Johns Hopkins University School of Education

Course: The Paperless Classroom
Course Number: ED.810.676.1A

Instructor: Shelly Blake-Plock
Contact by email: blakeplock@gmail.com
Contact by Twitter: @TeachPaperless

Credit Hours: 20 hours
Class Time: 9AM – Noon; Mondays and Wednesdays: SOE Baltimore

Course Description
Students will learn how to integrate social and participatory media and Web 2.0 content into their teaching for the purpose of creating and maintaining an authentic and interactive 21st Century paperless classroom. Students will gain hands-on familiarity with new media including strategies for using Twitter, Social Bookmarking, Blogs, Google Apps, and other social multimedia for classroom instruction and assessment.

Course Objectives
The purpose of all of this work is 1) to help you understand the current state of social technologies and participatory media contributing to the development of paperless classrooms; 2) to help you understand how to apply 21st century methods to your classroom teaching; and 3) to help you build a professional PLN that will sustain your ongoing development as an educator.

Note
This is not a class where the point is to regurgitate information the instructor already knows. The fact of the matter is that social tech is evolving so quickly that I couldn't with a straight face actually tell you what there may be to 'know' in ten weeks' time. Instead, I'm going to concentrate on helping you a) learn how to integrate existing social tech and Web 2.0 apps into classroom teaching b) build and grow a PLN for personal ongoing professional development, and c) develop ways of thinking about social networks. We will be looking at examples of social media driven change in journalism, politics, business, and social life and considering what this all means in terms of teaching. I intend to demonstrate natural ways of integrating social technology and digital networking into your everyday classroom teaching and I hope to help you to build the foundation of a professional network which you will carry forward in your teaching career. For some of you, your schools may not currently have the resources to do many of the things we discuss; may this class instigate you then to advocate on behalf of 21st century technologies in your schools and for your students.



The number one thing I am looking for from you is engagement with the community of educators and educational thinkers already online and to consider how social and paperless environment are affecting and will continue to affect the lives of teachers and students.



You can consider this to be a class that will pay dividends in proportion to the amount of effort you put into building your network; this isn't about grades... it's about taking advantage of the vast resources of the living Web for professional and pedagogical growth. It's about getting yourself up to speed with the offerings of the social web so that you are ready to fully integrate authentic 21st century skills into your teaching within or without the classroom.



Work hard, network, seek the information you want to know, and don't be afraid to ask strangers for advice. You will be the one who best knows if you have been successful in this class.

Your Classroom PLN
Your PLN is your 'Personal Learning Network' comprised of classmates and teachers as well as the colleagues you meet on Twitter and throughout the fabric of social media and the blogosphere.


======Summer Session======
.
Week 1: Introduction to Thinking Different
Videos:
Did You Know? http://www.youtube.com/watch?v=5o9nmUB2qls
Ken Robinson at TED 2006 http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Hands-On Practice:
Get on Twitter, add me, follow folks who were part of our conversation (you can find the conversation by searching @TeachPaperless and the Education PLN Twitter List: http://twitter.com/#!/TeachPaperless/educationpln) -- Remember: you get out of the network what you put into the network.
Read this article at the Teacher Reboot Camp blog about #edchat: http://teacherbootcamp.edublogs.org/2009/08/18/edchat-join-the-conversation/. Then, please follow the #edchat feed on Twitter. The #edchat events happen every Tuesday at noon and at 7PM EST - join in the conversation and watch your PLN grow.

Week 2: Education as a Form of Media
Video: Clay Shirky ‘How Social Media Can Make History’: http://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make_history.html
Hands-On Practice:
Use Prezi to create your in-class presentations on broadcast vs 2-way vs social media.
Go to Blogger.com , sign up and start a new blog. Write a post of between 250 and 500 words describing the challenges faced in the 21C classroom as you discussed in your small groups.


Week 3: Practically Paperless: Twitter, Social Bookmarks, Google Apps for Education
Classwork: (will be done in class):

Ken Robinson RSA http://www.youtube.com/watch?v=zDZFcDGpL4U

Check out Cybraryman’s Twitter in Education page: http://www.cybraryman.com/twitter.html. Choose articles to save to Delicious / Diigo and be prepared to discuss. (We'll do this in class to make sure everyone has a working knowledge of how to use Delicious and Diigo).
Please read about Google Apps for Education and then choose one of the following sample assignments: http://www.google.com/apps/intl/en/edu/lesson_plans.html. Choose one assignment and write a blog post review.
Discussion: Walled Gardens and using social and digital media with younger students – Quest Atlantis, Edmodo, Edublogs, Poptropica, Lure of the Labyrinth, MineCraft.


Week 4: Wikis and Real-time Search for Building Personal Reference Libraries / Google Profiles and Building a Social Tech Identity

For Debate/TwitterChat #jhusmed: Program or be Programmed / D. Rushkoff --
http://www.youtube.com/watch?v=imV3pPIUy1k


In class: use Wikispaces to create your autobiography wiki. You may only put things into your autobiography that you find about yourself on the Web, including pictures and multimedia.
Create a Google Profile. We’ll be exploring Google "More" and Google+.

Week 5: Topics in Paperless Classrooms
1. Digital Divide: School Economics and Technology -- http://www.kansas.com/2010/04/25/1285662/how-much-does-it-cost-to-educate.html Bridging the Digital Divide as Civil Right: http://www.philly.com/dailynews/local/20110106_MLK_service_day_to_focus_on_bridging_the_digital_divide.html
2. Ed Tech Priorities: http://blogs.edweek.org/edweek/DigitalEducation/2010/10/survey_outlines_district_ed-te.html
3. Hacking through the Digital Divide: http://www.youtube.com/user/kikerlearning#p/f/3/QgKCrGvShZs
4. Paperless College: http://newsinfo.nd.edu/news/16512-notre-dame-launches-ereader-study-creates-first-paperless-course/


Week 6: Social Multimedia: from YouTube to Pixton to Animoto to Xtranormal and back again... / Virtual Worlds and Gaming in Education



For Twitter Chat: Sugata Mitra
http://blog.ted.com/2010/09/07/the-child-driven-education-sugata-mitra-on-ted-com/


We will look at Paperless Classroom uses of several Web 2.0 media such as YouTube, Hulu, Vimeo, Pixton, Animoto, Xtranormal, Google Maps, Google Earth, Google Ocean, Google Moon, Jing, Last.fm, Blip.fm, FriendFeed Glogster, Voice Thread and more.
Introduction to Second Life / WoW and other VR worlds and MMOGs
Homework: Please complete Xtranormal movies on "Why Did I Decide to Become a Teacher?" and please complete group VoiceThreads.


Week 7: Part 1: Issues in Social Tech and Ed -- Filtering; Federal, State, and Local Law; Tweeting with Parents; Part 2: So what does the Paperless Classroom look like? Designing Paperless and Social Tech Integrated Lessons and Activities.

First part of class: Class Discussion on: Reading: Should Teachers Be 'Allowed' to Choose to Not Integrate Tech? fr. Dangerously Irrelevant; Reading: Reasons for Social Media in the Classroom - fr. Mashable; Dept of Ed position on Net filtering.
In the second part of class, we will be writing, peer reviewing, and editing formal social tech integrated lesson plans: get your PLN involved in the making of your lesson plans.



Week 8: Part 1: Bringing it All Together -- FriendFeed, Technorati, Google Reader, and News Aggregators / Nings; Part 2: Social Tech and ESL

In the first part of class, we will set up FriendFeed profiles and Google Reader; we’ll spend time discussing edublog positions and add education blogs to blogrolls and RSS.
In the second part of class, we’ll modify one of your lesson plans for an ESL student using the Web 2.0 apps found in: http://teachpaperless.blogspot.com/2010/10/tech-and-international-students.html

Week 9: Part 1: Social Media and Society: The Obama Campaign / Change for Iran / The End of Textbooks?; Part 2: Primary Sources and Computation in Social Learning: Using LOC TPS, Wolfram Alpha, Gapminder.
Due as preparation for class discussion:

Part one will be a discussion about social media and culture. Please read and and prepare for discussion: ReadWriteWeb analysis of Obama Campaign's use of social networking, Obama's Social Media Campaign, NY Times' article on Obama Campaign and Social Tech , How to Use Facebook for Professional Development; view TED blog: Clay Shirky on Twitter and Iran, Reuters reports on State Department and Twitter, Evgeny Morozov on washingtonpost.com on Iran and Social Media.
3. Please familiarize yourself with the Teaching with Primary Sources site from the Library of Congress. Choose one assignment or collection and write a blog post review.
In the second part, we’ll take a look at social and digital media and STEM: WolframAlpha and Gapminder as case studies.
Further resources for discussion…
The Child-Driven Education: http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html http://naisac11.wordpress.com/2011/01/20/meet-sugata-mitra/
Wiziq: http://www.wiziq.com/teachers-tour
Yale Open: http://oyc.yale.edu/history/european-civilization-1648-1945/content/downloads
MIT OpenCourseware: http://ocw.mit.edu/index.htm
Text/Blog/eBook Publishing: Blogger, Wordpress, Issuu, Lulu, BookBaby
Social Magazines: Flipboard
Audio: Reverb Nation, CDBaby, Podcasts / iTunes U
Clay Shirky on information overload versus filter failure: http://boingboing.net/2010/01/31/clay-shirky-on-infor.html
Howard Rheingold on Critical Thinking in the Digital Age: http://www.cjr.org/regret_the_error/bad_news.php http://www.sfgate.com/cgi-bin/blogs/rheingold/detail?entry_id=42805
Blur: http://www.cjr.org/behind_the_news/qa_blur_author_tom_rosenstiel.php
Machines Won't Replace You, Communities Will: http://www.thethinkingstick.com/machines-wont-replace-you-communities-will?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed:+TheThinkingStick+(The+Thinking+Stick)
Jeff Howe on Crowdsourcing: http://www.youtube.com/watch?v=F0-UtNg3ots
Donors Choose: http://www.donorschoose.org/

Week 10: The PLN as Educator
Final Project DUE: Submit 5 social tech integrated lesson plans. See the Social Tech in Education Lesson Plan Wiki for ideas and format. http://www.c4lpt.co.uk/Directory/ Final Project requirements: 1. Submission of five social tech integrated lesson plans. 2. Lesson plans should state objective / essential questions at the beginning; then give a hyperlinked list of resources. Narrative of lesson should follow. 3. Format/Media is self selected: you may turn in lesson plans on wikis, Google Docs, Jing videos, YouTube, other (only requirement is that the lessons must be turned in using a social tech medium). 4. Lessons must be immersive and specifically use social tech to address multiple intelligences. 5. Lessons may comprise parts of a whole unit, or they may be individual. 6. Lessons may be practical or speculative (i.e. You may write lessons to use today, lessons to use if you had ideal tech, or lessons to use in a sci-fi future... your choice, but I would like to see at least one 'visionary' plan with an eye to the future). 7. Lessons will be presented at the last class meeting; please be sure they are accessible online so that we can pull them up on the projector.

Grading
Total Score will equal 300 points – 1 point for each educator you get to follow you on Twitter (up to 100 points), 100 points possible for an assignment which is to write five social tech integrated lesson plans in Google Doc format (you’ll be presenting your best one to the group in Prezi format) + a final essay in the form of an 750 word Google Doc Op Ed on whether social technologies and paperless classrooms have a place in Baltimore City Public Schools and whether 21st century technology should be a priority.

Grading Scale
A = 95 - 100%
A- = 90 - 94%
B+ = 86 - 89%
B = 85%
B- = 80 - 84%
C+ = 76 - 79%
C = 75%
C- = 70 - 74%
F = below 70%
The grades of D+, D, and D- are not awarded at the graduate level.

Class Resources / References

Recommended (not required, but free and very recommended as an allegory of recent ed tech history) Reading:
John T. Spencer’s ‘Adventures in Pencil Integration’

Wikis
Center for Learning and Performances Technologies: http://c4lpt.co.uk/Directory/index.html
Social Networking in Education Wiki
Open Thinking Wiki -- Alec Couros

Selected Education Blogs (in alphabetical order)
Copy Paste -- Peter Pappas
Dangerously Irrelevant -- Scott McLeod
Digital Education -- Ed Week
The Edublogger -- Sue Waters
eLearnSpace
Free Technology for Teachers -- Richard Byrne
The Fischbowl -- Karl Fisch
Ideas and Thoughts -- Dean Shareski
Nashworld -- Sean Nash
Open Thinking -- Alec Couros
SpeEd Change -- Ira Socol
Weblogg-ed -- Will Richardson

Social Media / Tech Blogs
Mashable
ReadWriteWeb
Smart Mobs

Attendance Policy
Students are expected to attend every class. Students who have legitimate reasons for missing class (sickness, parent-teacher night, etc) should contact the instructor prior. Students missing more than two class may receive an automatic failing grade.

Course Outline
See above.

Classroom Accommodations for Students with Disabilities
If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact
Karen Salinas
in the Disability Services Office at
410-516-9823
or via email at ksalinas@jhu.edu.

======Statement of Diversity and Inclusion======

Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one anothers success. Through its curricula and clinical experiences, the
Department/Division purposefully supports the Universitys goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

Bibliography
See list of readings and resources above.

Official JHU Information:
Religious Observance Accommodation Policy Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed. Attendance Participation in lectures, discussions, and other activities is an essential part of the instructional process. Students are expected to attend class regularly; those who are compelled to miss class meetings should inform their instructors of the reasons for absences. Faculty often include classroom participation and attendance in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who expect to miss several class sessions for personal, professional, religious, or other reasons are encouraged to meet with their academic advisers to consider alternative courses prior to registration. Examinations A student who must miss an examination should notify the instructor. If the absence is justifiable, the instructor may permit a deferred examination. Classroom Accommodations for Students with Disabilities If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Karen Salinas in the Disability Services Office at 410-516-9823 or via email at ksalinas@jhu.edu . Statement of Diversity and Inclusion Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one anothers success. Through its curricula and clinical experiences, the School of Education// purposefully supports the Universitys goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.

======Statement of Academic Continuity======
Please note that in the event of serious consequences arising from the H1N1 flu pandemic and/or in other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the School of Education web site.

Attachment A
INTASC Principles
Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle 2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development.
Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills.
Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle 10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well being.


Attachment B
ISLLC Standards
(Standards for School Leaders)
Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.