1. T-527 Fall 2005 Developing Curriculum for Deep Learning Perspectives on Educational Technology 29 September 2005

2. T-527 Fall 2005 Goals for today What are some alternative perspectives on the role of new educational technologies? How can we make sense of the readings to guide analysis and design of effective curriculum plans? How might new technologies support my curriculum plan?

3. T-527 Fall 2005 Activities for today Discuss readings Analyze teachers’ views in light of readings Analyze Shamsa’s case in light of readings Consult about your own project

4. T-527 Fall 2005 I, Thou, It School Setting Family/Community Policy Context T527 Landscape 30K feet View

5. T-527 Fall 2005 Technology as a Force Technology as a Tool

7. T-527 Fall 2005 Views on the purpose of schools and learning--Cuban Civic—prepare citizens for democracy Economic—build a successful workforce Social—promote equality and social well-being Moral—support individual fulfillment and good in the world

8. T-527 Fall 2005 Views on the role of educational technologies-Cuban Improve efficiency and productivity Prepare the future workforce Transform teaching and learning

9. T-527 Fall 2005 SubjectsObject/  Outcome Motive Mediating Tools: (e.g. books, talk, computers, schedules, etc.) Rules (norms and values) Community Division of Labor Learning as a Mediated Process Miettenan An Activity System Engstrom 1987

10. T-527 Fall 2005 “Book schools” reproduce inert knowledge New media support learning through and for socially productive activity

11. T-527 Fall 2005 Contrasting Views of Learning Norton and Wiburg Teachers present Students listen Collaboration is cheating Subjects are separate Learning is fact-centered Teacher and texts are the sources of knowledge Assessment is based on reproduced knowledge Schools are isolated Teachers facilitate Students construct Collaboration fuels learning Subjects are integrated Learning is problem-centered Many people and resources are sources of knowledge Assessment is based on flexible performance capabilities Technology links schools with the world Efficiency Learning: Few intelligences Constructivist Learning: Multiple Intelligences

12. T-527 Fall 2005 Implementing and Analyzing ICT McCormick and Scrimshaw Role of ICT Dimensions of Pedagogy Efficiency Aid Extension Device Transformative Device Educational Goals/ Purposes View of Learning View of knowledge Learning & Assessment Roles & Relationships Discourse

13. T-527 Fall 2005 Where do you stand? What are your views? Do you think educational technologies are best for: efficiency, extension, or transformation? How do the readings for this week inform your views?

14. T-527 Fall 2005 Preparing for class next week Readings: compare the authors’ perspectives on dilemmas in selecting curriculum content: consider them in relation to your own and your partner’s views Project: clarify plans with your project partner. Use the course website discussion area to exchange ideas and plans. Shamsa’s case: explore and discuss

15. T-527 Fall 2005 Analyzing Shamsa’s case View clips on Shamsa’s background, and general goals, her ideas about how to use technology to support teaching and learning, and some reflections about the challenges of teaching with technology. Read about how she collaborated with others as she designed her unit and her advice to students just embarking on this journey Prompt: Reflect on your own experience in teaching and/or learning with new technologies in relation to this week’s readings. How do Shamsa’s and your own experience shape your interpretation of this week’s readings and your ideas about teaching with new technologies?

16. T-527 Fall 2005 References Engestrom, Y. (1987). Leaning by Expanding: An Activity Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy.