Resources

The "Challenge" Framework

In this course students will gain an understanding of how the study of educational technology is related to theories of learning and development: two primary areas of educational psychology. But this course is not designed only to provide a knowledge base in educational technology. Students will also be involved as apprentices in the practices of educational technology research, design, and/ or professional implementation, through the "challenge" system. Prior to the start of the semester, the instructor has culled a list of willing mentors in the field of educational technology; students will each pick a mentor and collaborate with that person (virtually or face-to-face) on the topic of choice for the duration of the course. Prior challenges have included the following: "how do teachers use videoconferencing?" "what factors affect individuals' identity-making with respect to technology use?" and "how can technology support over-the-shoulder learning in the workplace?" Students may attend mentors' research meetings, help mentors with data analysis, or pursue more independent investigations with mentor support.

The goal of these research apprenticeships is to give students a better understanding of how research in the field of educational technology is inherently tied to learning and development in educational psychology. There will thus be a reflexive relationship between (1) the knowledge base students will gain from class discussions and readings and (2) students' challenge experiences. Several formal scaffolding opportunities will be provided in class for integration of these two aspects of the course through in-progress challenge reports (week 6 and week 10), wherein students will specifically address the relationship of their challenge to theories of learning and human development, respectively. Informal discussions of challenge experiences and relationships to course readings will also take place throughout the semester.