This document provides information about an emerging trends in technology course offered by Touro University-California. The course will be held at American Canyon High School from 4:30-9:30pm. It will explore state-of-the-art educational programs and innovations, online learning environments, Web 2.0 services, and mobile devices. Students will become experts in an emerging trend and present to the class. Assignments include creating a class website, reviewing education videos, researching the Horizon Report, studying pedagogies and how technology supports them, and becoming proficient with iTunes U and Microsoft Office. The course objectives, required texts and readings, assignments, and topic/assignment schedule are also outlined.

1. Touro University-California
Dates:
Location of
Class:
Am
erican Canyon
High School
Meeting
Time: 4:30 -
9:30
Course Description
Emerging Trends in Technology prepares teachers to be technology leaders by exploring state-of-the-art programs
and innovations that are reshaping education in the 21st century. The course will explore the wealth of online
learning environments and adopt methods for local implementation. Web 2.0 services, Metaverses, Virtual
Learning Environments, social networks, peer-to-peer networks, and the world of mobile devices will be explored.
Students will select specific new technologies to explore and share. They will become experts in their chosen area
and present a training seminar to the class. Students will establish long-lasting networks for staying informed of
the newest trends. Reading material will include RSS feeds, podcasts, blogs, and other online watering holes for
educators.
Course Objectives/CCTC Standards
1. Students will become technology leaders
2. Students will become knowledgeable of emerging trends
3. Students will integrate technology and various pedagogies to design lessons
4. Students will discover state-of-the-art resources for classroom use
5. Students will master a specific, complex, and challenging trend
6. Students will successfully share what they have learned
7. Students will complete their Touro Masters portfolio online
Required Texts and Readings
The latest annual Horizon Reports and their linked reference materials
Students will be required to read other online articles and reports depending on the current emerging trends.
Students will read new reports on trends.
Key Assignments
 CREATE A WEBSITE FOR EDU749 THAT CONTAINS ALL YOUR ASSIGNMENTS
 See Student Prototype Site
Course Title EDU 749
Term: Spring 2015
Instructor: Steve Gibbs
Contact information
Email: Anthony.Gibbs@tu.edu; gibbs54@gmail.com; text 707-319-6191
Office Hours: Before/after classes & 24/7 via email

2.  WONDERFUL WORLD OF WEB 2.0
You will embed eight widgets onto a Weebly page. Four of those widgets, you will create yourself.
 HOME VIEWING
 At home you will view approximately 10 hours of education and technology video materials. You
will write brief reviews for each video on your website
 GROUP RESEARCH OF THE MOST RECENT ANNUAL HORIZON REPORT from
NMC.com
 A core activity will be to explore and share the emerging trends published in the most recent annual
Horizon Report for K-12.
 The report addresses three categories: Trends, Challenges, and New Developments in Tech
Education.
 We will tackle this report in three parts over three class sessions. Within each part, each student will
select specific areas to specialize in and present to the class on those topics. See the report's content
summary to better understand this assignment.
 STUDY FIVE PREVAILING PEDAGOGIES AND CONSIDER HOW THEY WOULD USE
TECHNOLOGY as a group using Cloud Collaboration and Google Docs
 Behaviorism, Cognitivism, Constructivism, Pragmatism, Multiple Intelligences
 BECOME AN EXPERT USER OF ITUNES UNIVERSITY
 You will spend much time and energy mastering these resources
 LEARN THE ADVANCED FEATURES OF MICROSOFT OFFICE
Software tutorials for Microsoft Office in class at every opportunity

3. TOPIC and ASSIGNMENT/ASSESSMENT SCHEDULE
Date Topics
Session 1 The central purpose of EDU 749 is to be alert to emerging trends
in educational technology in the present and throughout one’s
career. Students will learn where to look for emerging trends, how
to learn them, how to implement them in the classroom, and how
to share them with peers as a technology leader
Activities:
 Course introduction and overview: Emerging Trends
 Introduce and discuss the findings of the annual Horizon
Report (Select one for further research)
1. People expect to be able to work, learn, and study whenever
and wherever they want to
2. The technologies we use are increasingly cloud-based, and
our notions of IT support are decentralized
3. The world of work is increasingly collaborative, driving
changes in the way student projects are structured
4. The abundance of resources and relationships made easily
accessible via the Internet in increasingly challenging us to
revisit our roles as educators
5. Education paradigms are shifting to include online learning,
hybrid learning and collaborative models
6. There is a new emphasis in the classroom on more challenge-
based and active learning
 Discuss pending activities and arrange due dates
 Why Google Chrome can be a teacher’s best friend
Homework: Read the Horizon Report 2012
Session 2 Activities:
 Analyze leading pedagogies and how they may approach
the same lesson in different ways; synthesize ways
technology can assist each of them
 Begin what will become two homework activities
involving group collaboration, one involving PowerPoint,
the other involving Google Doc Presentation
 Build / Share your classroom websites
Homework: Complete the two collaborative projects; continue with
Emerging Trend work
Session 3 Activities:
 Share our pedagogy presentations; discuss our findings;
compare and contrast the collaborative use of software
versus cloudware
 Students select the emerging trends that most interest
them; begin working on portal
 Create student presentation calendar for presenting on

4. their number one emerging trend
 Microsoft Office – Word tips
Session 4 Activities:
 How-To create a Google Form for presentation feedback
 How-To create a Screencast to augment presentation – ore
– to design a How-To for your students
 Workshop on portal and presentation
 Microsoft Office – Excel tips
Session 5 Activities:
 Student Presentations on Emerging Trends
 Microsoft Office – PowerPoint tips
Session 6 Activities:
 Student Presentations on Emerging Trends
This final elective will also be an opportunity for students to get
their academic portfolio in order. Touro electives required
students to create free wikis as working portfolios for learning
and experimentation. One also needs to migrate much of that
content to TaskStream for their formal portfolio
Students will create a wiki portfolio for the ages. It will have the
following:
 An introductory video of you or an introductory paragraph
introducing your portfolio and your masters project
 Clear, consistent Sidebar navigation links
 All files in all classes available for web viewing via
widgets whenever possible; provide PDF whenever
possible
 Organization centered around individual courses and a
special Masters Project section
 Each course site will have an introduction and explanation
of what was studied. Link to all assignments. Explain the
assignments where necessary for clarity
Session 7 Wrap-up of all unfinished business. View all final student
presentations. Finalize portfolios

5. STUDENT HANDBOOK POLICIES
The complete student handbook may be found at tu.edu/gsoe The Student Handbook contains policies and requirements which
govern academic performance and student conduct. These policies are unique to Touro University California (TUC), and are
designed to promote standards for academic competency, professional discipline and personal responsibility. It represents the
parameters of achievement and behavior the faculty expects of its students. It is the responsibility of all students to be
knowledgeable about TUC policies. These policies will be applied to all aspects of the student’s academic progress and personal
conduct for as long as the student is enrolled.
This handbook applies to all currently enrolled students in the Graduate School of Education (GSOE), and only where stipulated,
do policies and requirements apply differently for individual classes or programs. TUC reserves the right to make changes at any
time in this handbook or in the requirements for admission, graduation, tuition, fees and any rules or regulations. TUC maintains
the right to refuse to matriculate a student deemed by the faculty to be academically incompetent or otherwise unfit or unsuited for
enrollment.
Americans with Disabilities Act Statement
Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be
made known to the lead instructor as soon as possible. This is the student's responsibility. Information about services, academic
modifications and documentation requirements can be obtained from Dean of Students.
Grading
Grading will be both competency-based and comparative. Thus, grades reflect demonstration of a student's
competencies in an assignment and of a student's standing in comparison with the class. Grades on assignments will
be given in numerical percentages that translate to letter grades. Touro University’s College of Education uses the
following grading system:
A+ A A- B+ B B- C+ C C- U UP INC W WU
100-97% 96-93% 92-90% 89-80% 86-83% 82-80% 79-70 % 76-73% 72-70% 69-0%
4.0-3.85 3.8-3.65 3.6-3.5 3.5-3.0 3.3-3.15 3.0-3.1 2.9-2.0 2.3-2.6 2.0-2.2 0.0
o Satisfactory (A, B, or C): 70% or above is considered a satisfactory grade. Candidates must earn a 3.0 overall GPA in the
program in order to remain a student in good academic standing and be recommended for their degree.
o Unsatisfactory (U): An unsatisfactory grade, below 70%.
o Unsatisfactory with successful remediation (UP): If an unsatisfactory performance has been successfully remediated, a
U/number will replace the U on the transcript. The U denotes the initial grade of unsatisfactory and the number represents the
final recorded grade.
o Incomplete: An incomplete grade indicates that a student was unable to finish all required work for issuance of a letter grade.
It is a temporarily grade which may be given at the instructor's discretion only when illness, unavoidable absence, or other
reasons beyond the control of the student prevented completion of a small portion of course requirements by the end of the
academic term. Certain responsibilities must be fulfilled regarding this grade:
Instructor Responsibilities Student Responsibilities
 Incompletes may only be given if the student has
regularly attended class and submitted passing class
work.
 An incomplete may not be assigned in order to give a
student a chance to do more work to improve a grade
or because a student did not complete assignments by
the last course session
 Students who are unable to complete a course and
who do not meet these circumstances should be
advised to withdraw from the course
 When completing the incomplete form: a) the deadline
for completion of missing work must be specified at the
time of original submission of the complete grade form
and b) a comprehension list of remaining work to be
complete must be listed on the incomplete form.
 Replacement of an incomplete grade will be under the
direction of the instructor who issued the original
grade.
 After course instructor consultation and approval, it is
the student's responsibility to complete the Incomplete
Grade Form before the last session of the course and
to turn this form into staff at the Graduate School of
Education.
 It is the student's responsibility to meet all timelines for
completing course requirements as stated on the form.
No extension will be granted for more than a full
calendar year from the date of the issuance of the
Incomplete grade.
 Students who do not contact the course instructor
regarding completion of course requirements are
subject to a U grade. If the required work is not
completed within the specified time, the I will be
automatically converted to an unsatisfactory grade of
U which is equivalent to an F.
 Students who are unable to complete a course and
who do not meet these circumstances should consider
withdrawing from the course.
o Withdrawal (W): A withdrawal indicates that a student has registered for a block and then withdrawn before the end of the
semester. A W will remain on the student’s transcript.
o Withdrawal Unsatisfactory (WU):If a student withdraws from the instructional block during finals week, the student will receive
a WU.
Minimum Cumulative Grade-Point Average (GPA)

6. The minimum GPA is based on a student's program of study. Transfer credits will have no effect on the GPA for the purposes of
financial aid satisfactory progress. Minimum GPA associate with the GSOE is 80% (B) Students who fall below 80% in GPA are
subject to being placed on Academic Probation and should chect the Student Handbook for consequences of this status and its
effect on their studies.
Academic Probation
Students must meet the minimum standards and requirements set by the institution in order to remain in good academic standing.
Students will be placed on academic probation if they receive a grade of Unsatisfactory/Fail in any course or field placement, fail to
successfully complete required licensure examinations and/or fail to meet the minimal cumulative weighted academic
requirements. A student will be removed from academic probation only after successfully remediating the course or field
placement, achieving the minimal cumulative weighted academic requirements and successfully completing licensure exams.
Students who are directed to repeat a year of curriculum for academic reasons remain on academic probation until successful
completion of all courses scheduled within that academic year.
Terms of Probation
1. When a student is placed on academic probation, it is noted in the student's academic file and official transcript. Subsequently,
when a student has successfully satisfied the requirements of probation, this is also noted in the student's file and transcript.
2. When a student is placed on academic probation, following approval by the Dean of the College, he/she will be notified in
writing by the Dean and the reasons will be stated. When the terms of academic probation have been satisfied the Student
Promotion Committee will notify the Dean that probation has been rescinded and a letter will be provided to the student.
3. A student on academic probation may not serve as an officer of any official University club or organization. A student on
academic probation may not serve as a representative of the College in the operations of the Admissions Office or on
University committees. A student on academic probation may not serve as a representative of the College at off-campus
conferences or sponsored events.
Attendance
Class attendance is necessary and no classes are optional. If a student will miss more than one face-to-face or synchronous online
class in the course of the semester, it is suggested that the student take this course in a different semester when he or she does
not have such conflicts. Please contact the professor individually to discuss this. A student who is absent more than once (except
in cases of illness or an emergency - see below), is late for class excessively, or leaves class early will end up receiving a grade
that is at least one grade lower than the computed grade (e.g. A minus becomes a B plus). A student with excessive absences
cannot receive a grade of A or A minus at the end of the course. Class participation in small group and large group activities is
necessary. Attendance will be taken each class
period. Excused absences include: documented school-related activities (such a parent-teacher conference nights), or documented
medical emergencies or illnesses. Regardless of the reason for absence, it is the responsibility of the student to make-up all
assignments by the following class period. Students should inform instructors before missing a class.
Punctuality
Punctuality is an important disposition of an effective teacher. Students are expected to be on-time for class. Students who come in
late disrupt course activities. Students who are repeatedly late will be required to conference with the instructor, and their final
grade will be negatively affected. See Attendance above.
Written Work
Written work should be well written, grammatically correct, and conform to the latest edition of the style manual of the American
Psychological Association (APA) style. All assignments (with the exception of any assignment posted on the Internet) should be
word processed and double-spaced.
Late Work
Late assignments will be accepted until one week after the assignment was originally due. After the designated time period, late
assignments will not be accepted. Late assignments will receive an automatic deduction of 10% regardless of the reason.
Student Dispositions
The Touro University-California College of Education credential and degree programs are guided by Program Standards (10
f,g,&h) for the California Commission on Teacher Credentialing that state:
1. Each candidate exhibits intellectual integrity, serves student honestly, protects their privacy, respects their work, sustains open
discussion of ideas;
2. Each candidate assesses his or her own progress, accepts professional advice, considers constructive criticism, and engages
in a continuous program of professional development; and
3. (3)Each candidate models respect for the cultures, religion, gender and lifestyle orientation of students and their families.
In conjunction with the elements of the above standards, Touro University California’s College of Education has high expectations
regarding student candidate dispositions. These dispositions include:
collaboration
honesty/integrity
respect
reverence for learning
emotional maturity
reflection
flexibility
responsibility
appropriate interpersonal conduct
ethical and professional behavior

7. 7
Students who display poor judgment or performance in one or more of these areas may not be
recommended for a credential/degree, and/or may receive a grade that reflects the consequences of their
actions, including a failing grade. Occasionally a student will meet the academic requirements of the course,
but manifest personal limitations that might impede future teaching performance. In such cases, it is the
responsibility of the faculty to guide the student to take remedial action (either to repeat the class for credit,
to become involved in personal therapy, to take a year's leave of absence from the program, to take
remedial courses), to be re-evaluated, and/or to consider withdrawing from the program.
The faculty regularly reviews the progress of all students in the program in order to support them in the most
effective way possible. For a detailed description of the dispositions described above, please refer to the
College of Education Handbook.
Academic Integrity
Touro College and University System is a community of scholars and learners committed to maintaining the
highest standards of personal integrity in all aspects of our professional and academic lives. Students and
faculty are expected to share a mutual respect for teaching, learning and the development of knowledge.
Because intellectual integrity is a hallmark of scholarly and scientific inquiry as well as a core value of the
Jewish tradition on which our university system was founded, students and faculty are expected to adhere to
the highest standards of honesty, fairness, professional conduct of academic work and respect for all
community members.
Academic honesty supports our shared intellectual culture and our ability to trust one another. Students
must avoid all acts of dishonesty, including, but not limited to:
 cheating
 plagiarizing (presenting the work or ideas of others as your own)
 fabricating (making up information, data, or research results)
 tampering (unauthorized removal or alteration of College documents,
software, equipment, or other academic-related materials, including other
students’ work)
 lying
 working with others when assignments or exams require individual work
 making unauthorized copies of copyrighted material
 facilitating or tolerating the dishonesty of others
Academic dishonesty lowers scholastic quality and adversely affects those who will eventually depend on
the knowledge and integrity of our graduates. Failure to uphold the principles of academic integrity
negatively impacts the reputation of Touro, the value of each and every degree awarded by the institution,
and the future success of our graduates.
The Touro College and University System views violation of academic integrity with the utmost gravity.
Such violations will lead to appropriate sanctions, from failure in coursework up to and including expulsion
from the Touro College and University System. We commit ourselves to the shared vision of academic
excellence that can only flourish in a climate of integrity.
In the GSOE, an instructor will take one or more of the following disciplinary actions in response to an issue
of academic integrity or breech of ethical and professional behavior:
1. Report the action in writing to the student, the student’s Program Chair, and the Dean.
2. Assign a “0” on the assignment with no possibility of making up the grade by means of
additional work.
3. Assign a “0” for the course, and notify the Dean of the College of Education.
4. Suspend the student for a period ranging from the term in which the infraction occurs to
dismissal from the university.
Complete details of the academic integrity policy can be found in the GSOE student handbook located here:
http://tu.edu/gsoe/studentresources/