Educational Psychology 317
Learning and Human Development with Educational Technologies
Assignments
Students will write weekly discussion questions on the readings and post them to WebBoard; present two in-progress reports and a final report on their challenge project in class; and write a final paper (due finals week) integrating their challenge with literature in educational technology, using class readings and outside sources.
Calendar
Week 1: Introduction
* Overview of course structure; introduction to "challenges;" looking at some challenges tackled by previous students.
* Assignment: Pick a challenge, read the documentation provided by the mentor, and contact your mentor to plan collaboration.
Week 2: Research on learning and development with technology; The Great Media Debate (historical) and Overview of Recent Research
* The Great Media Debate.
Read the
following two articles
* Also read Schacter, John. "The Impact of Education Technology on Student
Achievement: What the Most Current Research Has to Say". Milken Family Foundation. (Milken
Family Foundation, 1999) http://www.mff.org/publications/publications.taf?page=161
Week 3: Defining learning: An overview of theories.
* How People Learn: Brain, Mind, Experience, and School, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors
Week 4: Technology and Learning Theories
* Vanessa Colella, Richard Borovoy, and Mitchel Resnick. Participatory Simulations: Using Computational Objects to Learn about Dynamic Systems CHI '98 Demonstration Paper.
* Edelson, D., Pea, R., & Gomez, L. (1996). Constructivism in the collaboratory. In B. Wilson, (Ed.), Constructivist learning environments: Case studies in instructional design. New Jersey: Educational Technology Publications, pp. 151-164.
* Pinkard, N. (2000) Creating Intrinsically Motivating And Culturally Responsive Reading Environments. CIERA Report #1-013
Students will individually create a map of learning theories outside class and share their maps in class during week 4.
* Example conceptual map for theories of intelligence: http://www.indiana.edu/~intell/map.html
* Look at these web sites for even more learning theories:
1. 12 learning theories http://www.funderstanding.com/about_learning.cfm
2. brief summaries of 50 learning theories http://tip.psychology.org/theories.html
Week 5: Defining Technology and Goals for Learning
* Bruce & Levin. (1997) Educational Technology: Media for Inquiry, Communication, Construction, and Expression. Journal of Educational Computing Research, Vol. 17(1), pp. 79-102. http://www.lis.uiuc.edu/%7Echip/pubs/taxonomy/index.html
* Bruce, B., & Levin, J. (2003). Roles for new technologies in language arts: Inquiry, communication, construction, and expression. In the Handbook of Research on Teaching the English Language Arts (Eds., J. Flood, D. Lapp, J. Squire, & J. Jensen). Mahwah, NJ: Lawrence Erlbaum Associates. http://cternt1.ed.uiuc.edu/ipp/default.cfm?paperid=17 [Log in as "guest" with "guest" as password.]
* Bloom's Taxonomy of Educational Objectives http://faculty.washington.edu/~krumme/guides/bloom.html
Introducing the TSE Research Portal <http://lrs.ed.uiuc.edu/tse-portal/>
Week 6: Challenge Reports
Challenge Reports: align your challenge with the previous readings re: goals, learning, technology
1. What are the goals in your challenge?
2. What definition(s) of learning is implicit (or explicit) in your challenge? With what theories of learning does it seem to be in line?
3. Where does your challenge fit into the Bruce & Levin framework for technology?
Learning and visualization: students will work with new visualization tools developed to improve web search and knowledge building
Look at these overviews of developmental theories: http://www.ed.uiuc.edu/courses/edpsy317/sp03/development.html
Week 7: Defining"development": An overview of theories
Post in WebBoard a new website (not one of the ones listed above) that provides an overview of developmental theories and annotate that URL with your analysis of strengths and weaknesses of the site.
Reply to at least two other students' postings, looking at their overview URLsand respond to their analyses.
Week 8: Organizing developmental theories
* Wellman, H. & Gelman, S. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375. (On e-reserves at http://www.library.uiuc.edu/ereserves/show.asp?iID=634&cID=1042 (listed as Rosenzweig, M. R., L. W. Porter (eds.) -- Annual Review of Psychology, v. 43 Ch. 11: Cognitive Development: Foundational Theories of Core Domains)
* Cole, M. & Cole, S. (2001). Chapter 1: The Study of Human Development. From The Development of Children. Madison, WI: Worth Publishers, pp. 1-43. (On e-reserves at http://www.library.uiuc.edu/ereserves/show.asp?iID=634&cID=1042
Create a developmental theory concept map.
Week 9: Technology and Child Development, Part 1
* Elkind, D. (1999) Educating Young Children in Math, Science, and Technology. In Dialogue on Early Childhood Science, Mathematics, and Technology Education. American Association for the Advancement of Science.
* Resnick, M., Berg, R., & Eisenberg, M. (2000). Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation. Journal of the Learning Sciences, vol. 9, no. 1, pp. 7-30.
*
Clements,
D. (1999) Young Children and Technology. In Dialogue on Early Childhood Science, Mathematics, and
Technology
Week 10: Technology and Child Development, Part 2 *
Children and
Computer Technology: Analysis and Recommendations. The Future of Children
Vol 10, N 2- Fall/Winter 2000. *
Resnick, M. (1998). Technologies for Lifelong Kindergarten. Educational
Technology Research and Development, vol. 46, no. 4. Students will experiment with Lego-Logo bricks, Giga-Pets,
and other developmental technologies for children. Challenge Reports: 1.
How is your challenge project situated
in terms of theories of human development and learning? 2.
Is there a target age in your challenge?
How does your challenge project address developmental issues for the target
population? Week 11:
Identity and Technology *
Turkle, S. (1994). Constructions and Reconstructions of Self in Virtual
Reality: Playing in the MUDs, Mind, Culture, and
Activity. *
Donath. J. (1998). Identity and Deception in the Virtual Community
In M. Smith and P. Kollock
(eds.) Communities in Cyberspace. London: Routledge. *
Bers, M. (2001). Identity construction environments: Developing personal and
moral values through the design of a virtual city. The Journal of the Learning
Sciences, 10 (4) pp 365-415. NJ: Lawrence Erlbaum Associates, Inc. Week 12: Gender and Technology *
Volman, M. & VanEck,
E. (2001). Gender equity and information technology in education: The second
decade. Review of Educational Research, 71(4), 613-634. (On e-reserves at http://www.library.uiuc.edu/ereserves/show.asp?iID=634&cID=1042 * Closing
the Equity Gap in Technology Access and Use: A Practical Guide for K-12 Educator *
Students will play "The Turing Game" in class, an interactive on-line puzzle
developed at Georgia Tech which illuminates cues about gender and identity-bending
in virtual environments. Respond to Turing Game experience in terms of readings
on gender and technology and identity development. Week 13:
Learning & Development with Educational Technology
Artifacts *
Norman, D.
(1990). Cognitive artifacts. In J. Carroll (Ed), Designing
Interaction: Psychology at the Human-Computer Interface. New York: Cambridge University Press. (On e-reserves at http://www.library.uiuc.edu/ereserves/show.asp?iID=634&cID=1042 - listed as Carroll, J. M. (ed.) -- Designing Interaction: Psychology at the Human-Computer Interface Ch. 2: Cognitive Artifacts Week
14: Final Challenge Reports (Student Presentations) Week
15: Final Challenge Reports (Student Presentations) Last updated:
15-Apr-2003
Also read two new papers:
the Levin, Ching & Parisi AERA paper, to be presented Tuesday morning next week in Chicago
the Ching, Levin, & Parisi AERA paper, also to be presented next Tuesday
You can find both papers linked from the site for the AERA session "Perspectives on Artifacts In Physical and Virtual Learning Environments"
Post draft of final challenge report on your personal conference by this week.
Respond to the final draft reports of others by this week.
We will complete the EON course and instructor evaluations in class this week.
Evaluation criteria