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EDUC 870: Education Development and TechnologySpring 2017

Jacqueline Mosselson Bradford WheelerAssociate Professor

Department of EPRA / IE [email protected]

Doctoral CandidateDepartment of TECS / MSLT Program

[email protected]

Spring 2017: Tuesdays 4:00 – 6:30PM Library 720 #educ870

oday, 124 million children are denied their human right to education (UNICEF, 2015) and many millions poor do not

have access to high quality education (World Bank 2016; UNICEF 2016). Technology has the potential to reach and provide quality education to all children around the globe, however by itself it is not a panacea. Together, we’ll investigate how to harness the potentials of technological solutions while maximizing quality learning and socially just education.

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Throughout the semester students will engage in team-based activities and discussions in order to critically examine the underlying theoretical assumptions regarding education technology in low resource areas globally. Students will engage in hands-on projects, applying theory to practice by experimenting, innovating and leveraging technology resources at UMass Amherst.

Together, we’ll explore education technology in developing areas, challenge the affordances and limitations of digital tools, and seek out opportunities to maximize quality learning. In other words, it’s our mission to glean education from technology.

Course Objectives:Through this course, students will learn to:

Analyze the ever-changing landscape of education technology in global educational development

© Jacqueline Mosselson & Bradford Wheeler WORKING DRAFT 1 | Page

‘WEEE World Altogether”by Colin H. McKnight


Develop a solid theoretical framework to critically engage the intersection of education and technology

Develop skills and practices to apply theory to practice through hands on activities in team based learning classroom maximizing Innovate@UMass Amherst’s curricula investements

Leverage Professional Learning Networks (PLNs) for educational solutions in developing areas Apply critically relevant education technology solutions for low resourced educational contexts Collaboratively apply technology to address education in developing areas or crisis and

emergency setting(s)



Innovate@UMass Amherst

Based on the topic and curricular demands, this course is intentionally designed to fully use the Experimental Classroom located within the Du Bois Library. Here, we are involved in a large curricular movement known as innovate@UMass Amherst. This new learning environment provides adult learners, like ourselves, with an opportunity to engage in student-centered learning pedagogies while apply cutting edge instructional tools. This learning environment allows us to investigate technology within the UMass community. Examples of educational opportunities in this space may include such things as mobile app collaboration, hacking-for-education, real time collaboration with technology partners in the field, experimentation of technological solutions for quality education, among others.

This is a stark contrast to other places in the United States, low resource contexts domestically and globally,where basic human rights, including quality education are not accessible. This is a privileged opportunity for us to learn and engage our praxis-with-theory in a transformative and socially just manner.

Texts

Postman, N. (1992). Technopoly: the surrender of culture to technology. Vintage, New York, NY.

Huang, R., Kinshuk, & Price, J. K. (Eds.). (2016). ICT in Education in Global Context. Springer Berlin Heidelberg.

Other MaterialsCourse materials and additional readings will be posted and assignments will be available via the UMass Moodle website at: (insert link here). If you are registered for the course, you should have access to the site; follow the directions on the login page.



Learning Assignments

International EdTechTheory

EdTech Professional Learning Network (PLN)

International EdTech Innovation

This assignment is designed to help you cultivate your epistimelogical and theoretical approachs to EdTech in developing settings.

What theories are important and why? How do cluture, power, and technology

connect? Describe practitioner applications

This is a methodological approach to the course. You’ll begin to engage with a global, long-term digital community of practice

What are your current resources How can you build digital resources? Curate and learn from peers

In teams, investigate an EdTech issue or opportunity in a developing area. Using Innovate@UMass digital tools [and others] develop a technology-driven education solution?

What is the education challenge? Identify theoretical underpinnigns &

practitioner solutions How can these be tested at UMass?

8 page APA cited research paper Concept Map

Online discussion posts Teleconference w/PLN colleage

E-Portfolio Digital Poster

20% of GradeInstructor

20% of GradeInstructor/Peer

60% of GradeInstructor/Peer



Course Plan

Week Topic Readings Activity | Event

0 EDUC 870 Team Connections ----- E-IntroductionsPre-class survey/biography

1 Course Overview Syllabus/AssignmentsDevelop PLN

2 EdTech Theories Theoretical Framework OverviewGroup Activity

3 EdTech by Global Region Case Studies

4 GIS & Education in Crisis

5 Mobile Devices in Development

6 Open Source Technologies

7 Social Media/Change in Development Case Studies

8 MakerSpace

9 Digital Media

10 EdTech Lessons Learned

10 Future of EdTech in Development

12 Teamwork Team-time

13 Digital Poster Session ----- 1-off meeting in Libr 025 (if possible)



Grading ProceduresGrade allocation is as follows. For details about each item, see the separate Assignments document (posted on the course website under Course Information). Assignments will be graded with number grades. Your final course grade will be determined as follows: A (94-100), A- (90-93), B+ (87-89), B (84-86), B-(80-83), C+(77-79), C (74-76), C- (70-73), U (below 70, unsatisfactory work, no credit awarded), W (withdrawn), and I (incomplete).

Course Policy Unless otherwise stated, all assignments must be completed by midnight on published due date. Assignments must be made up within one week, and will be accepted only at the instructor’s

discretion. Students are advised that any late assignments will receive one grade lower than assignments passed in on time.

If you encounter specific hardware or network problems that prohibit you from completing an assignment on time, contact the instructor immediately via telephone or email.

University PoliciesAccommodation Policy

The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you are in need of accommodation for a documented disability, register with Disability Services to have an accommodation letter sent to your faculty. It is your responsibility to initiate these services and to communicate with faculty ahead of time to manage accommodations in a timely manner. For more information, consult theDisability Services website at http://www.umass.edu/disability/

Academic HonestySince the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at the University of Massachusetts Amherst. Academic dishonesty is prohibited in all programs of the University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Instructors should take reasonable steps to address academic misconduct. Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible. Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. Follow the link below for detailed information on the Academic Honesty Policy http://www.umass.edu/dean_students/codeofconduct/acadhonesty


http://www.umass.edu/dean_students/codeofconduct/acadhonesty

http://www.umass.edu/disability/



Bring Your Own Device Digital Media Lab Team-Based Learning

Environments

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Documents