Education & Technocentricism, April 2005

EDUCATION IN A
TECHNOCENTRIC ENVIRONMENT

Michael Dulay
mdulay@glendale.edu AIM: eschewthepath
(818) 240-1000 x5466 San Rafael 353

This program has been designed to encourage the use of educational theory as a lens through which technology could be examined and incorporated in the classroom. As the course progresses, a broad range of technologies- from blogs and wikis to instant messengers and powerpoint- will be presented and evaluated for their pedagogical merit. PREREQUISITE: open-mindedness, willingness to learn & share.

Affective Influence

Reflective activities will prompt uncoverage of affective commitments to teaching and learning styles.
Particpants will identify emotions impact on memory as a potential source of close-mindedness.
By placing themselves in the role of learner, participants will empathize with students experiences.
Participants will appreciate the dissonance of moving through their Zone of Prozimal Development.

Behavioral Activities

Participants will search the web using a variety of strategies.
Particpants will use a wiki to construct ideas (i.e., course notes, grading rubrics, etc.)
Participants will set up and use a blog weekly
Particpants will use a discussion board and FAQ interface for technical support
Participants will sample synchronous communication via AIM.

Cognitive Changes

Participants witll develop an understanding of objectivism and constructivism, as they exist on a continuum.
Participants will develop an understanding of basic computer and netwrok terminology: network, local and remote systems, uploading and downloading, HTML, etc.
Participants will learn the logic behind search engines

Upon successful completion of this program, participants will be able to demonstrate an enduring understanding of the answers to the following essential questions:
• Why is education publicly funded? What responsibilities does this entail?
• How did behaviorism, objectivism, and the industrial revolution impact publicly-funded education in the US?
• How did educational technology evolve as a consequence of these impacts?
• What is the most broad and significant strength of technology, as it can be used to serve education?

ATTENDANCE & DROP POLICY
I’ve developed an understanding that learning is a contact sport. So I hope to provide an evirnment where “contact” feels safe and exciting. Please join us early and often.

EVIDENCE OF UNDERSTANDING

BLOG (web blog)	25
Discussion Board Participation	25
Educational Technology Project	35
Participation, Activities, etc.	15
TOTAL POINTS POSSIBLE FOR WORKSHOP	100 POINTS

COURSE MATERIALS
Required text: Smith, F. (1998). The Book of Learning and Forgetting. Teachers College Press: New York.

Required Equipment: Internet access (cable modem, DSL, or frequent lab access is strongly recommended) with a system that uses the most current versions of Firefox (Safari or Internet Explorer) & Quicktime.

this is my standard, syllabus-closing statement for students...enjoy!

OUR AGREEMENT…
I come to class prepared, so should you. Read the assignments, and come to class ready to participate in discussions and/or activities. The more we question each other, the more likely we are to learn from each other. I will present information to you, but it is up to you to take it, analyze it, and make it your own. This often leads to discussion, which is a vital part of learning. I expect everyone to be courteous and respectful towards each other. If you make or engage in rude, disruptive, or distracting comments or behavior (either in person or online), you may be asked to leave the room or you will may dropped from the course.

Thinking and writing are inseparable; and since it is my responsibiliy to encourage and assess your thinking, we will write THROUGHOUT the course. If this is an issue for you, please see me. If you would like to seek help on your own, visit the writing center in AD238, or call them at (818) 240-1000 x5339 for more information.

This is college. It is supposed to be challenging. I intend to do my best to both challenge and support you. If you need assistance with something related to the course, contact me. I will do my best to help.

COURSE SCHEDULE

Week One: Education & Technology
Essential Question(s):	What is the history and nature of education? How did I learn to learn and teach?	Objectives:	Briefly explain the foundations of public education in America, particularly as they relate to the plurality of perspectives that underly democracy. Interpret the manner in which these foundations impact their discipline. Apply the basic skills needed to communicate via technology. Appreciate the impact of technology on the socialization of students, and interpret the classroom using thier perpective. Describe the ways technology has impacted their own learning.
Activities:	Write a reflective essay on learning experiences in grade school/high school/under-graduate/graduate school.
	Search for contrasting perspectives using Google and Alta Vista --try searching for "whitehouse", for example
	Comment on a provocative blog entry

Week Two: Technocentricism
Essential Question(s):	How has technology shaped education? Why have so many become technocentric in thier evaluation of technology?	Objectives:	Explain the role of technology in education by using basic computer and network terminology: internet, local and remote systems, uploading and downloading, HTML, etc. Interpret education through the lens of technology. Interpret technology through the lens of education. Apply the basic skills needed to communicate via technology. View technology from both the classic and offical theories of learning.
Activities:	Evaluate (in word as a document) popular forms of technology using both the classical and offical theories of learning
	Select one form of technology and trace its impact on education. paper pencil print press (sample) telegraph telephone television computer internet
	Set Up BLOG (http://www.blogger.com)
	Read: Stanton Hales, R. (2000). Expecations Exploded. In Issues in Web-Based Pedagogy: A Critical Primer (Cole, R. Ed.). Greenwood Pess, Westport, CT. Post Response on blog-- is this view technocentric? evaluate it.

Week Three: Educational Perspectives
Essential Question(s):	How do objectivism and constructivism differ?	Objectives:	Explain both objectivism and constructivism Interpret the state of education using the lenses of objectivism and constructivism Apply objectivism and constructivism as a means of evaluating technology Apply skills needed to communicate via more complex technology Generate questions about how to use technology to construct knowledge
Activities:	Read Vrasidas Article on Continuum and post reactions on Blog
	Create examples of each in settings outside education, and discuss technologies that can strengthen both examples

Week Four: Connecting with Technology
Essential Question(s):	How has the informational revilution changed the workplace and world? and how have I responded?	Objectives:	Explain the rationale behind Riel's statement: "technology is shared minds made visible". Interpet resistance to constructivism in education, as well as in my own discipline Recognize my own use of technology to communicate, and evaluate each Apply skills needed to communicate via more complex technology Examine the range of empathy (from egocentric to mature) in my own communication patterns
Activities:	Have the same dialgue using 5 modes of communication, and then compare and contrast each. f2f Instant Messenger E-mail Discussion Board Chatroom Post thoughts on blog
	Discuss dialogue as a means of learning, and revisit evaluation of technology (from week two-- see blogs)

Week Five: Community & Technology
Essential Question(s):	What is community? How does education relate to it?	Objectives:	Explain the features of community Interpret the features of a community college that teach community Apply skills needed to communicate via more complex technology Experience self-lessness in education first hand Recognize impact of indivualism as it is perpetuated in society
Activities:	Develop a summary of the workshop using wiki pages (see sample wiki page)