COURSE REQUEST 7500 - Status: PENDING Last Updated: Mercerhill,Jessica Leigh 04/16/2013 Term Information Effective Term Autumn 2013 General Information Course Bulletin Listing/Subject Area Fiscal Unit/Academic Org College/Academic Group Level/Career Education:Teaching & Learning School of Teaching & Learning - D1275 Education & Human Ecology Graduate Course Number/Catalog 7500 Course Title Transcript Abbreviation Course Description Semester Credit Hours/Units Fixed: 2 Teacher Leadership in Teaching Digital Writing Tchg Digital Wtg This course prepares teachers and other educators to conceptualize and deliver teacher education for the integration of digital writing in K-12 classrooms. Through a series of face-to-face and online interactions, participants develop a portfolio of digital writing, a theoretical framework for the use of digital writing in instruction, and a research-based framework for professional development. Offering Information Length Of Course Flexibly Scheduled Course Does any section of this course have a distance education component? Is any section of the course offered Grading Basis Repeatable Course Components Grade Roster Component Credit Available by Exam Admission Condition Course Off Campus Campus of Offering 14 Week Always Yes Greater or equal to 50% at a distance Letter Grade No Field Experience, Recitation Recitation No No Never Columbus Prerequisites and Exclusions Prerequisites/Corequisites Exclusions prereq: EDUTL 7393 or by permission of instructor Cross-Listings Cross-Listings N/A Subject/CIP Code Subject/CIP Code 13.0101 Subsidy Level Doctoral Course Intended Rank Masters, Doctoral, Professional 7500 - Page 1
COURSE REQUEST 7500 - Status: PENDING Last Updated: Mercerhill,Jessica Leigh 04/16/2013 Quarters to Semesters Quarters to Semesters Give a rationale statement explaining the purpose of the new course Sought concurrence from the following Fiscal Units or College New course Provides teachers who already have expertise in the teaching of writing with expertise (1) in the use of digital literacies for instruction K-12, and (2) in designing and delivering related professional development. Department of Educational Studies Requirement/Elective Designation The course is an elective (for this or other units) or is a service course for other units Course Details Course goals or learning objectives/outcomes Content Topic List Attachments 1. Increase expertise and knowledge of the research on digital writing in K-12 instructional contexts. 2. Increase expertise in conceptualizing and delivering professional development in the area of digital writing. Genres of digital literacies; research and practice on K-12 instruction with digital literacies; research, theories, and practices in professional development related to K-12 instruction with digital literacies Teacher Leadership in Teaching Digital Writing Syllabus.docx (Syllabus. Owner: Mercerhill,Jessica Leigh) Comments Workflow Information Status User(s) Date/Time Step Submitted Mercerhill,Jessica Leigh 01/25/2013 02:48 PM Submitted for Approval Approved Mercerhill,Jessica Leigh 04/16/2013 11:06 AM Unit Approval Pending Approval Achterberg,Cheryl L Blount,Jackie Marie Odum,Sarah A. Zircher,Andrew Paul 04/16/2013 11:07 AM College Approval 7500 - Page 2
Syllabus Teacher Leadership in Teaching Digital Writing EDUTL 7500 3 Semester Hours Instructors: Melissa Wilson, School of Teaching and Learning David Bloome, School of Teaching and Learning Troy Hicks, Central Michigan University Overview and Purpose of the Course This course prepares teachers and other educators to conceptualize and deliver teacher education for the integration of digital writing in K-12 classrooms. Through a series of face-toface and online interactions, participants in this course will develop a portfolio of digital writing (including a social media presence), a digital writing theoretical framework, a theoretically and research grounded framework and model for professional development and teacher education for digital writing theoretical, and a proposal for a professional development project. Prerequisites EDUTL 7393 Teaching Writing (or permission of instructor) Objectives Increase expertise in diverse genres of digital writing including social media and specific programs for digital writing in content areas K-12. Increase knowledge of the research on digital writing in instructional contexts. Theorize professional development in the area of digital writing. Theorize, conceptualize, and design professional development experiences with digital writing, both online and face-to-face, for other educators. Implement a set of professional development experiences for other educators in the area of digital writing. Nature of the Course This course involves both face-to-face meetings and on-line meetings. The focus of the course is preparing you to provide leadership in your school, school distrcit, and more generally, in integrating digital writing with K-12 instruction. Please note: the emphasis here is not on digital writing for its own sake, but rather as a part of a comprehensive instructional plan and program in particular content areas. There are three types of learning involved in the course. First, you will acquire knowledge of research and theories on the use of digital writing in K-12 instruction and on the conceptualization and delivery of professional development related to the use of digital writing in K-12 instruction. Engagement in this type of learning involves lectures and reading and discussion of articles, books, and other resources. A web site will be established for this purpose. Second, you will gain expertise in diverse genres of digital writing. To gain this expertise, you will engage in a series of real-world tasks using a range of on-line resources. You will be guided in this learning through weekly on-line sessions. The third type of learning involves the development of professional development practices. To facilitate this learning you will develop a set of professional development experiences that will be vetted with the other participants in the course and with the instructors. 1
Assignments 1. Social Network Presence Through blogging, Twitter, Facebook, Google+ and other similar forms of social media, participants will develop a presence as a teacher leader. Activities will include class-only discussions, public discussions such as #engchat, webinars, and regular blogging. 2. A Theoretical Framework and Model for the Use of Digital Writing in K-12 instruction. This is a three to five page paper that, citing research and related studies, presents your theoretical framework for the use of digital writing in K-12 instruction. You will vet your theoretical framework with others in the course as well as with the instructors. You will have a chance to revise after receiving feedback. 3. A Theoretical Framework and Model fo rprofessional Development in the Use of Digital Writing in Classroom Education This is a three to five page paper that, citing research and related studies, presents your theoretical framework for professional development in the use of digital writing in K-12 instruction. You will vet your theoretical framework with others in the course as well as with the instructors. You will have a chance to revise after receiving feedback. 4. Annotated Bibliography of Research on Digital Writing for Use in K-12 Instruction This annotated bibliography needs to be focused on a specific topic related to classroom instruction or professional development. You should discuss the specific topic with one of the instructors first and receive approval before beginning. On average, we expect 10 to 20 items in each bibliography. 5. Professional Development Proposal Either alone or with one or two other teachers (they do not have to be members of the course), develop a comprehensive plan for a webinar, a workshop (or series of webinars and workshops) or a course for the use of digital writing in K-12 education that is theoretically grounded and grounded in the research base. 6. Implementation Of A Professional Development Activity (or activities; this can be a part of the professional development proposal listed above) accompanied by a description of what happened, an evaluation, a discussion of what was learned (by yourself about professional development in digital writing), and a list of revisions for a future professional development activity(ies). (Although we strongly encourage completion of this task, this is an optional activity). 7. 6. Demonstrated Expertise With The Following Types of Digital Programs / Tools: Text based tools (e.g., blogs, wikis, collaborative docs), presentation tools (e.g., Slideware, Prezi), audio tools, and video tools. For each, a screencast is required to show proficiency. 8. A Portfolio Of Digital Writing including the digital writing completed in the previous seven assignments. Additional details provided in class. 2
Tentative Schedule Week 1 Weeks 2-6 Week 7 Week 8-12 Week 13-14 Week 15 Face-to-face Meeting at OSU (Friday night and Saturday morning) Intros and establishing norms Creating accounts for web-based services Developing inquiry questions Online discussions with once a week webinars. Webinar topics: Week 2: Where are we now? Welcome to life online. Week 3: Swimming in the shallows? Pt. 1 Week 4: Why Teach Digital Writing? Week 5: Learning in the Cloud Week 6: NetSmart Participating and contributing online Face-to-face Meeting at OSU (Friday night and Saturday morning) Working on theoretical frameworks Working on bibliography Online discussions with once a week webinars: Webinar topics: Week 8: Participant-led topic 1 Week 9: Participant-led topic 2 Week 10: Participant-led topic 3 Week 11: Participant-led topic 4 Week 12: Participant-led topic 5 Individual work on research proposal and group work on Professional Development plan Face-to-face Meeting at OSU (Friday night and Saturday morning) sharing Professional Development plans and digital portfolios 4 months after end of course Sharing descriptions and reflections on the implementation of the professional development plan Grading Attendance: In-person attendance is required at each of the thee face-to-face meetings (each involves a Friday night and Saturday morning session). It is also required that each participant must log-in weekly to the weekly webinars. Each instance of failure to meet this requirement can result in a lowering by a full grade at the instructor s discretion. Participation in On-Line Discussions. Each member of the class is expected to participate regularly and substantively in the on-line discussions. (10 points) Social Network Presence (10 points). A Theoretical Framework and Model for the Use of Digital Writing in K-12 instruction. (10 points) A Theoretical Framework and Model forprofessional Development in the Use of Digital Writing in Classroom Education (10 points) Annotated Bibliography of Research on Digital Writing for Use in K-12 Instruction (10 points) A Portfolio Of Digital Writing (10 points) Demonstrated Expertise With The Following Digital Programs (10 points) 3
Professional Development Proposal (30 points) (Note: The assignment for implementing professional development activities is not included in the calculation of grades and is an optional task). 4
Grading: 90-100 points = A 80-89 points = B 70-79 points = C below 70 points = F Common Readings: Hicks, Troy. (In Press). Crafting Digital Writing. Heinemann. Carr, Nicholas. (2010). The Shallows: What the Internet Is Doing to Our Brains. First ed. W. W. Norton & Company. Rheingold, Howard. (2012) Net Smart: How to Thrive Online. The MIT Press. Warschauer, Mark. (2011). Learning in the Cloud: How (and Why) to Transform Schools with Digital Media. Teachers College Press. Articles Bomer, R., Zoch, M.P, David, A.D. and Ok, H. (2009). New Literacies in the Material World. Language Arts, 88(1), 9-20. Chase, Zac, and Diana Laufenberg. Embracing the Squishiness of Digital Literacy. Journal of Adolescent & Adult Literacy 54, no. 7 (April 2011): 535 537. Cordi and Hicks Articles for Ohio Resource Center Gainer, J. (2007). Social critique and pleasure: Critical media literacy with popular culture texts. Language Arts, 85(2), 106-115. National Writing Project. Writing Assignment Framework and Overview, July 2011. http://www.nwp.org/cs/public/download/nwp_file/15410/writing_assignment_framework_ and_overview.pdf?x-r=pcfile_d. Richtel, Matt. Growing Up Digital, Wired for Distraction. The New York Times, November 21, 2010, sec. Technology. http://www.nytimes.com/2010/11/21/technology/21brain.html?ref=education. Turner, Kristen Hawley. Flipping the Switch: Code-Switching from Text Speak to Standard English. English Journal 98, no. 5 (May 2009): 60 65. Writing in Digital Environments (WIDE) Research Center Collective. Why Teach Digital Writing?, 2005. http://english.ttu.edu/kairos/10.1/binder2.html?coverweb/wide/index.html. Additional Resources Common Core State Standards for English Language Arts. (2010). Available: http://www.corestandards.org/assets/ccssi_ela%20standards.pdf Framework for Success in Postsecondary Writing. (2011). Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project. Available: http://wpacouncil.org/framework Gainer, J. and Lapp, D. (2010). Literacy Remix: Bridging Adolescents In and Out of School Literacies. International Reading Association. Herrington, Anne, Kevin Hodgson, and Charles Moran. Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom. Teachers College Press, 2009. Print. Hicks, Troy. (2009). The Digital Writing Workshop. Heinemann. Kist, William. (2010). The Socially Networked Classroom: Teaching in the New Media Age. Sage (Corwin). 5
Kist, William. (2013). The Global School: Connecting Classrooms and Students Around the World. Solution Tree Press. Mishra, Punya, and Matthew Koehler. Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge. Teachers College Record 108.6 (2006): 1017 1054. Print. National Writing Project et al. Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments. Hoboken, NJ: Jossey-Bass, 2010. Scheibe, C. and Rogow, F. (2012). The Teacher's Guide to Media Literacy: Critical Thinking in a Multimedia World. Sage (Corwin). Statement of Student Rights: Any student with a documented disability will receive effective and timely adaptations and accommodations to assure full learner access in this course. Academic Misconduct. The Ohio State University s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: Any activity that tends to compromise the academic integrity of the University, or subvert the educational process. Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University s Code of Student Conduct is never considered an excuse for academic misconduct. The Ohio State University Statement on Academic Integrity Academic integrity is essential to maintaining an environment that fosters excellence in teaching, research, and other educational and scholarly activities. Thus, The Ohio State University and the Committee on Academic Misconduct (COAM) expect that all students have read and understand the University s Code of Student Conduct, and that all students will complete all academic and scholarly assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines established in the University s Code of Student Conduct and this syllabus may constitute Academic Misconduct. Please note that we follow the guidelines from the style manual of the American Psychological Association, sixth edition. The Ohio State University s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: Any activity that tends to compromise the academic integrity of the University, or subvert the educational process. Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University s Code of Student Conduct is never considered an excuse for academic misconduct, so I recommend that you review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct. If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the University s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension or dismissal from the University. Other Policies All students taking this course are strongly advised to review the policies of the Graduate School (which can be found in the Graduate School Handbook available on-line) regarding student 6
responsibilities, academic integrity, etc. 7