Technology in Education (EDPR 506 5 credits) Summer Institute Course Outline

Julia Leong and in collaboration with mentors from the district.

Course Description -
This course builds on the Introduction to Technology course by having teachers expand the focus for their learning about technology from their own learning needs to that what would be of benefit in their teaching practice. Teachers will be asked to consider not only “what do I need to know?” but “what do my students need to know?” and "How does learning and teaching change with technology?" How can technology be used effectively within the classroom? They will be asked to consider how technology changes the role of the teacher, redefines concepts of the classroom, and reconfigures where learning can take place. They will look at district goals for technology and consider how to access district services and resources to bring the use of technology in their current teaching practice to the forefront.

This course is designed to allow for teachers to spend time learning about a variety of technologies currently being used in education including those which support knowledge building, social networking and online communities of practice. They will be encouraged to explore developing new literacies, new connections and new roles for teachers. Participants will individually and collaboratively explore a variety of technologies and/or learning objects through focused inquiry work to surface critical questions about the pedagogical uses of what they have explored. Topics introduced will look at current thinking about the role of technology in education. Using their own questions participants will build on what they have learned about teacher research in the Foundations of Inquiry course and so plan for field study inquiries in the following term.

Educational Rationale - The objective of this course is to continue exploration into the use of educational technology while also introducing the concept of teacher inquiry into issues associated with technology environments. While teachers may need to have a level of comfort with the technology before they are able to effectively use it into the classroom, today’s students often come into the classroom with a comfort with technology and a justifiable expectation that these technologies be incorporated into their classroom experiences. Access to technology can effectively engage students and extend classroom experiences well beyond the walls of the building. Teachers need to be supported in and encouraged to take the risks associated with learning to incorporate new technologies such as digital imagery, instant access to online resources and communities, and use of computer and web-based tools, into their classroom practice. At the same time they will benefit from learning systematic ways of researching and inquiring into the use of such technologies and the impact that these have on their own teaching practice and on student learning.

Essential Questions
  1. How does web 2.0 and beyond impact teaching and learning?
  2. What are transformative ways of working with technology? How am I currently using technology?
  3. What is the digital divide? Who are my students and what is their relationship to technology?
  4. What are emerging forms of literacy?
  5. What is a learning community and how does it impact teaching and learning? Who is in my "critical friends group?
  6. Who is or should be in control of the learning in my classroom? What role does technology play in this?
  7. How do we assess new media and various forms of knowledge?
  8. What are the questions that have arisen in my exploration of technologies? What is teacher inquiry?

Readings - Selections from
Dana, N.F & Yendoll-Hoppey, Diane. (2003). The Reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Corbin Press:Thousand Oaks, California. (Preface, Chapter 1)
Hubbard, R. S. & Power, B. M. (2003). The Art of Classroom Inquiry; A handbook for teacher-researchers. Heinemann: Portsmouth

November, Alan. (2008) Web Literacy for Educators. Thousand Oaks, Calif: Corwin Press.
November, Alan (2001) Empowering Students with Technology. Thousand Oaks, Calif: Corwin Press. (optional)
Porter, Bernajean (1995) Evaluating digital products: Training and resource tools for using student scoring guides.
Burnaford, Gail, Fischer, Joseph, Hobson, David (ed.) (2001) Teachers Doing Research: The Power of Action through inquiry. Mahwah, New Jersey:Lawrence Erlbaum Associates (optional)

Assignments and Expectations -

Field Study work
At the end of this course students will have developed their capacity as "a user of technology" and have gained a good understanding of how to form questions for inquiry.
Specifically they will complete the following assignments:
  1. Develop a lesson(s) of study that moves towards transformative/infomative technology uses. Reflection Due June 6

Resources : Learning Module 6 - Designing Learning Projects,
  1. Analyze the planning process
  2. Develop a field study question
  3. Prepare a field study action plan for the fall term
  4. Start an annotated bibliography of relevant readings. SFU guide to writing annotated bibliographies:
  5. Find literature representing varying perspectives around a critical issue of educational technology
  6. Develop a working portfolio
  7. Working in a group prepare a reflective artifact (podcast, video, slideshow, scratch animation, digital story, etc.) about using technology or an aspect of the summer institute

The eportfolio is a representation of your learning, thinking and growth throughout the Teaching and Learning in an Information Technology Environment Program. In this course you will be expected to continue to develop and add to your electronic portfolio to demonstrate and/or document the learning that you consider to be significant to your growth in the Program Capacities. The connection of each artifact to the learning or insight it represents should be clearly indicated. A reflective journal (or portions of it) are considered to be an essential component of the ePorfolio throughout this course and the program.
Throughout the course you should continue to add "artifacts" which symbolize or represent the significant learning or thinking relevant to that course and your own work in your teaching practice, including specifically for this course
  • Written bi-weekly reflections about new technologies that you are introduced to during the course, responses to the readings, responses to colleagues blogs/discussions, new insights, questions, readdress your growth in the capacities at the end of the semester.
At the end of the course you will be asked to share significant additions to your ePortfolio. As well, your ePortfolio will be the crux of what you draw from in the final course, Reflections on Teaching and Learning, when you plan and present an overview of your growth throughout the entire program in a "final demo".

Class Participation
It is expected that students will contribute to the class by participating in each class, contributing to the class wiki or online community as needed, and sharing and discussing your work and the work of your colleagues within your mentor group.

Assessment will be on a satisfactory/unsatisfactory basis. Self evaluation and peer evaluation form a part of the assessment process. Students will be expected to demonstrate growth in learning through their portfolios and reflections. Criteria for focused inquiry work will be developed within the learning community and used as a guide in mentor group discussions concerning assessment.
Academic Honesty and Student Conduct
All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy at