This course explores influences of technology on schooling and society. Using sociological, historical, and philosophical frameworks, participants examine equity, cultural diversity, student empowerment, and community.
Dates: May 20 - August 9, 2019
This course explores inter-relationships among technology, schooling, and society. We will use sociological, historical, and philosophical frameworks to consider implications of the proliferation of technologies for formal and nonformal education systems. With evolving norms sometimes conflicting with institutional habits established in prior centuries, we will focus on purposes for public schooling; changing dynamics of traditional power structures; the role of policy in framing social constructs; and other issues related to equity, cultural diversity, student empowerment, and communities. Course Objectives 1. Course participants will deepen their knowledge and understanding of using historical, philosophical, and sociological frameworks to explore public schooling as a social institution and the role of technologies in its transformation. 2. Course participants will improve their understanding of ways technologies affect socio-cultural relationships and implications for schooling systems. 3. Course participants will communicate their learning in multiple formats including scholarly essays, policy briefs, literature reviews, online discussions, and presentations. 4. Course participants will deepen their understanding of a course-related topic of interest that can be used in their academic and professional roles. The course also aligns with Vermont State Criteria for the Educational Technology Specialist Endorsement: KS1: History and cultural significance of information technology; and the impact of information technology on learning, today’s society, cultural diversity, ecological sustainability PS12: Applies and models the ethical use of educational technologies PS13: Demonstrates sensitivity to inequities in technology access in schools by incorporating and modeling specific instructional strategies that promote equity.
The course meets asynchronously, with weekly expectations for reading, posting course products online, and communicating with course colleagues. Making connections to one's professional and personal interests is emphasized throughout. Often course participants will use the course to help develop work products useful for their professional roles (e.g., policy brief) or for graduate degree completion (e.g., literature review for a thesis). Like other 3-credit courses, and per University policy regarding work required for a three credit-hour course, participants can plan for allocating about 10 hours per week between May 20 and August 9, 2019.
Assignments will be evaluated according to the extent they demonstrate • Integration of content and conceptual issues emphasized through readings and discussions • Individual reflection and insight on how content and experience interrelate • Articulation of the way content and skills can be applied in professional endeavors • Attention to clear and concise writing, using professional language and appropriate referencing style for cited work. Assignments must be submitted in APA format. Assignment directions and rubrics will be posted in Blackboard.
Online Course (View Campus Map)