Educational Technology Seminar

ET 690

Education Specialties Department
School of Education
Loyola University Maryland
2034 Greenspring Drive
Timonium, MD 21093

Syllabus: ET 690 Educational Technology Seminar
Credit Hours: 3
Term: Fall 2016
Location: Graduate Center Timonium Campus (.601, .602, .603, .604 sections)
Thomas Wootton High School (.M01, .M02, .M03, .M04, M05 sections)
Time Mondays (.M01 section), 5:00pm - 7:30pm
Tuesdays (.601, .602, .603, .604), 4:30pm - 7:00pm
Thursdays (.M01, .M02, .M03, .M04, M05 sections), 5:00pm - 7:30pm

Last night of class meets until 9pm
Professors: .M01, .601, .602, .603 .604 Sections
David M. Marcovitz, Ph.D.
Timonium Campus 26N

.M02, .M03, .M04, .M05 Sections
Robert Kenyon, Ed.D.
Timonium Campus 26M

Educational Technology Key Concpets
Key Concept Learning Objectives
Key Concept 9:
Critical Perspectives
9.1 Candidates will be able to understand the pros and cons of technology from a variety of critical perspectives and apply  that understanding to evaluating current and potential technology in schools and society.
9.2 Candidates will be able to demonstrate how technology can be used to empower some and disempower others in schools.

9.3 Candidates will be able to use critical frameworks to think about the value of specific technologies

School of Education Learning Outcomes
I. Competence X
   I.A. Possesses Broad Knowledge X
   I.B. Creates Productive Learning Environments  
   I.C. Reflects on Practice X
   I.D. Displays Leadership X
   I.E. Forms Community Relationships X
II. Conscience X
   II.A. Behaves Ethically X
   II.B. Is Committed to Social Justice X
III. Compassion X
   III.A.Exemplifies Cura personalis X


Prerequisite: ET605 and ED600/ED670/AD776/ED776 or permission of instructor. This course examines current trends in the field of educational technology.


While it is important to have a strong background in the nuts and bolts of educational technology, including a great deal of hands-on experience, educational technology leaders must also be able to examine issues critically. This course examines educational technology from a critical perspective, including how computers affect the purpose of school and whether/when or not computers are appropriate in school and society.


1. Students will understand the deeper impact of technology on the educational process.

2. Students will be able to apply critical analysis to issues of technology and education.

3. Students will examine current issues from a critical perspective.

4. Students will understand the positive and negative impacts of technology on society and education.

5. Students will understand a variety of frameworks for understanding technology in schools and society.


This course includes both face-to-face and online meetings. Full participation in both aspects of the course is required. All online aspects of the course are asynchronous. Refer to the chart below for specific dates that the course meets in person.


Primary Texts (Required):

Postman, Neil. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knopf.

Turkle, Sherry (2015). Reclaiming conversation: The power of talk in the digital age. New York: Penguin Press.

Toyama, Kentaro. (2015). Geek heresy: Rescuing social change from the cult of technology. New York: PublicAffairs.

Wagner, Tony (2012). Creating innovators: The making of young people who will change the world. New York: Scribner.

Materials Needed:

Primary Texts

Software (provided in Loyola University labs):


Numbers in the table below DO NOT refer to chapter numbers.


Readings (refer to dates above for when your section must complete the readings)

Reading Name
Specific Reading
Postman 1
Postman, Preface and Chapters 1-4
Postman 2
Postman, Chapters 5-9 & Epilogue
Turkle 1
Turkle, The Case for Conversation & One Chair
Turkle 2
Turkle, Two Chairs & Three Chairs
Turkle 3
Turkle, The Path Forward & A Fourth Chair
Toyama 1
Toyama, Introduction, Chapters 1-3
Toyama 2
Toyama, Chapters 4-7
Toyama 3
Toyama, Chapters 8-10, Conclusion
Wagner 1
Wagner, Chapter 1
Wagner 2
Wagner, Chapter 2 and 1 Profile from Chapters 3 or 4
Wagner 3
Wagner, Chapters 5 and 6

Assignment Due Dates

(Book papers are due 2 classes after the end of the book discussion)

Postman (Paper 1) October 3
September 20
September 20
September 29
October 6
Turkle (Paper 2) October 31
October 18
November 8
October 27
November 3
Toyama (Paper 3) December 5
December 6
December 13
December 8
December 15
Final Paper or Debate Notes December 19
December 20
December 20
December 22
December 22

Postman, Turkle, Toyama, and Wagner refer to the primary texts.

The professor reserves the right to make changes to this schedule. Changes to the schedule and changes in assignments will be announced in class and/or via email.


You are expected to:

1. Attend all classes.

2. Complete all reading assignments as assigned in class.

3. Participate in class discussions (both in-class and electronic).

4. Participate in the class debate or write a final paper

5. Complete all required papers.

6. Lead class discussions as assigned in class.


Presentations and written materials should reflect the student's knowledge of the subject as well as the use of higher-order thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should be presented in a professional manner, including correct spelling, punctuation, grammar, and usage.

For this class you will write four papers (three shorter papers and one final paper), and you will be graded on class participation. Class participation includes your presentation of class readings and issues, your participation in discussions not led by you, and your participation in the class debate. Papers and class participation will be given grades ranging from A+ to F, including + and - grades in between. Grades will be weighted as follows:

Assignment Percent of Grade
Paper 1 17.5%
Paper 2 17.5%
Paper 3 17.5%
Final Paper 17.5%
Class participation 30.0%

There will be some opportunities to lead discussions and/or participate in debates in lieu of papers. Any alternative to writing a paper will be weighted the same as the paper would have been.

Each assignment will be awarded a letter grade from A to F (including all + and - grades in between and with A+ being awarded in very rare cases), except that some assignments might be awarded a numerical grade on a 100-point scale. For the purposes of averaging, the following numeric equivalents will be used: A+ = 100; A = 95; A- = 92; B+ = 88; B = 85; B- = 82; C+ = 78; C = 75; C- = 72; D+ = 68; D = 65; D- = 62; and F = 0. When the grades are averaged, the following scale will be used to assign the final grade (note that A+, C-, D+, D, and D- are not options for final grades): above 92 = A; 90 - 92 = A-; 87.5 - 90 = B+; 82 - 87.5 = B; 80 - 82.5 = B-; 76.5 - 80 = C+; 70 - 76.5 = C; below 70 = F. For further explanation of this system, click here.


Assignments are generally due before the start time of class for anything that is due on the day of an in-person class. Assignments are generally due by midnight of the date of class for anything that is due on the day of an online class. Any change in these times will be communicated by the instructor in advance. Assignments will receive an automatic reduction of one +/- grade for every day or partial day they are late. For example, an assignment that is due by class and handed in after class will have the grade reduced 1 +/1 grade (e.g., from an A- to a B+). An assignment that is handed in 3 days late will have the graded reduced by 3 +/- grades, which is the equivalent of one full letter grade. Exceptions will only be made when an excension is granted by the instructor in advance or when a documented emergency at the last minue prevents handing in the paper in a timely fashion.


Due to the fact that this an interactive, discussion-oriented course, students are required to attend all class sessions. Absences and tardies will significantly impact the class participation grade.

If class is scheduled in person and cannot meet in person, such as due to snow, class will not be cancelled. The professor will make arrangements for virtual class that might be synchronous or asynchronous.


Plagiarism will not be tolerated. Unless otherwise stated, all work handed in for assignments is expected to be the original work of the student. Work that is not your own should be properly and clearly credited to the original author. Any plagiarized work will lead to a grade of F for the course.

Note that your instructor has access to many of the same resources that you do and can easily check for plagiarism in a number of ways (see for example


If you have a disability that is documented with the Disability Support Services Office (DSS) and wish to discuss academic accommodations, please contact your instructor as soon as possible. If you have a learning disability that has not been documented, you may contact the Disability Support Services Office (410-617-2602) for assistance.


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Bromley, Hank and Apple, Michael W. (Eds.). (1998). Education/Technology/Power: Educational computing as a social practice. Albany, NY: State University of New York Press.

Burbules, Nicholas C., Callister Jr., Thomas A. (2000). Watch IT: The risks and promises of Information Technologies for Education.Boulder, CO: Westview Press.

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Return to ET690 Home Page.

This page was prepared by Dr. David M. Marcovitz.

Last Updated: August 11, 2016