Educational practices have always relied upon "tools of intellect" specific to their cultures and times, tools which both enable and constrain how teaching and learning are accomplished, and which shape conceptions of knowledge. In this course students will consider where current technologies for learning have come from, how they have been developed and implemented,  the influences they are having (and not having) on educational practice, and the various directions in which research, development, and teaching practice around learning technologies could be headed.  Through readings and project work, students will become familiar with several major traditions of research and development in educational technology, including the arguments and assumptions they make about what constitutes valuable educational outcomes. Traditions to be explored include simulations and games, constructionist environments, and computer-supported collaborative learning environments. These traditions of research will be investigated as cultural tools that are both shaped by and in turn shape teaching and learning in and out of schools.

ORGANIZATION

Weekly face-to-face seminars and workshops, supplemented with on-line activities when appropriate.

REQUIRED READINGS

1. Cuban, Larry.  (1986).  Teachers and Machines:  The Classroom Use of Technology Since 1920.  New York:  Teachers College Press.
2. Abbott, Chris. (2001).  ICT:  Changing Education.  London and New York: Routledge/Falmer.
3. Additional readings on-line as required

EVALUATION

Theoretical Paper (20%): Research and write a paper on an 'issue' in educational technology studies (gender, class, race, political economy, changing concepts fo knowledge---make sure you have your topic approved by the instructor by week 3. Papers on unapproved topics will not be accepted. Marks will be lost if topics are not approved by week 3. Paper should be no longer than 5 pages, double-spaced with 1" margins and a 12 point font of your choice. Page length is non-negotiable -- instructor will not read past page five. References must be complete and correct, all grammar, spelling and typos must be fixed. Unedited papers will not be accepted.

Production Project (50%): Design, research, develop and create a website on one of the assigned educational technologies. Account for the historical, cultural, social, economic, etc conditions of that technology, its educational and other uses. Website must be debugged and passed on as a URL to Instructor. All pages/links should work and all typos should be fixed.

Contributions to in-class work, attendance and discussions 10%, productißon project proposal 10% and project presentation 10%. It should be noted that you will be expected to attend all final project presentations and give feedback to your peers; attendance at and participation in presentations will be 1/2 of your project presentation mark.

COURSE OUTLINE
January 7, 2004

TASKS:
Introductions
Course Overview
Brief history of educational technologies (through tools)

Tools: epediascope, banda (spirit) copier,textbook, computer, photocopier, radio, Language Master, Ricoh Synchrofax (AudioPage), filmstrips, 16 mm film projector, television, VCR, pencil, ballpointpen, nib pen, fountain pen, quill, slate, hornbook, typewriter, lyre, blackboard, standardized tests, etc.

January 14, 2004
THEME:The Promise of Technology

REQUIRED READINGS
1. Larry Cuban pages 1-7, 51-71

January 21, 2004
THEME:The Promise Redeemed: Classroom Computing Then and Now

REQUIRED READINGS
1. Larry Cuban pages 72-109
2. Introduction and Chapter 6 from Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge: Harvard University Press.

January 28, 2004
THEME: Computers and Changing Conceptions of Literacy

REQUIRED READINGS

1. Chris Abbott pages 1-12
2. New London Group (1996).  A pedagogy of multiliteracies:  Designing social futures.  Harvard Educational Review, 66, 1, 60-92.

DUE: Essay topic Proposal via email, no longer than 2 sentences. One sentence for topic description, one for rationale/importance. Please put "Topic proposal" in subject line of email message and send to decaste@sfu.ca

February 4, 2004
THEME: Virtual Communities and "Real" Schools

REQUIRED READINGS
1. Chris Abbott pages 13-47
2. ***TBA

DUE: Production Project Proposal -- Online via email by 12PM, No longer than 1 page, single spaced!

February 11, 2004
THEME (Part 1): Current Education Technology Paradigms

REQUIRED READINGS
1. Chris Abbott 48-67
2. Harel, I. & Papert, S. (1991). Constructionism. Norwood, N.J.: Ablex Publishing Corporation.

February 18, 2004
Production/Reading/Preparation for Theoretical Paper in lieu of Class Attendance

February 24, 2004
THEME (Part 2): Current Education Technology Paradigms

REQUIRED READINGS
1. Chris Abbott 68-87.
2. Lankshear, C. & Knobel, M. (2003). The Challenge of Digital Epistemologies.

TASK:
Find and critique an existing instructional approach eg knowledge forum, telementoring, Web CT, intelligent tutoring systems, etc.

DUE: Theoretical Paper -- Online via email by 12pm, No longer than 5 pages, double-spaced!

March 3, 2004
THEME: Counter Currents

REQUIRED READINGS
1. Noble, D.F. (1998). Digital Diploma Mills: The Automation of Higher Education. First Monday, 3(1). Retrieved December 10, 2003, from http://www.firstmonday.dk/issues/issue3_1/noble/index.html.

2. Bryson, M., de Castell, S. & Jenson, J. (2002). Object Lessons: Towards an Educational Theory of Technology. First Monday, 7(1). Retrieved December 10, 2003, from http://www.firstmonday.dk/issues/issue7_1/castell/index.html.

March 10, 2004
THEME: Equity and Access

REQUIRED READINGS

1. Jenson, J., de Castell, S., & Bryson, M. (2003). Girl Talk: Gender, Equity, and Identity Discourses in a School-based Computer Culture. Women's Studies International Forum.
2. ****TBA

March 17, 2004
Debugging of Websites, no class in lieu of Production work

March 24 and 31, 2004
Final Project Presentations

FINAL PROJECTS DUE (URL emailed to instructor) April 7th, 2004