information from assigned course readings/videos. 1. You cite (APA 7) at least 1 specific points from assigned reading/video).	You submit an initial post. 5. (One for each module) in which: You have not clearly responded to the guiding questions/discussion prompts by synthesizing information from assigned course readings/videos; OR did not cite from the assigned reading/video. Post not relevant to the guided questions/discussion prompts.
Questions posed	Over the course of the module’s discussions, you raise at least 4 original, insightful questions , based upon course readings and discussion content.	Over the course of the module’s discussions, you raise at least 3 original, insightful questions , based upon course readings and discussion content.	Over the course of the module’s discussions, you raise at least 2 original, insightful questions , based upon course readings and discussion content.	Over the course of the module’s discussions, you raise at least 1 original, insightful question , based upon course readings and discussion content.
Response Quality	1. Your DB responses build upon other learners’ perspectives/ 2. questions to deepen the discussion. 3. You post at least 4 or more responses to other learners, supported by evidence from course readings, AND 4. You offer at least 1 additional relevant reading or website.	5. Your DB responses build upon other learners’ perspectives/ 6. questions to deepen the discussion. 7. You post at least 3 or more responses to other learners, supported by evidence from course readings, AND 1. You offer at least 1 additional relevant reading or website.	2. Your DB responses build upon other learners’ perspectives/ 3. questions to deepen the discussion, AND 1. You post at least 2 or more responses to other learners , supported by evidence from course readings.	2. Your DB responses build upon other learners’ perspectives/ 3. questions to deepen the discussion, AND You post 1 or no responses to other learners , supported by evidence from course readings.
Connections	Connections to self as a teacher/learner were made in at least 4 posts. In 3 of responses, two of the following are present: Connections made to prior knowledge. Opinions w/evidence Strategies were implemented with outcomes explained.	Connections to self as a teacher/learner were made in at least 3 posts. In 2 of responses, one of the following is present: Connections made to prior knowledge . Opinions w/evidence OR Strategies were implemented with outcomes explained.	Connections to self as a teacher/learner were made in at least 2 posts. In 1 response, personal connections were made, but were not relevant to the discussion OR comments were superficial or of the “nice post” variety.	Connections to self as a teacher/learner were made in at least 1 post. In the response, no personal connections were made, OR were not relevant to the discussion OR comments were superficial or of the “nice post” variety
Writing Style and Composition	All posts are written with correct grammar, punctuation, spelling, sentence structure, and APA 7 citations.	Most (≥50%) posts are written with correct grammar, punctuation, spelling, sentence structure, and APA 7 citations.	Few ( < 50%) posts are written with correct grammar, punctuation, spelling, sentence structure, and APA 7 citations.	Few ( < 25%) posts are written with correct grammar, punctuation, spelling, sentence structure, and APA 7 citations.

Assignment 1: Baseline Survey

Before commencing your course readings and discussions, please submit your answers to the following questions:

1. Rate your current knowledge and practices on the Rubric for Effective Teacher Technology Use. ( This is also attached as a Word Docx for you in the Module 1 .)

2. Describe your most effective experience with communication / information / assistive technologies in your classroom, as an observer, or as a student.

3. What questions do you have about using technologies to support learning and teaching?

Assignment 1: Baseline Survey Grading Rubric
Criteria	3 Points	2 Points	1 Point	Points Earned
Content	Each of the 3 questions is thoughtfully addressed in a response of 60 - 100 words.	Each of the 3 questions is thoughtfully addressed in a response of 50 - 75 words.	Each of the 5 questions is addressed in a response of 25 - 50 words.
Grammar & Mechanics	Assignment contains 2 or fewer errors.	Assignment contains 3 - 5 errors.	Assignment contains 6 or more errors.
Punctuality	Assignment is submitted by the end of Module 1.	Assignment is submitted one calendar-day late.	Assignment is submitted two or more calendar-days late.
			Total Points:___/9

Assignment 2: Digital Classroom

The culminating project for this course is to create an interactive, fully-functioning digital classroom on a learning management system of your choice (Google Classroom and Seesaw are recommended). Over the course of the semester, you will create learning activities using various educational technology tools. The activities you create will be aligned with a particular concept or topic you’d like to cover in a unit. All activities will be linked to your digital classroom. As the final project, you will submit your complete digital classroom.

This assignment is a digital collection of the educational websites, educational games, audio-visual technologies, mini-assignments, and artifacts from each of the courses you have, or will take, during your program. Each submission had different requirements which are outlined the Assignment 3: Classroom Website Rubrics. The first rubric is the Assignment 3: Part 1: Initial Website Grading Rubric and the second is Assignment 3: Part 2: Final Website Grading Rubric.

Part 1: Initial Digital Classroom (Due Module 2)

The following are the requirements, with examples, of the elements your Assignment 3: Part 1: Initial Digital Classroom must contain, including:

1) Welcome message to students including:

a) An autobiographical paragraph

b) Information on how to contact you (you may use Touro information or other contact information if you’d prefer)

c) An icebreaker or question prompt for students

2) Description of the Unit of Study including:

a) A short synopsis of the content area/topic you’ll be covering as a class

b) Clear learning objectives based in state standards ( writing measurable objectives– don’t worry, we’ll revisit these later in the semester)

Assignment 3: Part 1: Initial LMS Digital Classroom Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Web Address	URL created and can be viewed by anyone with the link.
Welcome Message	The welcome message includes all 3 of the following: · An autobiographical paragraph · Information on how to contact you · An icebreaker or question prompt for students	The welcome message includes 2 of the following: · An autobiographical paragraph · Information on how to contact you · An icebreaker or question prompt for students	The welcome message includes 1 of the following: · An autobiographical paragraph · Information on how to contact you · An icebreaker or question prompt for students
Unit Description	Unit is clearly and concisely described.	Unit is clearly or concisely described	Unit is neither clearly nor concisely defined.
Learning Objectives	Learning objectives meet all four of the below qualifications: · Grade and age-level appropriate · Aligned with state standards (state standard is listed) · Measurable · On the top four levels of Bloom’s Taxonomy	Learning objectives meet three of the below qualifications: · Grade and age-level appropriate · Aligned with state standards (state standard is listed) · Measurable · On the top four levels of Bloom’s Taxonomy	Learning objectives meet two or less of the below qualifications: · Grade and age-level appropriate · Aligned with state standards (state standard is listed) · Measurable · On the top four levels of Bloom’s Taxonomy
Grammar and Mechanics	5 or less errors throughout digital classroom	6 to 10 errors throughout digital classroom	11 or more errors throughout digital classroom
				Total Points: __/15

Part 2: Final Digital Classroom

Part 2 of Assignment 3 is due the last day of Module 12.

Assignment 3: Part 2: Final LMS Digital Classroom Resources Due at the end of Module 12
Task	Description
Add Assignments to Google Classroom	https://support.google.com/edu/classroom/answer/6020265?co=GENIE.Platform%3DDesktop&hl=en
Add Assignments to Seesaw	https://help.seesaw.me/hc/en-us/articles/205676265-How-do-I-send-an-assignment-to-my-students-
General Google Classroom Support	https://edu.google.com/teacher-center/products/classroom/
General Seesaw Support	https://help.seesaw.me/hc/en-us/articles/205565209-Getting-Started-Guides
EdPuzzle Guides	https://support.edpuzzle.com/hc/en-us/sections/360001671011-Getting-Started
Hyperdocs Guides	https://hyperdocs.co/courses/category/intro

Assignment 3: Part 2: Final Digital Classroom and Reflection Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Digital Classroom Organization	Digital Classroom is organized effectively for students and parents (if applicable).	Digital Classroom is organized, but could be made more clear for students and parents (if applicable).	Digital Classroom lacks organization.
EdTech Tool Usage	EdTech tools from each module in this course are incorporated effectively.	EdTech tools from most modules in this course are incorporated effectively.	EdTech tools from this course are not incorporated effectively.
Unit Alignment	All assignments and activities are well-aligned to the instructional unit of choice.	Most assignments and activities are well-aligned to the instructional unit of choice.	Few assignments and activities are well-aligned to the instructional unit of choice.
Reflection	Reflection on the use of EdTech in the classroom is robust, thoughtful, and detailed.	Reflection on the use of EdTech in the classroom is robust, thoughtful, OR detailed.	Reflection on the use of EdTech in the classroom is limited or rushed.
Plans for Implementation	Candidate considers student needs in plans for implementation of KEY educational tech tools with an eye for supporting student growth.	Candidate considers student needs in plans for implementation of KEY educational tech tools.	Candidate does not create a thoughtful plan for the implementation of educational technology tools or strategies.
				Total Points: __/15

Assignment 3 Mini-Tasks

Assignment 3 Task A: AI Tools in Education

Description: You will peruse and create free user accounts for the following websites:

· AI Voice Generator

· Eduaide.ai

· Magic Write

· Magic School

· Adobe Firefly

· Khanmigo

For EACH tool, you will compose a brief 25-50-word summary of how can you use it in your teaching practice.

Directions: Copy and paste the following table into a new document. Upload your document with the COMPLETED table by the last day of Module 5.

	AI Voice Generator	Eduaide.Ai	Magic Write	Magic School	Adobe Firefly	khanmigo.ai
Give one example of how you would use this in your teaching practice.

https://www.techlearning.com/how-to/magicschool-how-to-use-it-to-teach

AI Tools in Education
Criteria	3 Points	2 Points	1 Point	Points Earned
Response Length	The response for each of the 6 tools is at least 25 words.	The response for most of the 6 tools is at least 25 words.	The response for the majority of tools is less than 25 words.
Grammar & Mechanics	Assignment contains 2 or fewer errors.	Assignment contains 3 - 5 errors.	Assignment contains more than 5 errors.
Application to teaching practice	One teaching application is provided for each of the 6 tools.	One teaching application is provided for at least 4 tools.	One teaching application is provided for 1-3 tools.
				Total: ___/9

Assignment 3 Task B: Inquiry-Based Online Activity

· Legal & Instructional Considerations: Remember, this course is for technology in general AND special education. As you create your online activity, compare the format to others you may have seen or used. How does the Hyperdoc or Wakelet format align with curricular modifications recommended by the U.S. Office of Special Education Programs according to the Individuals with Disabilities Education Act? How could webquests, of different formats and degrees of difficulty, REPLACE textbooks?

· Requirements:

· This is an example inquiry-based online activity: https://wakelet.com/i/invite?code=msoo0bn3

· Your final Inquiry-Based Online Activity will contain:

· 1 Title Tile that states the topic or theme

· 3-5 Activities each containing:

· A title, which is a subtopic of the Title

· 2 Questions related to the subtopic

· 1 Hyperlinked webpage where students will participate in online learning activities

Assignment 3: Task B: Inquiry-Based Online Activity Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Alignment with Unit	The inquiry-based online activity deepens student knowledge in the content area selected for your unit AND builds student mastery towards the unit objectives	The inquiry-based online activity deepens student knowledge in the content area selected for your unit OR builds student mastery towards the unit objectives	The inquiry-based online activity does not deepen student knowledge in the content area selected for your unit or build student mastery towards the unit objectives
Multiple Modalities	Students interact with learning content through at least 3 modalities (i.e. video, infographic, text, simulation, game-based, etc.)	Students interact with learning content through at least 2 modalities (i.e. video, infographic, text, simulation, game-based, etc.)	Students interact with learning content through 1 or fewer modalities (i.e. video, infographic, text, simulation, game-based, etc.)
Quality of Resources	All resources used in the inquiry-based lesson have clear educational value, align with the unit objectives, and are published by reliable sources.	Most resources used in the inquiry-based lesson have clear educational value, align with the unit objectives, and are published by reliable sources.	Few resources used in the inquiry-based lesson have clear educational value, align with the unit objectives, and are published by reliable sources.
Hyperlinks	All hyperlinks are linked correctly and working properly.	Most hyperlinks are linked correctly and working properly.	Few hyperlinks are linked correctly and working properly.
Grammar and Mechanics	5 or fewer errors throughout assignment	6 to 10 errors throughout assignments	11 or more errors throughout assignment
				Total Points: __/15

Assignment 3 Task C: Adaptive Learning Technology

There are many great free, partially free, or paid software programs that can assess student reading levels and provide appropriately leveled texts. Many schools purchase subscriptions to software for this purpose, in fact you may have used or seen these programs in use before, but even if your school does not purchase a program, there are many free programs you can supplement with. For this assignment, after exploring some options you'll create a reading assignment on your digital classroom that supports your learners. 

1. Explore the adaptive programs listed below. 

2. Based on the unit you're creating and the learners you're planning for, choose the program that's the best fit.

3. Create a free account with that program

4. Create a reading activity that fits within your unit and supports student reading growth

5. Link to the assignment from your learning management system and share that assignment link here. 

Adaptive Reading Programs

Tool	Description	Grades	Guides
Readworks  (Links to an external site.)	Free reading comprehension content and curriculum.	K-12	Guide  (Links to an external site.)
Newsela  (Links to an external site.)	Adaptive reading platform. Current event articles written at multiple levels.	K-12	Guide  (Links to an external site.)
IXL	Adaptive Learning Platform	K-12
Zearn	Adaptive Math Platform	P-5
Khan Academy	Adaptive Learning Platform	K-12
Freckle  (Links to an external site.)	Standards-aligned adaptive core material platform	P-8	Guide  (Links to an external site.)
Epic  (Links to an external site.)	Digital Library with full, published books.	K-6	Guide  (Links to an external site.)
ReadTheory  (Links to an external site.)	Adaptive Tool for assessing reading ability.	K-12	Guide

Assignment 3 Task C: Adaptive Technology Grading Rubric
Criteria	3 Points	2 Points	1 Point	Points Earned
Choice of Tool	Chosen tool is appropriate for grade level and content area.		Chosen tool is not appropriate for grade level or content area.
Assignment Alignment	Assignment aligns with unit standards, and content.	Assignment aligns with unit standards OR content.	Assignment does not align with standards or content.
Assignment Posting on Digital Classroom	Assignment posted to digital classroom and includes effective introduction for students.	Assignment posted to digital classroom, but does not include effective introduction for students.	Assignment not posted to digital classroom.
				Total: ___/9

Assignment 3 Task D: EdPuzzle Video

· Legal & Instructional Considerations:

Remember, this course is for technology in general AND special education. As you create your ed Puzzle Video, consider areas of the curriculum where students might be more engaged, and therefore learn more, than when using more traditional forms of instruction. How can you use ed Puzzle to implement the curricular and instructional modifications and accommodations recommended by the U.S. Office of Special Education Programs according to the Individuals with Disabilities Education Act?

School Accommodations and Modifications

How could video quizzes be used as an alternative form of testing? How can it help to generate reports to show progress, en lieu of grading? How can you use it as a way of improving the classroom environment for students with disabilities? How can you edit instructional videos, to model skill or task, in edPuzzle to divide the process into smaller sections?

Description:

EdPuzzle is one of the interactive videos platforms that adds real-time interactions between the instructor and students by incorporating "checkpoints" into a video. At each checkpoint a video pauses, and a student is asked a question or provided with textual or audio comment on a topic. This way a student becomes an active participant in a video lesson as opposed to being a "passive" viewer. EdPuzzle allows instructors to add assessment components into their video lessons.

 

Step 1: View the Example EdPuzzle Videos

https://edpuzzle.com/assignments/63be246bc33ab941234710bb/watch

Step 2: Review the Final Product Requirements:

Your final EdPuzzle interactive video should include:

1. A 3-10 minute educational video that aligns to the topic of your choice

2. At least two Open-Ended and Multiple Choice questions incorporated into the video

Step 3: Click Here to proceed to EdPuzzle platform, upload your recorded video, and turn it into your first interactive video.  (Links to an external site.)

Step 4: Post the link to your EdPuzzle on your Digital Classroom/LMS.

Step 5: Submit the Preview link to your Digital Classroom'sEdPuzzle assignment to Canvas. 

Assignment 3: Task D: EdPuzzle Video Resources
Resource	edPuzzle (Create free teacher account.)	How to Create an edPuzzle Video Video Tutorial	How to SHARE your edPuzzle with ANYONE
Link	https://EdPuzzle.com/	https://www.youtube.com/watch?v=8I0fV0djfJA	https://www.youtube.com/watch?v=Vb6GaumQ7lU

Assignment 3: Task B: EdPuzzle Video Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Open-Ended Response Questions	2 open-ended response questions	1 open-ended question
Multiple Choice Questions	2 multiple choice questions	1 multiple choice question
Assignment Alignment	Assignment aligns with content and standards of unit.	Assignment aligns with content OR standards of unit	Assignment does not align with content or standards of unit
				Total Points: __/12

Assignment 3 Task E: Video Tutorial

· Legal & Instructional Considerations:

Remember, this course is for technology in general AND special education. As you create your Video Tutorial, consider areas of the curriculum where students might be more engaged, and therefore learn more, than when using more traditional forms of instruction. How can you use video tutorials to implement the curricular and instructional modifications and accommodations recommended by the U.S. Office of Special Education Programs according to the Individuals with Disabilities Education Act?

School Accommodations and Modifications

· How could video tutorials be used to meet the accommodations listed under Directions? How many times could students listen to and read the directions provided in a video tutorial? Unlimited?

· As a teacher, what other responsibilities could you fulfill if you no longer have to repeat directions for your class? Would students be more engaged when watching and listening to instructions via video tutorial versus when you stand in front of the class, or next to a student, and repeat yourself?

· Could student generated videos be an alternative way to show their knowledge in lieu of more traditional types of assignments/projects?

· How might posting your tutorial and videos created by students (after obtaining permission from a guardian) to your classroom website enhance your reputation with your district leaders, building/department administration, and the community?

· Video Tutorial Requirements:

· This is an example video tutorial: https://vimeo.com/902365221?share=copy

·

· You need to create a video on your own. This is a how-to video and it should address a topic in the grade that you teach or would like to teach. You can do this also by creating a PPT and creating a video of this or videoing your screen and teaching a skill.

· It is different from the Ed Puzzle in which you use a video.

· Your final video tutorial will be 5+ minutes containing:

· 10+ Introduction segment

· 1 to 5 sets of on-screen text directions

· Containing 3+ words

· 1-5 audio segments of voice over directions (equal to, or more than, the number of on-screen text direction sets.)

· 3+ individual video segments (which are combined to make the final product)

· 3+ transition animations between individual video clips

Assignment 3: Task E: Video Tutorial Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Length of Video	Total of 5+ minutes or more	4+ minutes	3+ minutes
Introductory 10s Title Slide/Background	This introductory slide contained the title, background, subject, and learning standards	This introductory slide was missing 1 element of either the title, background, subject, and learning standards	This introductory slide was missing 2 elements of either the title, background, subject, and learning standards
On Screen Directions	5 or more individual text sets	3-4 individual text sets	1-2 individual text sets
Voiceover Directions	Equal to or more than the number of onscreen text directions	Less than the number of onscreen text directions
Transition Animations	3 or more between movie segments	2 between movie segments	1 transition animation
Video Segments	3 individual segments within the video	2 individual segments within the video	1 individual segments within the video
Grammar and Mechanics	5 or less errors throughout video	6 to 10 errors throughout video	11 or more errors throughout video
				Total Points:__/21

Assignment 3 Task F: Nearpod Presentation

· Near Pod Presentation Requirements:

· Here are examples of Near Pod Presentations: https://nearpod.com/t/market/init

· Your final Near Pod Presentation will contain 6 slides including:

· 1 slide introducing the topic AND the number and description of the related:

· The NY State Learning Standards

OR

· The Common Core ELA Standards

· 1 Drawing Slide with a blank (white) background

· 1 Drawing Slide with an image for the background

· 1 Poll Slide with at least 2 options

· 1 Open-ended Question Slide

· 1 Quiz Slide with at least 2 answer choices

· One other activity of your choice

Assignment 3: Task F: Nearpod Presentation Resources
Resource	Nearpod Create a Free Teacher Account	How to Create a Near Pod	How to Add a Near Pod to your Google Classroom
Link	http://www.NearPod.com/	https://nearpod.com/blog/tips-tricks-to-create-your-own-nearpod-lesson/	https://www.youtube.com/watch?v=tVJ3HjPxrNE

Assignment 3: Task F: Nearpod Presentation Grading Rubric
Criteria	Advanced (3)	Proficient (2)	Novice (1)	Points
Topic/Content Alignment	Topic is introduced and aligns to instructional unit.	Topic is introduced OR aligns to instructional unit.	Topic is neither introduced NOR aligns to instructional unit.
Opportunities for Skill Practice	Students are provided with multiple high-quality opportunities to practice key skills or apply key concepts.	Students are provided with few high-quality opportunities to practice key skills or apply key concepts.	Students are provided with no high- quality opportunities to practice key skills or apply key concepts.
Content Pages	Content is presented informatively and with consideration for a variety of student needs (i.e. audio, visual aids, video, key words defined)	Content is presented informatively OR with consideration for a variety of student needs (i.e. audio, visual aids, video, key words defined)	Content is not presented in a clear manner.
Multiple Response Types	4 or more response types are used.	At least 2 response types are used.	Only one response type is used.
Overall Theme	All activity and content slides relate to 1 topic or theme.	5-4 of the activity and content slides relate to 1 topic or theme.	2-3 of the activity and content slides relate to 1 topic or theme.
Grammar and Mechanics	Less than 5 errors throughout assignment.	6 to 10 errors throughout assignment	11 or more errors throughout assignment
				Total Points: __/18

Assignment 3: Task G: Evaluation of an AI-generated lesson plan or learning activity

Complete the following chart to evaluate the AI tool you used to create your lesson plan or learning activity. Submit your learning activity to your Google Classroom and post the link in the chart.

Tool Name
Link to Tool
Were you able to customize the tool to align with your unit learning objectives?
Was the tool easy to use the first time? How easy would it be for your students to use? Can it be integrated with Google Classroom?
How does the tool engage students by differentiating according to interest and ability?
How accurate was the content? Can you report any errors?

Curts, E. (2024). Rubric for Evaluating AI Tools in Education.

https://bit.ly/curts-airubric

Evaluation of an AI-generated Lesson Plan or Learning Activity Grading Rubric
Criteria				Points Earned
Name of Tool and Link	URL and name of tool is provided. 1 point		URL and/or name of tool is not provided 0 points
Evaluation of AI Tool	All four questions are answered completely. 4 points	Three out of four questions were answered completely. 3 points	Two or less questions are answered. 2 points
				/ 5 points

Assignment 4 Task G: Smart Notebook Activity

SMART Notebook Plus (use their free trial for a limited time) is software designed to provide powerful educational experience for SMART Board users, and, in some cases, users of some other interactive board technologies. The software helps users create interactive presentations, and offers a variety of ways to enhance presenting interactive lessons. This suite provides tools for assessment, student collaboration and game-based learning experiences.

Create a Smart Notebook file, containing at least 6 Smart Board activities. Each activity should be related to your unit plan.

Click Here to watch Smart Notebook Tutorial: on how to Download, Install, Start, Save and Reopen Smart Notebook Software Links to an external site.

Review the following video tutorials on how to create Smart Board activities using Smart Notebook:

Video Tutorial 1: Building Interactive TablesLinks to an external site.

Video Tutorial 2: Using AnimationsLinks to an external site.

Video Tutorial 3: Grouping and CloningLinks to an external site.

Video Tutorial 4: Spinner WidgetLinks to an external site.

Video Tutorial 5: Infinite Cloning and LockLinks to an external site.

Video Tutorial 6: Super SortLinks to an external site.

Lumio

https://suite.smarttech.com/loginLinks to an external site.  

https://www.smarttech.com/en/lumio

What is Lumio?

Click Here to watch a short video tutorial on creating Game Based activities in SLS (Lumio)Links to an external site.

Click Here for Educator2Educator YouTube Channel for Teachers' Professional Development with Smart Learning Suite (Lumio)Links to an external site.

Links to an external site.  Lumio has reduced functionality, but is trouble-free, and it supports Google login. When done, post the shared link on your Google site.

If you have Smart Notebook software installed, click on Open New File, and then click on the puzzle piece on the left side. Build at 6 activities using the following tools: Interactive Tables, Animations, Grouping and Cloning, Spinner Widget, Infinite Cloning and Lock, Smart Labs (ex.g. Super Sort).

If you are using Lumio, then click on New button, then click on Game-based activities, and add Game Show, Super Sort, Memory Match, Word Search, SpeedUp, and Match ‘Em Up.

Step 6: If you created your activity in Smart Notebook software, upload it to Google Drive, get the link, and then post it to your Google Classroom site, and submit it here.

If you created your activity in Lumio, just get the link, and then post it to your Google Classroom site.

Assignment 4: Task G: Module 11: Lumio Activity Grading Rubric
Criteria	3 Points	2 Points	1 Point	Points Earned
Grammar & Mechanics	Assignment contains 2 or fewer errors.	Assignment contains 3 - 5 errors.	Assignment contains 6 or more errors.
File	The activities are on individual pages in one file.
Activity 1: Game Show	· Has 10 multiple choice/ true or false questions	· Has 8-9 multiple choice/ true or false questions	· Has 7 or less multiple choice/ true or false questions
Activity 2: Memory Match	· Has two categories · Has 10 pairs of images or text	· Has one category OR · Has 8-9 pairs of images or text	· Has one category OR · Has less than 7 pairs of images or text
Activity 3: Word Search	· Includes 20 words in search AND · All words relate to unit plan	· Includes 15-19 words in search AND · All words relate to unit plan	· Includes 14 or less words in search OR · Words are not related to topic of unit plan
Activity 4: Label Reveal	· Image is related to unit plan · Has 6 or more labels	· Image is related to unit plan · Has less than 6 labels	· Image is not related to unit plan. OR · Has less than 6 labels
Activity 5: Match ‘Em Up	· Has 10 pairs of images and words	· Has 8-9 pairs of images and words	· Has 7 or less pairs of images and words. .
Activity 6: Super Sort	Contains all of the following: · 2 categories · 10 items (text or images) · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.	Contains all of the following: · 2 categories · 8-9 items (text or images) · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.	Contains all of the following: · 2 categories · 7 or less items · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.
				Total: ___/24

Assignment 4: Task G: Module 11: Smart Notebook Plus Activity Grading Rubric
Criteria	3 Points	2 Points	1 Point
Grammar & Mechanics	Assignment contains 2 or fewer errors.	Assignment contains 3 - 5 errors.	Assignment contains 6 or more errors.
File	The activities are on individual pages in one file.
Activity 1: Building Interactive Tables	Interactive table has 3 colums OR 3 rows. Has 3 of the following: · Images · Text phrases · Text answers	Interactive table has 2-3 columns OR 2-3 rows. OR · Has less than 3 images, or 3 text phrases, or 3 text answers.	Interactive table has less than 3 colums OR 3 rows. OR Has 1 or none of the following: · Images · Text phrases · Text answers
Activity 2: Using Animations	· Contains 3+ images that are similar in some way and animated in the SAME way when clicked. · One image is different and animates differently from the other 3+ images.	· Contains 2 images that are similar in some way and animated in the SAME way when clicked. · One image is different and animates differently from the other 2 images.	· Contains 2-3+ images that are not similar in any way OR · 1 or more of the similar images DO NOT animate in the SAME way when clicked. OR · Does not contain one image that is different OR the image DOES NOT animate differently from the other 2-3+ images.
Activity 3: Grouping and Cloning	Contains all of the following: · Four shapes created and cloned using the tools in Notebook. · 3 shapes have the same animation. · 1 shape, the answer, has a different animation. · 1 text box containing the prompt for the activity.	Contains all of the following: · Three shapes created and cloned using the tools in Notebook. · 2 shapes have the same animation. · 1 shape, the answer, has a different animation. · 1 text box containing the prompt for the activity.	Missing ANY of the following: · 3-4 shapes created and cloned using the tools in Notebook. · 2-3 shapes have the same animation. · 1 shape, the answer, has a different animation. · 1 text box containing the prompt for the activity.
Activity 4: Spinner Widget	Contains all of the following: · Spinner has three different colored options. · 5 shapes, with text, reveal the answer when clicked. · 5 text boxes, hidden by a shape, which reveal an answer.	Contains all of the following: · Spinner has two different colored options. · 4 shapes, with text, reveal the answer when clicked. · 4 text boxes, hidden by a shape, which reveal an answer.	Contains all of the following: · Spinner has 2-3 different colored options · 3 shapes, with text, reveal the answer when clicked. · 3 text boxes, hidden by a shape, which reveal an answer.
Activity 5: Infinite Cloning and Lock	Contains all of the following: · 1 main object/shape from which clones are made. · A text box prompt requiring students to drag clones to a different area of the board. · Activity requires main image to be cloned 6+ times. · A text answer, hidden by paint. · Paint is removed to reveal answer.	Contains all of the following: · 1 main object/shape from which clones are made. · A text box prompt requiring students to drag clones to a different area of the board. · Activity requires main image to be cloned 4-5 times. · A text answer, hidden by paint. Paint is removed to reveal answer.	Is missing ANY of the following: · 1 main object/shape from which clones are made. · A text box prompt requiring students to drag clones to a different area of the board. · Activity requires main image to be cloned 1-3 times. · A text answer, hidden by paint. · Paint is removed to reveal answer.
Activity 6: Super Sort	Contains all of the following: · 3+ categories · 10 items (text or images) · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.	Contains all of the following: · 2 categories · 8-9 items (text or images) · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.	Contains all of the following: · 2 categories · 7 or less items · Items dragged to the correct category will disappear. · Incorrectly-sorted items will be sent back to the answer bank.
			Total /24 pts

Assignment 5: Final submission of Google Classroom

Course Policies

Participation

Students will be expected to participate in discussions. Students will need to complete assigned readings to participate fully and fruitfully in these discussions. To receive full participation credit, students will need to complete each discussion in each module using the guidelines set forth in this syllabus.

Build Rapport/Netiquette

If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that they can help you find a solution.

Grading Policy

Graded Course Assignments

Learning activities and materials will be located on the Modules page. Locate the appropriate module to access the relevant materials. Click each assignment’s link in Canvas for details about each assignment listed below.

Activity	Weight
Baseline Survey	5%
Discussions (12 Modules x 28 pts each)	30%
Initial LMS	10%
· Share Link
· LMS Digital Classroom
Assignments	40%
· PlayPosit-AI in the Classroom, · PlayPosit-ChatGPT in the Classroom
· AI Tools in Education
· Inquiry-Based Online Activity
· Adaptive Technologies
· EdPuzzle Video
· Video Tutorial
· NearPod Presentation
· Smart Notebook Activity
Final Digital Classroom	15%
Total	100%

Late Work Policy

Be sure to pay close attention to deadlines—there will be no makeup assignments or quizzes, or late work accepted without a serious and compelling reason and instructor approval. If a discussion is missed, you are not allowed to make up the response part of the assignment, but you can make up the initial post.

Viewing Grades in Canvas

All graded assignments must be submitted to Canvas. Points you receive for graded assignments will be posted to the Canvas Grade Book. Click on the Grades link on the left navigation to view your points.

I will update the online grades each time a grading session has been complete—typically 2 days following the completion of the module. You will see a visual indication of new grades in the Grades section of Canvas.

Letter Grade Assignment

Final grades assigned for this course will be based on the percentage of total points earned and are assigned as follows.

Letter Grade	Percentages
A	100% to 97%
A-	Less than 97% to 93%
B+	Less than 93% to 90%
B	Less than 90% to 85%
B-	Less than 85% to 80%
C+	Less than 80% to 75%
C	Less than 75% to 70%
C-	Less than 70% to 65%
F	Less than 65%

Complete Assignments

All graded assignments for this course will be submitted electronically through Canvas. Assignments must be submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions will not be given beyond the next assignment except under extreme circumstances.

All discussion assignments must be completed by the assignment due date and time. Late or missing discussion assignments will affect the student’s grade.

Understand When You May Drop This Course

It is the student’s responsibility to understand when they need to consider dropping a course. Refer to the Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course.

Incomplete Policy

Issuance of Incomplete Grades rests at the discretion of the instructor. Only candidates who have completed a minimum of 75% of course requirements are eligible for an Incomplete, based on extenuating circumstances. A signed contract is needed to process an incomplete grade with an initial timeframe of six weeks to complete coursework. However, the timeframe is at the discretion of the instructor and is based on the nature of the course.

Grade changes will not be permitted after the posting of final grades. Additional work cannot be submitted after the posting of final grades for a grade change except in the case of an approved Incomplete.

Inform Your Instructor of Any Accommodations Needed

Touro College complies with Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, which protects persons from discrimination on the basis of physical or mental impairments for all educational and employment purposes. Reasonable Accommodations may be available for students who have physical or learning-related disabilities.

The College is committed to providing reasonable accommodations to students with documented disabilities who request accommodations.  Policies and procedures ensure that students with a disability will not, on the basis of that disability, be denied full and equal access to academic and co-curricular programs or activities or otherwise be subjected to discrimination under programs offered by the College.  

The College has a centralized Office of Student Disability Services headed by an Executive Director who oversees Student Disability Services operations in the Undergraduate, Graduate, and Professional Divisions.  Students with disabilities seeking reasonable accommodations should do so through the coordinators of the Office of Student Disability Services (OSDS) in their respective schools.  

The Office of Disability Coordinator for the GSE is Prof. Maria P. Heim (212) 463-0400 ext. 55479 email: [email protected]

A student requesting accommodation for a documented disability under the ADA must meet with the OSDS coordinator for their school and submit an Application for Accommodations & Services. Verbal disclosure of a disability and request for accommodation is not sufficient and cannot substitute for required documentation. 

Students may apply for reasonable accommodations at any time. Accommodations, if granted, are only done so on a prospective basis. Reasonable accommodations are never provided retroactively.

Students seeking reasonable accommodations must: 1) Complete the Application for Accommodations & Services.

2)  Provide documentation as described in the Guide to Documentation Requirements.

3)  Participate in an interactive dialogue with the OSDS coordinator.

The Office of Disability Services Handbook is available online or upon request.

Technology Policy

Touro technology resources, facilities, and/or equipment may only be used by current members of the Touro Community (hereafter referred to as “users”) unless otherwise authorized by the Dean of Faculties, Dean of Students, the Senior Vice President for Administration, or the Senior Vice President and Chief Financial Officer, or their designated alternates.

Users may not allow other person(s) to utilize Touro’s technology resources, facilities, and/or equipment. All users of Touro technology resource users must sign, upon commencement of their relationship with Touro, or at another appropriate time, the Acceptable Use Policy (AUP), and submit the signed AUP form to the Chief Information Security Officer (CISO). A copy of the form is also available online. In submitting the AUP Acknowledgement Form, each individual will be certifying that he/she has read and will comply with the AUP. This Policy contains elements that intersect with other policies at Touro. Should there be questions as to which policy applies; requests for clarifications should be addressed, in writing, to the CISO at [email protected]. Touro-provided email is considered the primary official communication mechanism recognized by Touro for communication with the Touro Community. Students are urged to read the complete policy, which can be seen at: https://touro.app.box.com/v/AcceptableUsePolicy

Academic Integrity (To be Signed Electronically on Canvas)

Touro University is a community of scholars and learners committed to maintaining the highest standards of personal integrity in all aspects of our professional and academic lives. Because intellectual integrity is a hallmark of ethical, scholarly, and scientific inquiry as well as a core value of the Jewish tradition, students and faculty are expected to share a mutual respect for teaching, learning and the development of knowledge. They are expected to adhere to the highest standards of honesty, fairness, and professional conduct in their academic work and respect for all community members.

Academic dishonesty undermines our shared intellectual culture and our ability to trust one another. Faculty and administration bear a major responsibility for promoting a climate of integrity, both in the clarity with which they state their expectations and in the vigilance with which they monitor students. Students must avoid all acts of dishonesty, including, but not limited to, cheating on examinations, fabricating, tampering, lying, plagiarizing, and utilizing artificial intelligence (AI) tools without acknowledgment of such, as well as facilitating or tolerating the dishonesty of others. Academic dishonesty lowers scholastic quality and defrauds those who will eventually depend on the knowledge and integrity of our graduates. Furthermore, it misrepresents student efforts and mastery of course material both absolutely, and relative to others in their courses.

Touro University views violations of academic integrity with the utmost gravity. Such violations will lead to appropriate sanctions, up to and including expulsion from the university community. We commit ourselves to the shared vision of academic excellence that can only flourish in a climate of integrity.

The International Center for Academic Integrity (ICAI), of which Touro University is a member, lists six fundamental values: honesty, trust, fairness, respect, responsibility, and courage, to allow institutional scholarship to flourish with integrity.1 To sustain these values, Touro University’s Academic Integrity Policy, requires that a student or researcher:

· Properly acknowledge and cite all use of the ideas, results, or words of others, including the use of AI tools and other emerging technologies;

· Properly acknowledge all contributors to a given piece of work;

· Make sure that all work submitted as their own in a course or other academic activity is produced without the aid of unsanctioned materials or unsanctioned collaboration;

· Treat all other students in an ethical manner, respecting their integrity and right to pursue their educational goals without interference. This requires that a student neither facilitate academic dishonesty by others nor obstruct their academic progress.

Failure to uphold the principles of academic integrity threatens not only the reputation of Touro, but also the value of each and every degree awarded by the institution. All members of the Touro community bear a shared responsibility for ensuring that the highest standards of academic integrity are upheld.

The complete Touro University System Academic Integrity Policy can be found at www.touro.edu/students/policies/academic-integrity/

Please sign and indicate that you have reviewed and read this Academic Integrity Statement

Candidate Signature: ____________________________ Date: _______________

Memorandum of Understanding (To be Signed Electronically on Canvas)

All course participants must sign and submit the following Memorandum of Understanding:

1. I acknowledge that I have received and read the syllabus for this course.

2. I acknowledge that I have received and read the assignment expectations and rubrics for this course. I also understand that there are weighted components to the grades for this course.

3. I understand that it is my responsibility to ask the course instructor clarifying questions.

4. I understand and agree that my work in this course is graded according to the assignment rubrics, and weighting scale.

5. I understand that the contents of the syllabus are subject to change in response to the instructor’s insights into necessary course improvements and/or changes in institutional or New York state policies.

6. I understand that my coursework may be used for program approval, accreditation, and/or faculty development. In such cases, all coursework will be anonymized or presented in the aggregate without the inclusion of personal identification data. I reserve the right to request that my coursework not be used for such purposes by notifying my instructor in writing of said request by the third week of the course.

Candidate Signature: ___________________________ Date: __________________

Course policies are subject to change. It is the student’s responsibility to check Canvas for corrections or updates to the syllabus. Any changes will be posted in Canvas and notifications will be sent via Touro University email.

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