Saint Mary's University of Minnesota Schools of Graduate and Professional Programs
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Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Winona Campus
Spring 2019
GPDI5665A: Professional Book Study: The Google Infused Classroom
1 Semester Credit
Traditional
Course Dates/Hours/Location
Tuesday, April 2nd (4:00-8:00 pm), 4:00-8:00 pm)
Wednesday, April 17th (4:00-8:00 pm), 4:00-8:00 pm)
Wednesday, May 1st (4:00-8:00 pm), 4:00-8:00 pm)
Middle School WEST District Staff Development Room, 11343 50th St NE, Albertville, MN
Prerequisite or Concurrent Courses
None
Faculty Contact Information
Sandi Ferris, sandif@mystma.org, 763-497-3180 ext. 5168
Office Hours: Before school day begins and 1 hour after school day ends, Monday-Thursday
Course Description
Technology is a prevalent and a part of our student’s everyday lives and will be essential to their
careers. As a result, it must also be integral to their education. In the book, The Google Infused
Classroom, the authors are EdTech experts that provide a guidebook to help educators use
technology to engage learners and amplify the learning experience in the classroom-and beyond.
This course will discuss and examine the characteristics of today’s students and how education
has changed and developed with the use of technology. We will examine the process of
designing instruction that allows students to show their thinking, demonstrate their learning,
and share their work with authentic audiences. We will explore twenty (or more) of the best
Google-friendly tools and design lessons and activities to use in your classroom with the content
that you teach. All projects and assignments are designed for you to be able to use in your
classroom and implement with your students.
Student Learning Objectives
Upon completion of this course, students are expected to be able to do the following:
1. Examine the 10 Characteristics of our students, Generation Z Learners.
2. Discuss and analyze the importance of integrating technology in our classrooms to allow
students to show their thinking, demonstrate their learning, and share their work with
authentic audiences.
3. Discuss 3 types of assessment: Assessment FOR Learning, Assessment AS Learning, and
Assessment OF Learning and design activities using technology tools for each type
Professional Development Initiatives Syllabus
Saint Mary’s University of Minnesota 2.21.19 Approved Format4. Discussion, evaluate, and design activities using technology tools to use for
Differentiation.
5. Discussion, evaluate, and design activities using technology tools to use for
Demonstration on Learning.
6. Implement a Lesson/Activity using a Google-Infused tool in your class/role and evaluate
and reflect on the effectiveness
7. Use technology tools to Curate and Reflect on learning.
8. Employ reflection and self-assessment through individual and collaborative efforts.
9. Participate in professional dialogue
Blackboard Access
GPDI course participants do not utilize the Saint Mary’s University Blackboard platform.
Required Textbook
The Google Infused Classroom: A Guidebook to Making Thinking Visible and Amplifying Student
Voice by Holly Clark & Tanya Avrith
Other Resources
Students in collaboratively delivered graduate courses can access additional resources through
the GPDI website at pdi.smumn.edu. Resources include access to SuperSearch, an extensive
database of practitioner-oriented and research-based articles. The SuperSearch link is accessible
once students log in to the pdi.smumn.edu website, using the same username & password that
is available through your school’s collaboration with Saint Mary’s University. After login, select
Home in top toolbar, then select SuperSearch in Quicklinks. Additional library resources and
assistance are available upon request, especially for students in degree-seeking programs at
Saint Mary’s University. Contact the PDI Program Office via email at pdi@smumn.edu for further
assistance.
Technical Support for traditional/blended courses
Contact the PDI Program office at 1-877-218-4755 regarding graduate credit registration.
Topical/Activity Course Outline
Week/Dates Type of Meeting Topics/Activities Assignments
Session 1 Face-to-Face Introductions and Course Read Text Pg 1 – 23 and
4/3/19 Expectations 100-111
Review Course Syllabus Read prior to 4/3/19 class
10 Characteristics of Today’s Reflective Journal
Learners Response #1 – Reflect on
Constructivism and Connectivism the 3 Core Ideas and how
Google Infusion – 3 Core Ideas can you implement those
Digital Portfolios ideas/concepts in your
10 Ways to Reach an Authentic classroom/role?
Due 4/10/19
Audience – Social Media
Implement one class
project/lesson/activity
from Pg 19 or one of the
Professional Development Initiatives Syllabus
Saint Mary’s University of Minnesota 2.21.19 Approved FormatTool Activities from Pg
118-121. Share your
experience in Session 2 -
4/10/19
Session 2 Face-to-Face Class Presentation on Idea/Strategy Read Text Pg 24-98
from Pg 19 Read prior to 4/17/19 class
4/17/19
How Can Technology Improve Reflective Journal
Learning Response #2 – Reflect on
4 C’s How Technology can
SAMR Model improve and enhance
Understanding By Design learning? How can
Assessement technology help us make
FOR/AS/OF Learning students thinking visible
Google Infusion Tools Exploration and give students voice
Portfolio – Curation Project and choice?
Due 4/24/19
Formative Assessment Tools
Portfolio – Curation Project
Differentiation Tools
& Presentation
Demonstrations of Learning
Due 5/1/19
Session 3 Face-to-Face Portfolio – Curation Project Self-Evaluation of Portfolio
5/1/19 Presentations – Curation Presentation
Reflective Journal
Response #3 – Reflect on
How Technology can be
used to help students
reflect on their learning
and reach an authentic
audience?
Due 5/3/19
Course Time Standards
Master’s and specialist level courses:
One graduate credit requires 15 contact or instructional hours. In addition, it is suggested that
students invest a minimum of two hours per contact/instructional hour in outside study.
Synopsis of Assignments
Read The Google Inclused Classroom: A Guidebook to Making Thinking Visible and
Amplifying Student Voice (SLO’s 1-8)
Participate in professional dialogue and activities during class meetings (SLO’s 1-8) 30
points
Complete Reflective Journal Response #1 (SLO’s 1, 2, 7, 8) 10 points
Complete Reflective Journal Response #2 (SLO’s 1-5, 7, 8) 10 points
Complete Reflective Journal Response #3 (SLO’s 1, 2, 6, 7, 8)10 Points
Develop and implement a Project/Lesson/Activity using a Technology Tool and share
(SLO’s 1, 2, 7, 8) 10 points
Professional Development Initiatives Syllabus
Saint Mary’s University of Minnesota 2.21.19 Approved Format Develop a Portfolio – Curation Project and Present to class (SLO’s 1-8) 30 points
Student Expectations
Complete reflective journal prompts and reader responses related to aspects (topics,
themes, theories, etc.) from the selected book.
Design a lesson/project/activity using a strategy or technology tool in the classroom and
evaluate/self-reflect on it’s effectiveness.
Create a Portfolio – Curation Project of lessons/activities/projects using technology tools for
Formative Assessment, Differentiation, and Demonstrations of Learning. Present the
Portfolio to the class.
Participate in professional dialogue.
It is the expectation that students attend all class sessions. In the unlikely event a student
must miss a class, the student is expected to complete all missed coursework (and, if
necessary, an assignment reflecting knowledge learned from the missed class session) as
prescribed by the instructor.
Educational Activities Student Explanatory Comments
Engaged Hours
Course attendance & 12 Lecture and Group activities
participation (1-8)
Assigned Readings (3,6,7) 5 Outside of course attendance
Writing Assignments 3 3 Reflective Journal Responses
(1,2,3,4,6,7)
Field Work (1-7) 25 Facilitate Breakout EDU Game
Create Original Breakout Game
TOTAL 45
Assessment of Student Performance/Grading Policies
Grading policies are consistent with university policy as stated in the current Catalog and
Student Handbook. The grade of “I” (Incomplete) may or may not be given by the instructor at
the student’s request when the required work is not completed. The student must submit a
written request to the instructor and PDI Program office prior to the final class session,
indicating when the work will be completed.
Graduate Grading Scale
A 90-100% 90-100
B 80-89% 80-89
C 70-79% 70-79
NC Below 70% Below 70
Professional Development Initiatives Syllabus
Saint Mary’s University of Minnesota 2.21.19 Approved FormatAccess Services for Students with Disabilities Saint Mary's University is committed to ensuring that students with documented disabilities have access to equal educational programs and activities at the university. If you have, or believe you may have, a disability that may interfere with your ability to participate in the activities, coursework, or assessments of this course, you may be entitled to accommodations. Please contact Mary Ann McCann, Access Services Coordinator, as early in the semester as possible to arrange a confidential discussion about your need for accommodations. Email: mmccann@smumn.edu University Conduct and Academic Policies Schools of Graduate and Professional Programs Student Handbook Included in the Handbook are details regarding SGPP Academic Policies, Registration & Tuition Policies including Drops/Withdrawals and University Conduct policy. Order transcripts online through the National Student Clearinghouse, a secure and confidential website. Transcripts sent directly to you or a third party by US mail or electronically through a secure PDF. Each transcript is $3.00, payable by credit or debit card. Additional features of online ordering include order tracking, updates, and transcript request history. Follow this link to order your transcripts: Student Clearinghouse SMUMN Transcript Ordering Professional Development Initiatives Syllabus Saint Mary’s University of Minnesota 2.21.19 Approved Format
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