T-527 Fall 2005

Developing Curriculum for Deep Learning

Perspectives on Educational

Technology

29 September 2005

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?

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

T-527 Fall 2005

Policy Context

Family/Community

School Setting

I, Thou, It

T527 Landscape30K feet View

T-527 Fall 2005

Policy Context

Family/Community

School Setting

I, Thou, It

Technology as a Force

Technology as a Tool

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

T-527 Fall 2005

Views on the role of educational technologies-Cuban

• Improve efficiency and productivity

• Prepare the future workforce

• Transform teaching and learning

T-527 Fall 2005

Subjects Object/ OutcomeMotive

Mediating Tools:(e.g. books, talk,

computers, schedules, etc.)

Rules(norms and

values)

Community Division of Labor

Learning as a Mediated ProcessMiettenan

An Activity SystemEngstrom 1987

T-527 Fall 2005

“Book schools” reproduce inert knowledge

New media support learning through and for socially productive activity

T-527 Fall 2005

Contrasting Views of LearningNorton 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

T-527 Fall 2005

Implementing and Analyzing ICTMcCormick and Scrimshaw

Role of ICTDimensions of Pedagogy

Efficiency Aid

Extension Device

Transformative Device

Educational Goals/ Purposes

View of Learning

View of knowledge

Learning & Assessment

Roles & Relationships

Discourse

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?

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

T-527 Fall 2005

Analyzing Shamsa’s caseView 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?

T-527 Fall 2005

References

• Engestrom, Y. (1987). Leaning by Expanding: An Activity Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy.