I am Jen Crook.  My husband Daryl and I have been married for 22 years and have managed to keep 4 children and a dog alive.  We call ourselves successful parents!  Our oldest is BriAnna, she is 20 and serving a LDS church mission in Hong Kong, China.   Our son Jaiden is almost 18 and about to be a senior in high school.  Makynlee is 13 and headed to 8th grade. Tessa is our little firecracker who constantly keeps us laughing.  She is 10 and nearly a 5th grader.

I always knew I wanted to get a master’s degree but raising children took priority.  About 2.5 years ago I began my journey and recently became a licensed K-8 teacher in the State of Utah.  After some serious contemplation and familial struggles, I decided the Boise State Ed Tech program was a better fit for me.  Although I lost a lot of classes, I don’t regret my decision to transfer.  I love technology and I know that technology in education is the future.  My son has struggled with extreme depression and bipolar disorder and has spent 9 months in a residential treatment facility in 2014.  He has found that the traditional classroom was one piece of the puzzle that didn’t fit in his life and that online learning was better suited for him.  Because of this, I have decided that teaching online is exactly what I hope to do someday.

crook-32Here is just a snapshot of our “perfect” family photo.  We are not a perfect family and I hate showcasing the traditional perfect family photos.  We have gone through so much as a family and our journey is far from over.  This particular photo makes me so happy because for this one split second in time, I know we had pure joy.  With a teen suffering with such deep depression, that isn’t easy.   This photo is just one small moment in time when my children were all happy and that makes me VERY happy.

EdTech 542 Week Final Reflection

Final Reflection

Battle of the Ultimate Animal: a PBL project for 3rd grade students

I have personally learned a lot through this course about project-based learning.  I have learned that much of what we do in the classroom has some elements to PBL and we probably just haven’t been aware of it.  I feel like I have a good grasp on how to write a driving question and found the Tubric the most helpful when it came time to really write it.  I also feel like I have a good understanding of assessments (both summative and formative) and I really do understand the importance of detailed rubrics.  If I have learned nothing else from my time as a graduate student it is the value of a detailed rubric.  Clear and concise expectations eliminates a lot of fears and I have come to truly value them.  I really appreciate having the rubric BEFORE beginning any assignment as it gives me a clear direction of where the professor wants me to go.  I believe that all students, no matter the age, deserve the same.  The thing I feel I understand the least is how to “let go” and let the students guide themselves.  I suppose it is the teacher and parent in me that wants to resist that a bit.  I feel that it is one of those “practice makes perfect” ideas and that over time I will become more and more comfortable.  I just have a clear understanding of time constraints in the classroom and keeping students on task and moving at a similar pace is the most difficult.

To be honest, I had no idea what to expect in this course.  I had read the course description and I thought I understood the theory behind project-based learning but after perusing it is just so much bigger and detailed.  I definitely learned more than I expected and am excited to implement more PBL into my practice.

Going forward I know that I need to “let go” of the reigns more and let the kids have more discovery opportunities for their learning.  I think the greatest thing I have discovered is that I do not have to invent my own PBL projects by myself, there is a plethora of resources already written and ready to go.  That is a huge relief to me and I know that it will be easier to get my team on board as well.  As a former professor once told me, “there is no need to reinvent the wheel.”  I believe that the information I have learned in this course will help me to “tweak” any PBL project I will use in the future to better meet the needs of my students without having to write a new one from scratch.

I was grateful for the peer review process.  Tammy Rodriguez offered many good ideas and questions for me to ponder and make better.  Not only was she a valuable second pair of eyes on formatting and links, she had some suggestions on some content I could improve upon.  She gave me some good insights on how I can improve my assessments from her own experience and I appreciated her wisdom and expertise.  While there were some things I would love to change and make better (including even more technology), I felt that given my current school issues with infrastructure I felt it was best to keep it as is at this point.  I know that the two major school districts I have worked for both in Idaho and Utah have been very short on funding and technology in the hands of every student is only available in Title One schools.  The majority of the children I have taught have not had daily access to electronic devices and computer lab visits are minimal.


EdTech 542 Week 6


My Final Project: The Ultimate Animal

“The culminating event is over, the project presentations have been presented, groups and peers have been evaluated, reflection journals are in. Is the PBL experience really over?”

This is the question I have been asked to consider for this week’s reflection.  It’s been a VERY fast and interesting journey stepping into the foreign world of PBL over these past 5 weeks.  I know that I have created and executed many lessons that have PBL elements built in but a full-blown project has never really evolved in my mind before now.

Going forward I believe the answer is that NO, the PBL experience is not over.  What I haven’t even really even considered or thought about before now is that THIS process of creating a PBL project for EdTech 542 has been a PBL project in itself.  Dr. Baek may be shaking his head in disgust at this comment and probably wants to smack me up side the head and say “no duh.”  I suppose that in the hurry hurry hurry aspect of this very short summer semester, I hadn’t really even given it much thought. I was just ticking boxes on a checklist to accomplish a task.  In the end I believe I have a pretty spectacular PBL project created for 3rd grade students.  And THROUGH the process of creating it for 3rd grade students, I have experience PBL for myself.  My deepest apologies to Dr. Baek for not figuring this out sooner.  This is what long sleepless nights will do to a student in a very short summer semester.

As I have submitted my project for peer evaluation I have dreamt about and come to the conclusion that this PBL project will be ever-evolving.  I know from experience that a good project is something worth repeating year after year.  However, each new batch of students offers new challenges and teachers have to adapt to those challenges.  The PBL project will likely take on many different shapes and forms for the future especially as technology becomes more available in my school.

As I mentioned to my peer-reviewer, our school has a shortage of computer lab time and mobile devices are far and few between.  When our classrooms do get the iPads it is for one day a month.  Technology integration is simply difficult in our school district.  WiFi is slow and cumbersome, about 1/3 of the classroom will get kicked off their device because of poor infrastructure.  It is sad that in the Boise State University EdTech valley, our elementary schools are so lacking.  Hopefully as the years progress, these issues will become a priority to our administrators and government and our students will have a better experience with technology.  Until then, tech-heavy PBL projects are just impossible.

In assessing my own project, I know that this process will recur often especially as it gets implemented the very first time.  A smart teacher will make notes of what does and does not work and make adjustments as necessary.  The beauty of assessment is that while we are looking for a final product, HOW we get there is fluid and can change.


EdTech 542 Week 5


I have been asked to consider the following questions for this week’s reflection:

  • Will my role in the teaching/learning process change?

I think as with all new things it will be hard to “let go” and let the students explore.  As this will be a new process both for me and for the students, I believe it will include a learning curve that all of us will benefit from.  I would hope that over time I will see myself give in and trust my students to follow through.  As has been stated in other forum discussions, clear concise directions are going to be the key.  Giving the students a rubric to follow for guidelines and entrusting them to rely on themselves to find answers to their questions will help them become more independent.  As my students are only in 3rd grade, this whole concept of PBL will likely be relatively new for everyone involved.

  • What are the skills of effective facilitation?

Ruth Hill (n.d.) suggests that an effective facilitator is responsible for designing and planning the group learning process while guiding and controlling students to participate, mutually contribute to the learning process, and share responsibility.

In further researching, I found an an excellent website at Community Tool Box.  The article by Marya Axner outlines some excellent ideas in helping newbies, like myself,  move beyond the role of teacher and more of a facilitator.  Axner (n.d.) suggest 3 basic principles:

  • A facilitator is a guide to help students  move through a process together, not the seat of wisdom and knowledge. The facilitator  isn’t there to give opinions, but to encourage opinions and ideas from the group.
  • Facilitation focuses on how people participate in the process of learning or planning, not just on what gets achieved.
  • A facilitator is neutral.

I found a great website from Community Tool Box about developing facilitation skills in the work place or as a chair person for a group.  As i read through the suggestions I found that most of the information could EASILY be adapted to a classroom of students.  Axner (n.d.) outlines ground rules for group discussions, interventions should group discussions go astray and so many more ideas I found extremely useful.

  • Will the students develop the competencies and skills needed to be successful?

As I stated earlier, for 3rd grade students, this may be their first experience with PBL.  It is likely to take some time and encouragement from the teacher.  Clear concise instructions combined with adequate question/answer time during group discussions is sure to be helpful.  I chose to include a lot of smaller activities with individual rubrics and graphic organizers so students would not feel overwhelmed and would feel successful every step of the way.

  • What changes will you need to make in order to become an effective facilitator in your PBL unit?

This is going to be a tricky experience to balance as this will likely be a first-time experience for both me and the students.  I will need to be sure to give the instructions/rubric and answer questions but then step back as students explore and work.  My job will be to remind students to be on task and stay on schedule and only assist if asked.  I will attempt to redirect questions back to the student to make them come up with their own solutions.

I have thought a lot about testing and how to fit PBL into the curriculum.  As a parent I want to see more PBL but as a teacher, it takes a lot of creativity and mental know-how to pull it off.  The trick is truly to be proficient at multi-tasking.  These days it is getting harder and harder to justify anything that won’t be on that dreaded test at the end of the year because now salaries and jobs are depending on those ridiculous test scores.  True learning and engagement is falling by the wayside.  Many kids are losing interest in school at all and anxiety/depression is on the rise due to the increased pressures.

I believe that while administrators may push back a bit on using PBL in the classroom, it is important to try it anyway and simply start small.  PBL is learned and is a learning process for both teachers and students.  Starting off big is probably doomed to failure.  Start small with shorter PBL projects and try to integrate other subjects as much as possible.  As there is such a push for proficient writing, I believe that writing activities can be addressed in any PBL project through reflection and learning logs as well as research writing.

Effective instructional strategies is more than just a score on a standardized test.  Effective instructional strategies include student engagement and motivation towards learning.  The PBL project I have created will still be somewhat teacher-guided because many 9 year old students haven’t been let loose yet to work independently like more advanced PBL opportunities would allow.  My goal in creating this PBL project is to introduce students to a long project, one that integrates science, collaboration, writing, and research techniques.  Even though the teacher will be guiding many of the activities, students are still working independently and as groups while the teacher oversees the process only offering suggestions and guidance as needed.

Axner, M. (n.d.). Section 2. Developing facilitation skills. Retrieved from

Hill, R. (n.d.). The role of a facilitator. Retrieved from


EdTech 542 Week 4 Part II


I have chosen to discuss Option 2: Scaffolding in PBL.  According to the article provided (McKenzie, n.d.) there are eight characteristics for educational scaffolding:

  1. Scaffolding provides clear directions
  2. Scaffolding clarifies purpose
  3. Scaffolding keeps students on task
  4. Scaffolding offers assessment to clarify expectations
  5. Scaffolding points students to worth sources
  6. Scaffolding reduces uncertainty, surprise, and disappointment
  7. Scaffolding delivers efficiency
  8. Scaffolding creates momentum

When it comes to engaging students in projects, teachers often report similar frustrations.  The students won’t remain on-task, students ask too many questions, and the project moves at a snails pace.  When a teacher is trying to implement PBL into their classroom curriculum, patience and scaffolding is the key.  Students are not necessarily used to having the freedom that PBL offers and must be taught through scaffolding.

As I compare these 8 characteristics of scaffolding to my own PBL, I can see that I am off to a good start in providing teachers with the knowledge they need to set clear, concise expectations in the student/teacher learning guide.  By providing students with rubrics and expectations early, frustrations are minimized.

3rd grade students likely haven’t had a lot of opportunities to be in PBL projects by the age of nine.  They will need clear step-by-step instructions similar to the questions I have listed on my checklist.  Following a detailed list will give students the direction in the information required as well as guide them to the next activity.

McKenzie, J (n.d.) describes “The best of all of these efforts always made significant use of scaffolding to organize and support the student investigation or inquiry, to keep students from straying too far off the path while seeking “the truth” about whatever issue, problem or question was driving the project. The least successful efforts assumed too much about student skills, organizational abilities and commitment. Young ones were sent off on expeditions with little in the way of structure or guidance.”

McKenzie, J. (n.d.). Scaffolding in PBL. Retrieved from


EdTech 542 Week 4

Reflection/Assignment Part 1

With all the rubrics that are available online, a teacher has very little excuse for not using one. The benefits are that the expectations are clear and concise of what is expected of the students. Rubrics can be used as form of a checklist for students to know exactly how they will be grade. It is to the benefit of the students and to the teacher if the rubric is given to students at the beginning of any project or assignment. Rubric clarity is one thing that can become a problem for students. If a teacher does not explicitly list ever expectation then students will not understand what needs to be done. I have personally seen many “vague” rubrics. As the student, they are very frustrating as I don’t know EXACTLY what I will be graded upon.

As a former teacher, I have used rubrics countless times. Teaching 6th graders can be frustrating at times and especially if the expectations are not clearly mapped out in written form somewhere. Teaching students to use the rubric as a checklist of what he/she will be graded on is very valuable to the teacher and eliminates the constant explaining of “now what are we supposed to do teacher?”

I love using rubrics to help students evaluate both themselves and others. I have found that when they know they are being held accountable to each other, they are more likely to make sure the task is done completely. I have also found that students are FAR harder on themselves than their peers or even me as the teacher. Self-assessments gives students an opportunity to reflect on their work and if there are any areas they can improve upon.  For my project, I have chosen to use a checklist as the peer evaluation rubric.  It will be easy for 8 year old’s to mark the boxes of the items the hear mentioned in the oral presentation.

For this week’s assignment (Part 1), I chose to focus my efforts on an assessment for the oral presentation as my learning target.  I browsed through multiple different options online and on  I created my own that will best serve the 3rd graders and Common Core Standards  for which this project is aligned to.  The following rubric shows my criteria for assessing a successful oral presentation, for an unsuccessful oral presentation, and for exceeding expectations on the oral presentation.

Ultimate Animal Oral Presentation Rubric

For this assignment, I have been asked to identify 3-5 ways in which students can assess themselves for mastery during the oral presentation portion of my project.

  1. Students will show mastery by using the checklist provided and making sure that all 13 questions are answered during the presentation by writing each question on a note-card along with the answer.  Students will equally distribute the note-cards amongst their group members so everyone will have a turn to speak.  This will satisfy 2 portions of the rubric:  Section 1 presentation participation) and Section 4 (checklist Items addressed).
  2. One of the formative assessments is to practice the oral presentation.  This will not only give every group member an opportunity to organize thoughts and ideas but to practice delivery.  This will work to satisfy Section 2 of the rubric (presentation skills).
  3. The graphic organizer can also serve as a checklist for students as they write their note-cards.  By making sure that all 13 items are covered, they will have all the information they need to achieve the highest score possible during the presentation of their Ultimate Animal

#EdTech 542

EdTech 542 Week 3


This has been a good week for me to understand and explore the components of writing a driving question.  For the forum discussion this week we were asked to describe what makes a good driving quesion.  In an Edutopia article by Andrew Miller (2011), a driving question should help initiate and focus the inquiry, not solve the world’s problems. The goal is to keep students engaged and focused. The driving question “captures and communicates the purpose of the project in a succinct question, the teacher and student should be clear on what the overall project is as well as its purpose. Ultimately the driving question is for the student, it creates interest and a feeling of challenge.

As a teacher and also a reading specialist aide, I have had many opportunities to create good objectives and tie them to standards.  I almost feel like  PBL driving questions are similar but on a larger, more comprehensive scale.  I really enjoyed the Driving Question Tubric because it made it a little easier to break apart and identify each of the critical pieces of the question.

I was also asked to identify the characteristics of a quality driving question and explain how my driving question meets those criteria.

Criteria (based on How my project meets these criteria
More engaging for students 3rd grade students LOVE having the freedom to create, this project gives them not only something to “think about” in terms of the question and subquestions but also the freedom to be creative (something that often gets lost).
Improves learning Students will put their new knowledge of animal habitats to use by creating their new ultimate animal and how those things (camouflage, habitat, diet, etc.) help an animal survive.
Builds success skills for college, career, and life As per the 21st century skills, this PBL involves communication and collaboration with peers and adults, critical thinking, creativity and innovation, and transfer of knowledge to other activities.
Helps address standards Studying animal habitats is required for all 3rd graders across the U.S. and in CCSS.
Provides opportunities for students to use technology Students will have multiple opportunities to use technology both in the research and in the presentation if they so choose.
Makes teaching more enjoyable and rewarding Anytime a student has the opportunity to take what they know and connect it something new in a way they enjoy (and of their own choice), they be engaged and having fun…the greatest reward a teacher can have.
Connects students and schools with communities and the real world Students will be able to do some research for their “ultimate animal” starting on the field trip and questions can be asked to the staff and experts there. Furthermore, this activity will be shared with other classes within the school and published on the class Edmodo site for schools around the globe to enjoy.

Miller, A. (2011). How to write effective driving questions for project-based learning. Retrieved from

Why Project Based Learning (PBL)? (n.d.). Retrieved from

EdTech 542 Syllabus

Course Information:
EDTECH 542: Technology Supported Project Based Learning
Summer 2014, Section 4201
Instructor Information:
Kerry Rice, Ed. D.
Associate Professor
Boise State University
Phone: 208-426-2050
Office Hours:
Summer hours vary but I am available most
weekdays from 9 – 5 pm MST or in the evenings.
Feel free to IM me through Google Chat when I’m
online anytime Monday through Friday.
Course Description: In this interactive, online course students will learn how to use the Standards-Focused
Project Based Learning (PBL) Model to develop instructional units. During the course, students will work
independently and collaboratively through all phases of successful PBL, from deciding on a project theme
to reflecting on the outcomes of a project. Online discussions and activities will be centered on exploration
of issues related to PBL. As a culminating activity, students will develop a PBL unit for use in their own
teaching or training.
Course Objectives (AECT Standards Addressed, ISTE Standards Addressed):
At the end of the course, you will be able to:
1. Identify characteristics and attributes of Project Based Learning (PBL).
2. Align goals and objectives of PBL with state and local standards for learning.
3. Explore and implement teacher role as coach, mentor or tutor in guiding students through the PBL
4. Develop formative and summative assessments for monitoring and evaluating PBL unit and
student outcomes.
5. Design collaborative learning activities that support student learning in the PBL process.
6. Discuss the advantages and disadvantages of PBL and the related implications for student
7. Develop a Project Based Learning unit using the Buck Institute for Education PBL model.
8. Address the needs of diverse learners.
Source: AECT Accreditation Standards for Programs in Educational Communications and Instructional Technology (ECIT) http://www.aectmembers.
Source: ISTE, NCATE Program Standards,
Major Assignments and Projects
This course revolves around the development of a PBL unit following the Buck Institute for Education
( model. Students use a Web-based format and template to build the project
Sample student projects:
• Project Me:
• My University City:
• Design a Dream Room:
• Playground Planner:
Required Textbooks
Materials for this class will be available on the Buck Institute for Education website site located at: Additional materials will be distributed as course handouts or available on the web. A
textbook is optional for this class but they are available. If you want one, choose the textbook most closely
aligned with your area of interest or focus. Both texts are available on the website.
PBL in the Elementary Grades (2011) OR
PBL Started Kit: To the Point Advice, Tools and Tips for Your First Project in Middle or High School
This is an online course requiring a computer with speakers and an Internet connection. Minimum
hardware requirements for the EDTECH online courses may be located at:
Software for This Course: (Many of these are free.)
Current software requirements for the EDTECH program:
Please do not pay full price for your software!!! An academic discount is available for students and teachers
with proof of eligibility. The academic price shaves hundreds of dollars from the original cost.
Here are two places where you can obtain the academic (lower priced) versions of the software:
• Boise State Bookstore: (Click Technology/Software)
• Academic Superstore: (Search for titles)
Antivirus Software: Please make sure to have up to date antivirus software installed and running on your
Popup Blocker: This is highly recommended. Google has one built into their free toolbar if you want to try
Free Software: Please make sure that the following are installed and up to date on your computer.
• Adobe Reader:
• Flash Player:
• QuickTime Player:
• Firefox Web Browser:
Internet Connection: Of course, an Internet connection is required to participate in this online course. A
high speed connection is preferable to dial-up access. If you only have dial-up access you can still get by,
but patience is a virtue when waiting for files to download.
Course Policies
Time Management: An online course can take a considerable amount of time. For this reason, I would
strongly suggest beginning each assignment early. Work on it regularly over the week rather than waiting
until the last day or two. This will allow you to have the chance to work out problems or get help if needed.
Participation: Depending on the class activities, you are responsible for completing weekly assignments,
participating in discussion groups, and checking in to the course site on a consistent basis.
Assignments: You will always be given explicit instructions on where to send your assignments.
Assignments are usually due on a weekly basis – the exact dates will always be found in the activities and
on the course schedule. If you wish to complete an assignment prior to the due date, you may (however, a
group assignment must be completed during the week assigned OR upon approval of every member of the
group). I DO NOT ACCEPT LATE ASSIGNMENTS. This applies especially to assignments that require
participation and interaction with classmates (i.e discussion forums, collaborative projects, peer review and
Backing up your files: You will be offered several ways to save your work online. However – and this is
important – you should always save your work on another storage device on your own computer. I cannot
stress this enough . . .
Faculty Initiated Drop: Please be advised that if you do not “attend” class at least once during the first
week, I will drop you from class. Since this is an online course, this requirement means that you MUST be
present in our Moodle course site during the first week and participate in the introductions.
Incompletes: Please be advised that I strictly follow the rules for incompletes. In order for me to give you
an incomplete in this course, the following two criteria MUST be met.
• Your work has been satisfactory up to the last three weeks of the semester.
• Extenuating circumstances make it impossible for you to complete the course before the end of the
In order to receive an incomplete, we must create a contract stipulating the work you must do and the time
in which it must be completed for you to receive a grade in the class. If no grade other than incomplete has
been assigned one year after the original incomplete, the grade of ‘F’ will automatically be assigned. The
grade of ‘F’ may not be changed without the approval of the University Appeals Committee. You may not
remove the incomplete from your transcript by re-enrolling in the class during another semester. A grade of
incomplete is excluded from GPA calculations until you receive a final grade in the course. If I assign a
grade of incomplete you will received an email notification that you have “Registrar To Do Items” on
Student Code of Conduct: It is expected that students in this class will create original works for each
assignment. We will follow the BSU Student Code of Conduct. In the event of academic dishonesty a
complaint is filed with the BSU Student Conduct Office with supporting documentation. This complaint
remains on file and actions may be taken against the student (e.g., loss or credit, grade reduction, expulsion,
We will also observe U.S. copyright laws in this course. Several great links to copyright information are
available on the Copyright Clearance Center website at:
In addition to the above, please respect the following guidelines:
• Please submit original work for each project. Projects that were created for other classes may not
be submitted for credit in EDTECH 542. Each project may only be submitted for credit one time
by the person who created it. The BSU Student Code of Conduct states: “Academic dishonesty
also includes submitting substantial portions of the same academic course work to more than one
course for credit without prior permission of the instructor(s).”
• All project text should be original text written by the student who is creating the project. The
exception to this is the use of small amounts of quoted material that is properly cited. Copying and
pasting from other Web sites or projects (including the instructor’s examples) is not allowed.
• Images and sound clips used in projects should be original, or used with permission of the owner,
or come from the public domain. Please check “terms of use” on sites containing these items.
• Please cite the source(s) for materials that are obtained for your projects unless they are created by
you. If permission is granted for use of copyrighted materials please post a statement explaining
that near those materials.
• I occasionally use plagiarism detection utilities to test random assignments. Contact me if you
have any questions regarding about this.
Thank you for abiding by the Course Policies.
Boise State University’s conceptual framework, “The Professional Educator,” establishes our shared vision
in preparing educators to work effectively in P-12 schools. It provides direction for programs, courses,
teaching, candidate performance, scholarship, service, and accountability.
The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and
dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and
adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that
promote high levels of student achievement, educators create environments that prepare learners to be
citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars
and artists, problem solvers, and partners.
The Department of Educational Technology contributes to this vision by emphasizing the following:
The Department of Educational Technology supports the study and practice of facilitating and improving
learning of a diverse population by creating, using, and managing appropriate technological processes and
resources. Believing technology is a tool that enhances and expands the educational environment, we
promote the use of current and emergent technologies for teaching and learning in a dynamic global
society. Educational technologists are leaders and innovators, serving in institutions of higher education,
public or private school settings, federal, state or local educational agencies, community organizations, and
the private sector.
Grades are based on assignments, projects, and participation in online discussions. Point values are
specified when the assignments are posted. You can check your grades in Moodle to track your progress.
Grades are updated regularly throughout the semester.
Final letter grades will be based upon the following scale:
Highest Lowest Letter
100.00 100.00 A+
99.99 93.00 A
92.99 90.00 A-
89.99 87.00 B+
86.99 83.00 B
82.99 80.00 B79.99
77.00 C+
76.99 73.00 C
72.99 70.00 C-
69.99 67.00 D+
66.66 60.00 D
59.99 00.00 F
Modification of the Syllabus and Schedule
I reserve the right to modify the syllabus and schedule at any time. Notice of any change will be emailed
and posted as an announcement.
How to Get Help
If you have questions or need help please contact your instructor by phone, email, or by posting a note on
the class discussion board. I will do my best to respond within 24 hours on weekdays. Weekend messages
will be answered on Mondays by the end of the day.
Tentative Schedule
Technology Supported Project Based Learning
EDTECH 542 Summer 2014
Section 4172
Minor adjustments may be made to the schedule as needed.
*Please note that the assignment list shown below is just a brief outline. Complete details about
each assignment are posted each week in class (on the Moodle course site).
Week Dates Topics & Assignments Due Dates
1 6/9-6/15 Part I – Welcome and Orientation to Course
Part II – Overview of Project Based Learning –
Foundational Concepts
2 6/16-6/22 Explore Sample Projects 6/22
3 6/23-6/29 Getting Started:
Part I: Develop a Project Idea
Part II: Write a Driving Question
4 6/30-7/6 Plan the Assessment 7/6
5 7/7-7/13 Planning and Preparing 7/13
6 7/14-7/20 Manage the Process 7/20
7 7/21-7/27 Reflect & Perfect 7/27
8 7/28-8/3 Self Evaluation and Final Project Submission 8/3