1. Welcome to Educ 3412 Computers In Education
Today’s Agenda
Icebreaker
Assigned
Getting started:
Computers as systems
Sharp, Ch. 3
Habermas and
3 types of learning
The Future:
Sharp, Ch. 16
Syllabus
exploration
ISTE/NETS

2. Icebreaker: Getting to know each other
If you could invite one person from all of history past, present, or future to share a meal with you,
Who would you choose?
Tell us about the meal.
4. Why did you make these choices?
How might your guest use today’s technology meaningfully?
Think.
Then pair and share with neighbor
Please introduce yourselves to class.

3. Habermas: 3 types of learning
In teams, please summarize and exemplify
Instrumental learning
Communicative learning
Emancipatory learning
How can technology help us with each?

4. Habermas and knowledge/learning
Instrumental
Accomplishing task; skill development
Communicative
Communicating meaning; reflection development
Emanicpatory
Transforming reality: opportunity development

5. The Future of Technology: Sharp Ch. 16
Share a look, please at Ch. 16
What strikes you?
What types of learning will enable teachers and students to participate in it?
How so?

6. ISTE What is it? How are standards useful?
How are standards problematic?
Which domains of knowledge/learning does ISTE address?

7. Course syllabus online. Exploring syllabus.
Agenda

8. Our course syllabus and related links
Where and how might it be useful in teaching and learning?
Where and how might it be problematic in teaching and learning?
What domains of knowledge/learning seem to be present here?
What questions do you have?

9. Getting started: Computers as Systems (Sharp, Ch. 13)
Selected terms, definitions, uses: please record
Many people know:
Some people know:
Few people know:
Analogies: term is to computer as _ is to _
(try three of these)
Image(s)
Notes
ICQ

10. For next week, please
Complete course preassessment (on schedule page): complete, , print and bring in
Read Sharp, Chapter 3: Getting Started/Computers as Systems

12. Types of Learning Instrumental Communicative Emancipatory
Habermas (1984)
1. mastering tasks, solving problems, and learning how to manipulate environments and people toward specific ends
2. critical assessment of assumptions supporting the justification of existing norms in order to think and act in a self-authoring manner.
3. critically understanding context, history, social structures, and power structures which shape epistemological perspectives.
Instrumental
Emancipatory
Communicative