EDUC 501 Foundations of Educational Technology

  Instructor Information

Instructor: Dr. Benjamin Gleason

Email: bgleason@iastate.edu

Office hours: By appointment (2633 Lago)

Twitter: @BWGleason

If you are interested in learning more about my research interests (how social media can facilitate new literacies, identity development, humanizing pedagogy, and digital citizenship), I invite you to visit my Google ScholarLinks to an external site. and/or Academia.edu page.

 Overview

EDUC 501 provides an introduction to the exciting field of educational technology. You will develop an understanding of how people learn with, and through, educational technology, in many settings. This course will provide an overview of significant topics in educational technology, including:

• Major learning theories, including recent debates on how educators conceive of learning
• Teaching and learning with technology
• New media and literacies
• Digital citizenship
• Equity issues (e.g., how we can facilitate equitable learning outcomes with, and through, technology)

In addition to reading, interpreting, and critiquing research on the major topics of the course (e.g., learning theories, technology in/out of school, new media & literacies), we will investigate, analyze, and critique these topics in a broader context. More than just the technological tools or apps that we use for teaching and learning, the field of educational technology is an interdisciplinary one that is influenced by the social, political, cultural, and technological contexts in which it lives.

Educational technology is used in particular ways in settings (i.e., schools), and the ways that it is used may reflect, reinforce, or challenge social, political, economic trends. For example, educational technology used in schools is not a neutral, “one size fits all” tool that is merely used in school, but rather fits into a larger social context with its own history and set of practices. Warschauer and Matuchniak (2010) described how educational technology was used completely differed in low-income and high-income settings, suggesting that technology is, of course, never neutral, but also influenced by the pedagogical, social, political, and cultural practices of a given setting.

We will spend roughly two weeks per major topic in educational technology (see the course schedule for more detailed information). Each topic will be introduced through 1) research articles on the topic; 2) discussion (online, through Twitter, and via synchronous Zoom meetings); 3) additional guided practice (i.e., assignments); 4) semi-structured discussion between students. Students will be given the opportunity to develop through knowledge and expertise on these topics in a number of different ways throughout the semester, culminating in a brief paper that synthesizes relevant course themes discussed (and then extended with additional research as necessary).

In order to explore these topics in broader, or larger, contexts, students will investigate these issues throughout the semester. For example, if a student develops an interest in Digital Citizenship as a result of being the Topic Expert for that week (see Course Activities for more info), they may want to explore current projects that facilitate digital citizenship, such as Emerson College’s Engagement Lab (and the work of Eric Gordon).

 Course Goals

The course has the following as its core goals:

• Introduction to the field of Educational Technology. This course aims to provide students with a broad survey of educational technology, including theories of learning and teaching with technology, as well as offering students significant historical and current research on important topics.
• Social learning and collaboration. This course aims to provide students with learning opportunities that are scaffolded (that is, supported to meet their current capacity, with the aim of increasing competency) and social (based on theory about how people learn).
• Development and extension of individual interests. This course aims to introduce students to a number of topics, and then to continue to engage these professional interests through discussion, collaboration, and extended work.

 Course Topics

• Learning Theories
• Teaching & Learning with Technology
• Metaphors of Learning & Teaching (Epistemology, Ontology, and Pedagogy)
• New Media & New Literacies
• Equity
• Digital Citizenship

 Course Details

  Participation

The success of this course depends on the willingness of students to come prepared to discuss course readings, to interact respectfully, and to collaborate with peers. 

  Major Assignments

1- Reading Logs [12 points (6 reading logs, 2 points each)]

Students will complete a 300-word reflective analysis on the course readings. This reading log will be posted on our course website to facilitate social learning, to guide discussion, and to inform the unit’s experts. This reflective analysis should include one good question that you formed from completing the course readings, including annotations (with page numbers) where the author sheds light on this question. An example of a strong question informed from the readings, for Unit 2, might be: “How do different theories of learning recognize, or not, background experience and cultural expertise in regard to learning “new” material?” Please see course website in Canvas for readings.

2 - Video Conversation [24 points (6 videos, 4 points each)- Starting with Unit 2]

The purpose of this activity is to encourage all learners to interact thoughtfully with ideas from their classmates/peers. After completing and posting their reading logs, students will engage in a brief video conversation focused on *provocative, thoughtful, ponderous, wild, and/or fascinating ideas from peers*. That is, students will read each others’ reading log and then respond with a brief video (3-5 minutes) that explores significant ideas, connections, or provocations in their peers’ work. Starting with Unit 2.

Ground Rules:
-Please be supportive of each other and assume the best intentions.
-When in doubt, ask for clarification.
-Respond to the work and remember there is a person behind each post.
-We are all learning in this together—let’s be kind!

3 - Unit Assignments: After the first assignment, choose 4 of next 5 [50 points total (10 points each)]

• Assignment 1 (Unit 2): Educational Technology Tool. For this assignment, students will create a video that introduces a tool for teaching/learning to their classmates. Students will provide an overview of the tool's affordances/constraints, ways we can apply this to the classroom (or other learning environment), and offer 3 "take-away" tips.  This assignment is mandatory for all students. 
  
  
• Assignment 2 (Unit 3): Educational Technology Talk. There are so many wonderful, innovative, and amazing technologies that can be used for teaching and learning! For this assignment, students will create a short video (around 5 minutes) that explains a technology tool, application, platform, or piece of software that facilitates teaching & learning. Attention should be placed on “actual” uses of this tech tool, as well as potential “transformative” uses of this tool. While advanced video editing is not required, please aim for a professional-looking video that you could, for example, show your students, colleagues, community, or other audiences.
  
  
• Assignment 3 (Unit 4): Multimedia Presentation. We hear teachers, entrepreneurs, politicians, civic leaders, and many more talk about learning, knowledge, and what it means to be literate, often without examining what these metaphors really mean. For this assignment, you (or, you and a partner) will create a multimedia presentation about learning. This can take many shapes—as a recorded conversation between two partners, as an animated video (using Powtoon or other animation software), as a mini TED talk, as a talk show, etc. The main point here is to explore and articulate some of the underlying metaphors of teaching & learning--what it is, what it means to learn something, who we become as we learn, and how have your own understandings of learning changed as you interact with ideas of these authors? A high-quality presentation will examine the claims made in the readings while reflecting on their own understanding of *what* knowledge is, and *how* this knowledge happens, and *who* we become as we learn and/or know.
  
  
• Assignment 4 (Unit 5): Social Media Observation & Reflection of Experience in New Media Space. Students will experiment with social media in order to expand their pedagogical “repertoire of practices” (Gutierrez & Rogoff, 2003). They will begin by selecting a social media space in which to develop their own participatory practices—some possibilities include Twitter, Instagram, SnapChat, YouTube, Tumblr, Facebook, and others. After selecting a social media space, with an eye toward the way that its use may suggest new ways of reading, writing, and becoming, students will begin their participatory practices through observation and “legitimate peripheral participation” (Lave & Wenger, 1991). Students should spend at least 7 days observing the unique cultural practices of the space—for example, the cultural practices of Twitter are different than SnapChat (e.g., use of hashtags, intertextual links to other spaces, and one-way following structure in Twitter vs image and video-based stories that “live” within SnapChat). For this part, students will write a 300-500 word observation of some dominant cultural practices, and reflection about the process of participating (e.g., observing) in this space.
  
  
• Assignment 5 (Unit 6): Telling a Digital Story with Infographics. Students will create an infographic that explains one key equity issue in educational technology (privacy, data use, an outdated conception of literacy, etc). Students in the past have used Canva but there are many possibilities. Students need to reference *key ideas* in the course readings, and how they connect to an important, relevant issue in educational technology. 
  
  

• Assignment 6 (Unit 7): Digital Citizenship. Students will create a public explication, demonstration, or recommendation on the issue of digital citizenship. Digital citizenship is an intentionally broad field that involves, generally speaking, using technology to support civic culture; engage with political, social, or aesthetic cultures of a particular place or space; and/or create opportunities for individuals, communities, organizations, and networks to connect, collaborate, and communicate. This assignment asks students to envision how technology can support the development of a better community, whether that community is defined as Ames, Iowa State University, central Iowa, or a range of others. Working in teams, students will investigate, interpret, and make recommendations for how technology can improve the life of a community, broadly speaking. 

Total Points = 100 

 Grading Scale

Iowa State University Polices

Academic Dishonesty: The class will follow Iowa State University’s policy on academic dishonesty. Anyone suspected of academic dishonesty will be reported to the Dean of Students Office.

Disability Accommodation: Iowa State University is committed to assuring that all educational activities are free from discrimination and harassment based on disability status. All students requesting accommodations are required to meet with staff in Student Disability Resources (SDR) to establish eligibility. A Notification Letter form will be provided to eligible students. The provision of reasonable accommodations in this course will be arranged after timely delivery of the Notification Letter to the instructor. Students are encouraged to deliver Notification Letters as early in the semester as possible. SDR, a unit in the Dean of Students Office, is located in room 1076, Student Services Building or online at https://www.sdr.dso.iastate.edu/. Contact SDR by e-mail at disabilityresources@iastate.edu or by phone at 515-294-7220 for additional information.

Dead Week: This class follows the Iowa State University Dead Week policy as noted in section 10.6.4 of the Faculty Handbook.

Harassment and Discrimination: Iowa State University strives to maintain our campus as a place of work and study for faculty, staff, and students that is free of all forms of prohibited discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or mental disability, age, marital status, sexual orientation, gender identity, genetic information, or status as a U.S. veteran. Any student who has concerns about such behavior should contact his/her instructor, Student Assistance at 515-294-1020 or the Office of Equal Opportunity and Compliance at 515-294-7612.

Religious Accommodation: If an academic or work requirement conflicts with your religious practices and/or observances, you may request reasonable accommodations. Your request must be in writing, and your instructor or supervisor will review the request. You or your instructor may also seek assistance from the Dean of Students Office or the Office of Equal Opportunity and Compliance.

Contact Information: If you are experiencing, or have experienced, a problem with any of the above issues, email academicissues@iastate.edu. 

Principles of Community: Students are responsible for living the tenets established in ISU’s Principles of Community: Respect, Purpose, Cooperation, Richness of Diversity, Freedom from discrimination, and the Honest and respectful expression of ideas.

• You are expected to treat your instructor and all other participants in the course with courtesy and respect. Your comments to others should be factual, constructive, and free from harassing statements. You are encouraged to disagree with other students, but such disagreements need to be based upon facts and documentation (rather than prejudices and personalities). It is the instructor’s goal to promote an atmosphere of mutual respect in the classroom. Please contact the instructor if you have suggestions for improving the classroom environment.
  
  
• Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.

Iowa State University is committed to proactively facilitating the well-being of all students. We welcome and encourage students to contact the following on-campus services for assistance regarding their physical, intellectual, occupational, spiritual, environmental, financial, social, and/or emotional needs:

• Student Wellness call (515) 294-1099 or via the website (http://studentwellness.iastate.edu);
• Thielen Student Health Center call (515) 294-5801 (24/7 Medical Advice) or via the website (http://www.cyclonehealth.org)
• Student Counseling Services call (515) 294-5056 or via the website (https://www.counseling.iastate.edu/)
• Recreation Services call (515) 294-4980 or via the website (http://recservices.iastate.edu).
• Students dealing with heightened feelings of sadness or hopelessness, thoughts of harm or suicide, or increased anxiety may contact the ISU Crisis Text Line (Text ISU to 741-741) or contact the ISU Police Department (515) 294-4428.