ED 7714 - Media Technology and Learning Across the Curriculum

Part of the IT&DML Program at the University of New Haven. Students investigate how to organize and integrate media into school curricula, explore theories of media technology, and develop flexible approaches to technology integration using the TPACK framework.

Course Description

Educational technology is moving classroom instruction beyond its oral and print-based tradition to embrace online and electronic texts as well as multimedia. ICT tools have created opportunities for reading, writing, and collaborating beyond traditional classroom walls. Students investigate the organizing and integrating of media in school curricula and other educational programs. They explore theories of media technology and identify instructional purposes and defining roles for technologies and media in learning and teaching. They examine and compare curricular designs for their concordance with the use of technology in education, and investigate current school criteria for selection and evaluation of materials.

Learning Objectives

Define literacy in various media contexts.
Articulate how media are reshaped, or remixed, as they are applied to school curricula.
Discuss and debate how digital epistemologies shape school curricula, teaching, and student learning.

Required Readings

All readings available on the course website. Key texts include:

Beavis, C. (2001). Digital culture, digital literacies: expanding notions of text. In Pictures of English: Teachers, Learners and Technology. AATE & Wakefield Press.
Bober, M. (2004). Young People Online: Emerging Meanings in the Production and Consumption of Web-based Content. Manchester Metropolitan University.
Cole, J. (2005). Ten Years, Ten Trends. USC Center for the Digital Future.
Knobel, M. & Lankshear, C. (Eds.) (2010). DIY Media (New Literacies and Digital Epistemologies). Peter Lang.

Assignments

Online Reflective Blogging (15%) — At least two posts per week reflecting on research, sources found, and challenges/opportunities. Posts approximately 300 words; must connect to course readings and the week's question of inquiry.
Philosophy Statement (10%) — Present a statement of philosophy and pedagogy describing tenets of best cognition and instruction practices. Reference at least one opposing philosopher or educational psychologist. Include a visionary statement about one positive and one negative thing likely to happen to education in the next 25 years.
Cooking with TPACK (35%) — Using the TPACK framework, develop flexible approaches to technology integration. Demonstrate how different digital texts and tools can achieve the same educational results. Blog reflections connect to understandings about teaching, technology integration, and TPACK.
Networked Learning Project (40%) — Use the Internet, connected learning community, and personal learning networks to teach yourself something new. Collect, curate, and synthesize information into a final presentation uploaded to YouTube and shared on blog. Must identify: topic and learning objectives, sources and where found, formative and summative assessment techniques, and curation process.

Grading

Grade	Points
A	171–200
A-	163–170
B+	158–162
B	153–157
B-	148–152
C+	143–147
C	138–142
F	Below 133