COMPUTER APPLICATIONS BEST SUITED FOR THE ISTE STANDARDS FOR EDUCATORS ~ 2017 FROM FALL 2018 EDU 506: COMPUTER APPLICATIONS IN EDUCATION
This is a Google Spreadsheet from Doc Tatom's Fall 2018 EDU 506: Computer Applications in Education class at Freed-Hardeman University. Here is a link to the Google Spreadsheet as well: http://bit.ly/2KG27GJ
COMPUTER APPLICATIONS BEST SUITED FOR THE ISTE STANDARDS FOR EDUCATORS ~ 2017 FROM FALL 2017 EDU 506: COMPUTER APPLICATIONS IN EDUCATION
This is a Google Spreadsheet from Doc Tatom's Fall 2017 EDU 506: Computer Applications in Education class at Freed-Hardeman University. Here is a link to the Google Spreadsheet as well: bit.ly/2yXAhQV
Dr. M. Monte Tatom received his Ed.D. in Educational Administration at Auburn University on 3/20/1998. He has 26 years in K-12 education as Teacher (11 years), Assistant Principal (6 years), Principal (5 years), and Coordinator of Staff Development (2.5 years) from 1979 - 2005. He retired from Mobile County Public School System in December 2005. He began working at Freed-Hardeman University (FHU) in January 2006, and retired from FHU May 18, 2019 with 13.5 years of service. He began working for Heritage Christian University June 4, 2019 serving as Director of Institutional and Church Research. ~ He has actively been involved in educational technology since taking his first computer course at the University of South Alabama in Mobile, AL during Spring 1983 (EDM 510: Micro-computing Systems in Education).
Yesterday I met with the Graduate Education Assessment committee at Heritage Christian University (HCU) in Florence, AL as part of my role as Director of Institutional and Church Research. I talked to them about the process of creating and using rubrics, and they asked for me to share with the entire faculty. I am willing to have further conversation with any of you at any time. At the end, I am sharing a rubric that I used in my EDU 642: Advanced Technology for Educators class at Freed-Hardeman University. This rubric was taken through the following steps (1a, 1b, and 1c were added since I’m now at HCU).
5 Key Things to Remember about Scoring Tools – page 30 (http://bit.ly/33jhrRV)
1. It is imperative that the school/department talk about the assessment instrument and determine what kind of student performance qualifies as successful.
2. When using objective measures (e.g. multiple choice tests), consider grouping questions that reflect a specific aspect of the outcome.
3. When using rubrics, be sure that students see the rubric that will be used to evaluate the assignment before they complete it.
4. When using rubrics, norming is really important.
5. Be sure to get feedback after the pilot on how well the scoring tool worked with the assignment and whether faculty feel that it reflects successful performance effectively.
Student Learning Outcomes Assessment Handbook - http://bit.ly/33jhrRV
Rubric Examples from the University of West Florida - http://bit.ly/2KkruyY
Rubric information from Berkeley Center for Teaching and Learning: http://bit.ly/2MCqPua
Rubric Example from EDU 642 - Advanced Technology for Educators, Syllabus pages 32 - 33
(You will notice that I put a definition of “Critical/Reflective Thinking” at the end of my rubric so that my candidates would know what I meant by that term.)
Throughout the course you'll be asked to participate in Wikis, Journals, Podcasts, and VoiceThreads with students in this class. These Wikis, Journals and Podcasts are critical in an online course because they are the place where you interact with other students and the instructor around specific questions and issues within our readings and course assignments, and particularly, about links you see between our readings and your own experience. Please remember that you are in a “600 Level” course as you interact with the Wikis, Journals, Podcasts, TwitCasts and VoiceThreads ~ the length, depth and breadth should reflect that of one interacting with a “600 Level” course.
**Definition of Critical/Reflective Thinking
The definition of critical thinking depends, to a degree, on the academic discipline (for example, philosophy versus cognitive psychology) and the domain one is referencing (cognitive versus affective). For the purpose of our online discussions (and the above rubric), we'll use the following definition:
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Scriven & Paul, 1992).
Reflective thinking, as defined by Dewey (1933), is the "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends."
You will find URL's in several of my posts where I used the Freed-Hardeman University (FHU) URL shortener. They no longer support that shortener; therefore, those links no longer work. Many of the postings with the FHU URL shortener were removed. I will be using the Bit.ly URL shortener from this point forward.
Doc Tatom is Director of Institutional and Church Research at Heritage Christian University in Florence, AL since June 2019. He retired from Freed-Hardeman University in May 2019. He enjoys playing with his 5 grandchildren & his hobby of genealogy ~ currently has 10,620 individuals in his family tree!! Thoughts & Ideas are my own & do not necessarily reflect the views of HCU.