*e*-Learning for Educators

Course Information

Using Digital Portfolios to Foster Student Learning** | |||||||||||||||||||||||||||||||||||

Course Description | |||||||||||||||||||||||||||||||||||

In this course participants will learn how to utilize Google Sites to develop student-based or classroom-based e-Portfolio’s as an alternate form of assessment as well as to showcase student work. Participants will learn what e-Portfolio’s are and discuss the benefits and uses of them as a teaching and learning tool. Participants will have hands-on practice using Google Sites to create an ePortfolio with best practice elements. Finally, participants will evaluate the classes they teach to ensure that their students will have artifacts aligned to course objectives/standards that are ePortfolio-ready!
**This course will require that participants hold WV certification and are employed as a classroom teacher or school administrator. | |||||||||||||||||||||||||||||||||||

Course Syllabus | |||||||||||||||||||||||||||||||||||

Real-world data are a glimpse into a complex story that involves much more detail than the numbers would suggest. We want students to look "behind the scenes" by organizing, representing and analyzing these data. Technology is central to this task, both as a source of data and as a tool for data analysis. Technology tools and web-based materials provide important ways for math educators to meet key NCTM and ISTE standards that emphasize problem solving and making connections between mathematics, other disciplines and the real world. These standards include a significant emphasis on representing and analyzing data, including a focus on being able to evaluate the sources of data and the effectiveness of different representations that students will encounter both inside and out of school. This course will explore a range of web-based resources and exemplary projects which utilize technology to support these goals. Participants will learn how to find sources of real data on the Web and explore how technology tools such as spreadsheets can help students analyze, visualize and make sense of these data. Participants will complete the course with a collection of resources and beginning project ideas that serve their curricular goals.
This course will enable participants to: Learn how Common Core State Standards (and the NCTM Math and ISTE standards) can be met by using real world data in math classrooms supported by appropriate technology Learn how to find mathematical data on the Web and download it into a spreadsheet Learn how to find and evaluate projects that include analysis of real data Learn to evaluate the appropriateness of varied data sets for specific pedagogical goals Learn about a variety of data analysis tools appropriate for classroom use Develop a personal collection of web-based resources for curricular use Develop preliminary plans for a technology-enhanced classroom activity that uses real data
This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers.
This course is divided into six one-week sessions which each include readings, an activity, and an online discussion among course participants. The time for completing each session is estimated to be two to four hours. The outline for the course is as follows:
In the first two sessions, participants will learn how technology can support the use of real world data in the math classroom to teach important mathematical content and will consider how technology can help students make predictions. In Session 3, participants will analyze two sets of data and will think about the challenges and opportunities of implementing technology-enhanced data analysis activities in the classroom. Sessions 4 and 5 will present participants with a number of online tools and web-based resources that can be used in a classroom unit on data analysis. They will also consider how technology-enhanced data analysis in the math classroom can help meet ISTE technology standards. Finally, in Session 6, participants will make preliminary classroom plans for a technology-enhanced lesson that uses real data. Course participants are expected to complete weekly assignments, including active participation in the online discussion board.
These are suggested criteria to be used for evaluating successful participation in and completion of this course.
All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.
All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.
The grade scheme for this course will be:
Upon successful completion of this course, Using Digital Portfolios to Foster Student Learning, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final project dropbox after the completion of the course.
Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, West Virginia State University Marshall University or Concord University. Credits will be awarded at the end of the semester. Additional information is available on the course News/Welcome Page.
This course will help participants learn and apply the following Common Core Mathematics Standards to their teaching:
© 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. This course, Using Real Data in the Math Classroom, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV. For more information about Technology Integration visit: http://www.iste.org About this Course This course was developed by EdTech Leaders Online at Education Development Center. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities. Last update: October , 2014 © 2012 Education Development Center, Inc., through its project, EdTech Leaders® Online, http://www.edtechleaders.org. All rights reserved. | |||||||||||||||||||||||||||||||||||