Portal:Technology and Education
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The Technology and Education Portal
New technology and new media challenge traditional conceptions of "what educates". Part of the StudyPlace project investigates how digital technology educates and mis-educates. Technology can be an agent of change in both formal schooling and education more comprehensively conceptualized.
Random ArticleSocial and Communicative Aspects of Internet Communication Technologies (ICTs)
Teachers College • Columbia University MSTU4020 Navigator Fall 2007 Thursday, 5:10 - 6:50 PM MY 345M Office hours: Tue., 5 - 6:30 PM, MY 260 Sarah Lohnes, Instructor
course objectives Schedule
Social and Communicative Aspects of Internet Communication Technologies (ICTs)
"Technology is society made durable." - Bruno Latour (1991)
DESCRIPTIONOften, debates about technology use in schools, subject-matter areas and society in general center on aspects of social meaning or technology as relatively isolated "tools." Such views perpetuate an "autonomy myth" (Bruce, 1997) of the relations between technology, literacy practices and other social human behaviors. However, rather than looking at technology in an isolated fashion, this course will examine how social practices and, more specifically, communication as a social practice, is being redefined and is changing as communicative groups use technology in schools and in their lives more broadly. Through this course, technologies such as hypertext, Instant Messenger, online communities, and others will be referred to as embedded in social and communicative practices. We will leave the course with an understanding of how social-communicative practices and technology must be considered as synergistic, how space, time and social networks evolve, and what this implies for design and use of technology in society.
MATERIALSReadings
Can be purchased at the TC Bookstore, online at Amazon, Half.com, etc.
SCHEDULE
GENERAL COMMENTSI encourage and look forward to your participation and successful completion of this course. Please feel free to meet with me at any time during office hours or by appointment. I expect that you will complete readings and assignments by the stated date, and it is difficult to catch up once you fall behind. Please come to see me immediately if you experience any problems. Your work is expected to reflect attention to both content and presentation. This course will include a variety of types of discussions and activities that require your presence and active participation. Attendance and preparation for all class sessions is crucial. Most class sessions will be related to readings and other assignments that must be completed prior to the class session. If you must miss a class because of illness or other serious circumstance, please call me prior to the class, or as soon as possible afterwards, explaining your situation. In addition, please send me an e-mail reminder or provide a written note explaining the circumstances of your absence. The Honor Code governs all work in this course. If you do not understand how the honor code applies to a given assignment or situation, it is up to you to ask me (not another student, a former student, or another professor) for clarification. Please feel free to do so! Uncertainty about the application of the Honor Code does not excuse a violation. |
Key ReadingsCollins, A. (1996). Design issues for learning environments. In Vosniadou, S., Corte, E.E., Glaser, R. & Mandl, H. (Eds.). International perspectives on the design of technology-supported learning environments, (pp. 347-361). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Jonassen, D., C. Carr, et al. (1998). "Computers as Mindtools for Engaging Learners in Critical Thinking." TechTrends 43(2): 24-32.
Weiser, M. (1991). "The Computer for the 21st Century." Scientific American.
Zajonc, A. (1984). "Computer Pedagogy? Questions Concerning the New Educational Technology." Teachers College Record 85(4): 669-577.
Leading Journals & SitesAcademicComputers & Education: An interdisciplinary journal focusing on applications involving areas such as artificial intelligence, instructional design, cognition, computers, communication, distance-learning, education and training. Website: http://ees.elsevier.com/cae/ E-learning: A peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. Website: http://www.wwwords.co.uk/elea/index.asp Journal of Computer-Mediated Communication: A peer-reviewed journal on issues regarding communication via the Internet and wireless technologies. The journal covers disciplines such as business, education, media, political science, media studies, and information sceince. Website: http://jcmc.indiana.edu/ Technology and Learning: A journal geared towards teachers, administrators and technology consultants, often with practical guides on how to implement technological tools in schools. Website: http://www.techlearning.com/ First Monday: A peer-reviewed online journal launched in 1996. First Monday publishes original research about the Internet and related technologies. Website: http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/ Non-AcademicWired: A popular magazine with articles and commentaries on cutting-edge technologies, gadgets, practices, and includes a section on education. [Website: http://www.wired.com/culture/education] |
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