EdL 7080 Educational Organizations & Technology
http://www.lesn.appstate.edu/edtech/bronack/docSem

Dr. Steve Bronack (bronacksc@appstate.edu)

Edwin Duncan Hall, Room 309-A
Office – 828-262-7619
Home – 828-263-8248

AOL IM: sbronack
Yahoo:  bronacks

Course Rationale – Learning in a Wired World

The theme for this doctoral seminar will be: “Learning in a Wired World.”  This course is designed for advanced students currently engaged in or planning for positions of leadership in education.  As our world becomes increasingly connected, the ways we teach and learn are changing as well.  The very essence of what it means to "educate" - the nature of the process and the role of education in everyday life - is enjoying as much attention now, perhaps, as ever before.  In many ways, technology has been the catalyst for so many of these changes.  In this seminar, we will contemplate what it means to learn in a 'wired world' by examining current issues of implementation and assessment of technology in various learning environments -- with particular emphasis on K-12 schools – from the broad perspective of educational organization management.  These issues may include consideration of questions such as:

 

·         How does being 'connected' change the way we educate?

·         How does one 'think philosophically' about technology and curriculum?

·         How will current (and future) technologies change what we know and how we learn?

·         What do we do when technology begins to 'fight back?'

 

We will examine these issues through case studies, research reports, class discussions, and through our own reflective writing.  Our goal in this seminar is not to become advanced producers of educational technology; instead, we will focus on thinking critically about the impact of technology on educational organizations.  Our goal is to become more critical consumers and more thoughtful educational leaders when presented with decisions regarding educational technology in curriculum and instruction.  Students will be expected to read selected texts, write reactions and a position paper, and to participate in - and lead - general discussions on selected relevant topics.

 

Texts

The following texts are required for this course:

 

1.       Web-based Education Commission (2000).  The Power of the Internet for Learning: Moving from Promise to Practice. [online: http://interact.hpcnet.org/webcommission/index.htm].

2.       U.S. Department of Commerce (2000).  Falling Through the Net: Toward Digital Inclusion.  [online: http://www.ntia.doc.gov/ntiahome/fttn00/contents00.html].

3.       Education Week (2002).  E-defining Education: How Virtual Schools and Online Instruction Are Transforming Teaching and Learning. [online: http://www.edweek.com/tc02/].

4.       National Academy of Engineering (2001).  Technically Speaking: Why All Americans Need to Know More about Technology. [online: http://www.nae.edu/nae/techlithome.nsf].

In addition, you will be required to:

 

·         Obtain an email account (one is provided to you via ASU)

·         Familiarize yourself with the web site (a training session will be provided)

·         Read additional articles/handouts distributed throughout the semester

Attendance

In this course, 'attendance' often means more than just 'showing up to class.'  Participation in face-to-face discussions during scheduled class meetings is very important, and you are expected to attend each of these meetings.  In addition, we will utilize web-based resources that will allow us to 'meet' as a class at varying times and at various places.  Participation in scheduled chats, discussions, or other web-based meetings is also very important, and you will be expected to 'attend' these, as well.  Advance notice of missed classes is strongly advised. This instructor has found—in the past—a strong correlation between class attendance and course success.  That is, those who attend generally do well and those who do not attend often do poorly.  Missed work and/or late assignments are occasionally accepted and given partial credit, based on circumstance.

 

Grades

Grades are assigned along the following scale:

 

Assignments

Below is a list of assignments that will be graded, along with the total points available for each.  The assignments are explained in detail in the "PRODUCTS" section.

 

Products

Participation in this course will result in the production of the following artifacts:

 

Autobiography

During the first two weeks, we will complete autobiographies for display on the course website.  These autobiographies will include no less than the following information:

 

·         Last name, first name

·         Email address

·         Certification area

·         Hometown

·         Personal statement:  Take this space to talk about whatever you'd like to share with your instructors and peers: philosophy of teaching, interesting jobs or experiences you've had, hobbies/interests…anything you'd like.

·         Photograph (taken in class with digital camera)

 

Reaction Papers

Throughout the semester, you will be reading (a lot) from multiple sources.  At two points during the semester, you will be asked to "react"--that is, provide a brief (750-1500 word) reflection on how the ideas/concepts contained in the reading might relate to a particular implementation and/or assessment problem one might encounter.  Guidelines and a rubric will be provided.

 

Position Paper

In your position paper, you will identify a current learning technologies issue facing educational leaders today and write a position paper (double-spaced, 12-point font, 1-inch margins - not to exceed 5000 words).  Details on the position paper requirements - including how it will be evaluated - will be provided. 

 

Class Discussion

Each class meeting, we will discuss the readings - along with other current events, as relevant.  Each student will be required to 'lead' at least one discussion.  This will require the 'lead' student to prepare appropriate materials, to do additional reading/research where necessary, and to generate an 'additional reading' list for the rest of the class (for posting on the website). Also, active participation in the class forum is expected.

 

Class Schedule

Sept 21 --       Introduction to 'Learning in a Wired World' & website

The Power of the Web for Learning

Thinking Philosophically about Learning Technology

     

      Read:  Web-based Education Committee report to Congress &

      For next time, suggested reading:  Healy, Stoll 

 

Oct 12 --       The zealots and the nay-sayers:

 

Read: Technology Counts 2002 & Technically Speaking reports

For next time, suggested reading:  Docterman

 

Nov 17 – Planning for Technology-based learning – Technology for All?

 

      Read:  Digital Divide Report

      For next time, suggested reading:  Stewart, Tenner

 

Dec 7 – Information and Learning Organizations

 

Present Papers TODAY.

 

Additional Reading

Anglin, G. (Ed.) (1995).  Instructional technology: past, present, and future. (2/e).  Libraries Unlimited: Englewood, CO.

 

Dockterman, D. (1998).  Great teaching in the one-computer classroom. (5/e).  Tom Snyder Productions: Watertown, MA.

 

Ellul, J. (1964).  The technological society.  Alfred A. Knopf, Inc.: New York, NY.

 

Feenberg, A. (1991).  Critical Theory of Technology.  Oxford University Press: New York, NY. ($19.95)

 

Grabe, M. & Grabe, C. (1998).  Integrating technology for meaningful learning. (2/e).  Houghton Mifflin: Boston, MA.

 

Hanna, D. and Associates (Ed.) (2000).  Higher education in an era of digital competition: choices and challenges.  Atwood Publishing: Madision, WI. ($29.95)

 

Healy, J.M. (1999).  Failure to connect: How computers affect our children's minds - and what we can do about it.  Touchstone Books, New York, NY. ($11.20)

 

Hickman, L. (1990).  John Dewey’s Pragmatic Technology.  Indiana University Press: Bloomington, IN.

 

Ihde, D. (1993).  Philosophy of technology: an introduction. Paragon House: New York, NY.

 

Mitcham, C. (1994).  Thinking through technology: the path between engineering and philosophy.  University of Chicago Press:  Chicago, IL.

 

Stewart, T (1998).  Intellectual Capital: The new wealth of organizations. Bantam Books: New York, NY.

 

Stoll, C. & Adcock, S. (2000).  High-tech heretic: reflections of a computer contrarian.  Anchor Books: New York, NY.

 

Tenner, Edward. (1996).  Why things bite back: technology and the revenge of unintended consequences.  Alfred A. Knopf, Inc.: New York, NY. ($11.20)

 

Winograd, T. & Flores, F. (1987).  Understanding computers and cognition.  Ablex Corporation: Norwood, NJ.