Educational Technology Seminar
Education Specialties Department
Prerequisite: ET605 and ED600/ED670/AD776 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.
Primary Texts (Required):
Postman, Neil. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knopf.
Gardner, Howard, & Davis, Katie (2013). The app generation: How today’s youth
navigate identity, intimacy, and imagination in a digital world.
New Haven, CT: Yale University Press.
Morozov, Evgeny. (2013). To save everything, Click here: The folly of technological solutionism. New York: PublicAffairs.
Wagner, Tony (2012). Creating
innovators: The making of young people who will change the world.
New York: Scribner.
Software (provided in Loyola University labs):
COURSE OUTLINE AND SCHEDULE OF CLASSES
Introduction to course
The Purpose of School
The "gods" of Education
|Postman, Preface and Chapters 1-4|
Narratives and the Purpose of School
The politics of technology and artifacts
Postman, Chapters 5-9 and Epilogue
||ONLINE Discussion of Wagner, Chapter 1
||Wagner, Chapter 1
Discussion of Gardner & Davis, Preface & Chapters 1-2
|Gardner & Davis, Preface & Chapters 1-2|
Discussion of Gardner & Davis, Chapters 3-4
Gardner & Davis, Chapters 3-4
Discussion of Gardner & Davis, Chapters 5-7
|Gardner & Davis, Chapters 5-7
||ONLINE Discussion of Wagner, Chapter 2 and 1 Profile from
Chapters 3 or 4
||Wagner, Chapter 2 and 1 Profile
from Chapters 3 or 4
Discussion of Morozov, Introduction, Chapters 1-3
|Morozov, Introduction, Chapters 1-3
||Discussion of Morozov, Chapters 4-6||
Morozov, Chapters 4-6
Discussion of Morozov, 7-9, Postscript
|Morozov, Chapters 7-9, Postscript
||NO CLASS: EASTER/SPRING BREAK
Discussion of Wagner, Chapters 5-6
|Wagner, Chapters 5 and 6
||ONLINE (and with groups) Prepare for Debate and Final Paper||Paper 3|
|| ONLINE (and with groups)
Prepare for Debate and Final Paper
||Class Debate||Final Paper or Debate Notes|
Postman, Gardner & Davis, Morozov, 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.
ASSESSMENT PROCEDURES AND GRADING CRITERIA
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|
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.
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.
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 http://www.plagiarism.org/).
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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Burbules, Nicholas C., Callister Jr., Thomas A. (2000). Watch IT: The risks and promises of Information Technologies for Education.Boulder, CO: Westview Press.
Bryson, Mary, and de Castrell, Suzanne. (1998). "New technologies and the cultural ecology of primary schooling: Imagining teachers as Luddites in/deed." Educational Policy, 12(5), 542-546. [Online]. Available: http://www.educ.ubc.ca/faculty/bryson/gentech/Luddites.html
Carr, Nicholas. (2010). The shallows: What the Internet is doing to our brains. New York: W. W. Norton & Company.
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Cuban, Larry. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Cuban, Larry. (2001). Oversold and underused: Computers in classrooms. Cambridge, MA: Harvard University Press.
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Davidson, Cathy H. (2011). Now you see it: How the brain science of
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Erneling, Christina (2010). Towards
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Healy, Jane M. (1998). Failure to connect: How computers affect our chilren's minds--and what we can do about it. New York: Touchstone.
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Morozov, Evgeny. (2013). To save
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New York: PublicAffairs.
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This page was prepared by Dr. David M. Marcovitz.
Last Updated: November 25, 2014 (updated due date of Paper 2 on February 23, 2015)