https://docs.google.com/document/d/1kcc50nSYep8PzwwAXXzDW5Fi2Il29o2tc4Nj12-sbI4/edit?usp=sharing

This course explores the current and potential future impact of designing learning using new, emerging, and rapidly evolving technologies. In addition to tools and best practices, students examine the challenges and opportunities in designing projects that implement new and emerging technologies such as Podcasts, Videos, and Green Screen Projects, Interactive books, integrated STEAM projects, Coding & Circuits, Learning through Making, AR and VR, Artificial Intelligence. Essential Questions How can leadership skills combined with technology management and integration bring engaging learning opportunities for students and teachers in their local schools? Understanding: Participants will understand and become familiar with: Resources that support planning for technology needs into the future Which tech trends futurists are monitoring How learning organizations can distinguish between ‘trend’ and ‘trendy’? T3 Framework to help categorize students' learning as translational, transformational, or transcendent Learning Outcomes: Participants will Know the trends and key technologies and practices shaping the future of teaching and learning Identify areas where innovation and emerging technologies are identified in Vermont and National Educational Technology Standards for Students, Leaders, Teachers, and Coaches Create multimedia projects such as podcast, videos with special effectives, or interactive e-books. Locate Augmented Reality and Virtual Reality resources available for teachers and students to use AR and VR as a learning tool. Create an introductory learning experience using AR or VR Experience learning an innovative technology found in school or community makerspace Create an digital and physical artifact with code and identify ways that computer science and STEAM/STEM can be integrated in multiple curricular areas

The following are necessary for successful completion of this course: • Active participation in online class discussions of readings and literature • Completion of readings • Completion of assignments Typically, participants should expect to devote nine to twelve hours per unit in reviewing online lessons and resources, reading required texts and articles offline, creating and completing assignments, and participating in discussions. . Discussion postings should reflect participant’s understanding and transfer of concepts contained in lessons and readings. (Academic rigor standards recommend that a graduate class that meets face to face 3 hours a week) would have 6-9 hours of homework per week) Attendance Expectations: • Online participation in UVM Learning Management several times each week to complete assignments and post discussion messages. Participants are expected to visit the Learning Management Systems site 4 times a week. • Active participation in class discussions of readings and projects Contributions in Class: A total of 12 learning modules will be posted online. Students should plan to complete 2 learning modules each week. Modules will make use of digital tools available on line including audio and video making software, Students will need a modern computer with Internet Access to access digital resources and a device (such as a phone) with a camera and microphone. Hands on modules may require access to craft materials and low cost maker materials. A variety of options will be provided to keep cost to less than $50 Access to a VR headset is helpful, but optional. Students may choose Augmented Reality Assignments instead of VR activities if they do not have access to VR headset. Another option is to use VR headsets that attached to Smart Phone which may be purchased for under $25.00

To ensure that diverse participant preferences for learning and expression are honored, a variety of learning modes and assessment strategies will be utilized. . The introduction of a wide variety of current and emerging educational technology tools will provide participants with the opportunity to practice learning and implementing new tools and provide evidence of learning to be included in student’s professional portfolios. The following performance tasks and activities will be used to evaluate/assess participant performance in this course: Performance Task Pts/ Percentage of Grade Projects and Assignments 50 % Portfolio 20% Final Reflection 10% Readings and Discussion Board 20%