Course description (taken from the course syllabus):
This is a survey course designed to help participants think about how different technological designs fit effectively into a variety of learning contexts where context refers to the location (in or out of school), local culture, learning goals, and organization of activity. The course consists of 3 parts. The goals of this course are:
- Provide students with a broad survey of various technologies that have been used in learning contexts
- Provide students with important background knowledge about the role and state of technology in education
Help students to develop personally meaningful models of how technology can be implemented in educational contexts that are relevant to them
All coursework was completed in Spring 2010.
- Notes on being the chainsaw you wish to see in the world: On a critical computational literacy agenda for a time of great urgency (Closing Remarks for the 2010 AERA Annual Meeting). This was my final paper for the course; the assignment was to address or extend an issue linked to course themes. I chose critical computational literacy and, because I had recently returned somewhat disappointed from the AERA Annual Meeting, I chose to address my paper to the AERA audience.
- Modeling project. The guy in charge of this class, Joshua Danish, had all of his students build and refine models depicting our approach to the role of computational technologies in education. This was really hard but incredibly useful work. I posted all of my models on this site, and I’ve tagged them all with the course shorthand, IUP574.
