|Dates/Times:||This course has rolling enrollment beginning January 1, 2020. Students will be expected to complete coursework within six months.|
|Instructor:||David St. Germain|
|Credits:||3 graduate credits|
Course payment of $975 by check or purchase order, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form and the purchase order can be uploaded to the registration form. If paying by check, please mail the check to Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05735. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.
This course is designed to be an opportunity for the student to deepen their understanding of best practices related to instructional technology. More specifically, students are encouraged to develop a set of documents (ex: lesson plans) that implement Google products (Google Drive, Google Classroom, etc.).
This course is conducted 100% online. This course begins with the student demonstrating competency with the following Google products: Gmail, YouTube, Google: Search, Drive, Docs, Sheets, Slides, Forms, and Classroom.
Students who have successfully complete any of the Google for Education Bootcamps or Summit Academies within the last 12 months are exempt from this requirement. Any student who is unable to demonstrate competency to develop the required learning activity(ies) will be provided access to a self-paced tutorial that will afford him or her the opportunity to become competent in the use of the products.
Next, the student must develop a Project Proposal that is comparable in scope and rigor to the number of hours of academic credit being sought. Once the professor approves the proposal, the student can begin preparing the lesson plan and lesson materials. Course credit will not be awarded until all of the lesson plan(s) and learning materials have been fully reviewed by the course professor.
Audience: All educators
Course Goals: The overall goal of this course is to allow the student to develop a plan to
implement Google for Education products, apps, and extensions in a manner that will enhance
Course Objectives: 1. students will be able to develop a(n) learning activity(ies) that will require others to use computer technology to interact with information at the adaptation level (see below: Technology Integration Rubric below) .
PROJECT PROPOSAL: Before any lesson documents can be accepted for credit, the student must submit an approvable Project Proposal . The purpose of this proposal is to ensure the final documents will meet the intended level of rigor established by the professor (see: Technology Integration Matrix- Adaptation Level). The Project Proposal form is attached to this syllabus and can be found online at the course’s Google Folder.
The key elements of the Project Proposal are:
➢ Title of the project
➢ Brief description of the project
➢ Learning objectives
➢ Timeline for the activity
➢ Description of assessments to be used
➢ Description of how students will track their progress toward the completion of the project
LEARNING ACTIVITY DOCUMENTATION: Once the Project Proposal has been approved, the student must submit his or her lesson documents (ex: formative and summative assessments, student handouts, progress tracking forms, etc.) to the designated Google Folder.
WRITTEN REFLECTION: The purpose of the reflection is to engage in a review of your personal learning, as drawn from experiences related to your learning about the various Google products and subsequent lesson/project development. This reflection must include the following elements:
a description of new learning, how that learning has (or has not) expanded your
professional network and
how you plan to implement the new information into your instructional routine
beyond this course.
The last paragraph of this reflection MUST be a plan for ongoing learning.
2 points will be added to a students final score once a his or her written reflection is approved by the instructor.
Drafts of the assignments (Project Proposals, Lesson Plans, and Learning Activities, Assessments) generated by the student will be reviewed by the professor and given constructive feedback until 24 hours before the assignment’s due date.
Clark, H, and Avirth, T. (2017). The Google Infused Classroom: A Guidebook to Making Thinking Visible and Amplifying Student Voice. Irving, CA: The Edtech Team Press.
Parris, L. (2018). Google Classroom: The Ultimate Guide To Making Your Classroom Digital. Kindle Edition.
Keller, A., and Miller, L. (2016). 50 Things to Go Further with Google Classroom: A Student-Centered Approach Kindle Edition
David James St. Germain