Education Technology - Sociological Perspectives & Implications
EDST 345
Spring 2021
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01
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How do computers, smartphones, the internet, and other educational technologies impact students and teachers? In this course, students will apply the fundamental tools and approaches of educational and social science research to better understand and evaluate the effectiveness of the educational technologies that surround and support students and teachers around the world. As such, students will learn about the history of education and evolution of technology with a focus on teaching, learning, and assessment applications in K12 education.
Through readings, class discussion, assignments, and analyses of real-world teaching and learning data, students will consider educational technology frameworks, research, practice, and policy. Specifically, students will consider how different student, teacher, and system-wide educational technologies: 1) have impacted students, teachers, families, schools, and communities across a broad range of educational outcomes and groups, i.e., gender, class, race/ethnicity. |
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| Credit: .5 |
Gen Ed Area Dept:
SBS EDST |
| Course Format: Discussion | Grading Mode: Credit/Unsatisfactory |
| Level: UGRD |
Prerequisites: None |
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Fulfills a Requirement for: (EDST) |
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Past Enrollment Probability: Not Available |
| SECTION 01 - 4th Quarter |
Major Readings: Wesleyan RJ Julia Bookstore
All reading will provided by the instructor through Moodle or via access to Wesleyan University library system. Readings will include excerpts from:
Bebell, D. & O¿Dwyer, L.M. (2010). Educational Outcomes and Research from 1:1 Computing Settings. Journal of Technology, Learning, and Assessment, 9(1).
Bebell, D. & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative. Journal of Technology, Learning, and Assessment, 9(2).
Bebell, D. & Pedulla, J. (2015). A Quantitative Investigation into the Impacts of 1:1 iPads on Early Learner¿s ELA and Math Achievement. Journal of Information Technology Education: Innovations in Practice, 14, 191-215.
Bebell, D. & Burraston, J. (2014). Procedures and examples for examining a wide range of student outcomes from 1:1 student computing settings. Revista de curriculum y formacion del profesorado 8 (3). Available from http://www.ugr.es/local/recfpro/rev183ART8en.pdf
Christensen, C. M., Michael B., and Curtis W.J.. 2008. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. New York: McGraw-Hill.
Collins, Allan and Richard Halverson. 2009. Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. New York: Teachers College Press.
Hamilton, E., Rosenberg, J., Akcaoglu, M. (2016). The Substitution Augmentation Modification Redefinition (SAMR) Model: A critical Review and Suggestion for its use. Tech Trends 60: 433-441. Available from: http://com.appolearning.files.s3.amazonaws.com/production/uploads/uploaded_file/449a37b9-489a-4fb4-9dde-c60ccc02acb2/SAMR_Model.pdf
Papert, S. (1993). The children's machine: rethinking school in the age of the computer. New York: Basic Books.
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
Spector, J. Michael. 2012. Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives. New York: Routledge.
Watters, A. (2014). Monsters of Educational Technology. Available from: http://monsters.hackeducation.com
Weston, M.E. & Bain, A. (2010). The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change. Journal of Technology, Learning, and Assessment, 9(6).
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Examinations and Assignments:
-Weekly short papers to prepare for discussions about core topic areas or respond to new readings
-Periodic group activities to synthesize learning
-The final culminating project will be a scholarly personal narrative |
Additional Requirements and/or Comments:
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| Instructor(s): Bebell,Damian Times: .M..... 07:10PM-10:00PM; Location: ONLINE; |
| Total Enrollment Limit: 18 | | SR major: 3 | JR major: 3 | | |
| Seats Available: 8 | GRAD: 0 | SR non-major: 3 | JR non-major: 3 | SO: 3 | FR: 3 |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 0 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 0 | 4th Ranked: 0 | Unranked: 0 |
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