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The affordances of digital technology alter the socio-technical systems within which people interact — and thus alter perception and cognition.

Welcome to ED3410 | ED5410 EDUCATIONAL TECHNOLOGY

Theories and practical techniques concerning technology in educational contexts. Includes exploration of emerging technologies and selection, production, and integration of educational materials. Lab fee required. Prerequisite: formal acceptance into the teacher education program. Co-requisite: ED325, ED330 or ED337. Lab fee required.

ED3410 | Tuesdays and Thursdays 12:45 pm – 2:00 pm

This course is meeting in person

Classroom | OC211 

ED3410 Course website | https://dshutkinedtech.education/ 

Professor David Shutkin, Ph.D.

Readings

Please consult the course readings for a current list.   

A more thorough course bibliography is available here.

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Goals

  1. Produce an educational weblog site;
  2. Analyze the pedagogical potential of video games;
  3. Demonstrate understanding of multimodal literacy;
  4. Produce a multimodal digital story and demonstrate pedagogical significance;
  5. Apply ideas of distributed cognition to analyses of classroom practice;
  6. Demonstrate the development of your TPACK through the design of a technologically enhanced learning environment.

Alignment ED3410 Course Goals with DESP Learning Outcomes & JCU Academic Learning Goals

Alignment ED5410 Course Goals with DESP Learning Outcomes & JCU Academic Learning Goals

Assignments

Every assignment is to include a list of references

All assignments are required. I encourage you to discuss your assignments and your grades with me while the course is in progress.You are always welcome to stop by my office during my office hours or during some other time that we agree is mutually convenient. We don’t even need to talk about specific grades or assignments!In each assignment, I am looking for evidence of thoughtful engagement and reflection on course readings, lectures, workshops and discussions. I invite you to carefully consult the assignment descriptions and associated assessment rubrics that I have developed to guide your work and to support your understanding of the expectations of each assignment.

WebLog Exploration

To demonstrate your preparation for class and your engagement with course events, including assigned readings, videos, in-class learning experiences, invited guests, and so forth, you are required to produce and develop a weblog (on-line journal).  Follow this link for further information and resources.

Video Games

We will be considering the pedagogic potential of video games. Of course to do this, we need to learn to play a new video game. In addition, this unit invites you to research the availability, quality and purpose of video games and simulations in your content area and/or that are developmentally appropriate for young children. Follow this link for further information and resources.

AI and Education

Artificial Intelligences presents pedagogical challenges and opportunities for teachers and students alike. In a hands-on exploratory kind of way, together we will explore the significance of AI for the field of education and for your classroom. Follow this link for further information and resources.

Digital Storytelling

Composition and literacy are changing as the Internet becomes a more ubiquitous and central part of our literate lives.  It is not enough to use digital media to teach print literacy.  Indeed, the significance of print literacy is not decreasing; it is ever more important as literacy expands and becomes multimodal. We are not witnessing a replacement of one mode of literacy for another but rather a multiplication of the media. To be literate in the 21st century is to master multimodal communications.  Follow this link for further information and resources.

TPACK as Design

Design a technologically enhanced learning experience (TELE) based on your emergent technological, pedagogical content knowledge of the cooperating classroom, students and, available technologies.

Introduce the learning event or experience, lesson or unit. Consider Lee Shulman’s (1986) descriptions of Pedagogical Content Knowledge (PCK). Reflect on how Mishra and Koehler (2006) are building on Shulman’s PCK in their explorations of TPACK and  good teaching with technology. Follow this link for further information and resources.

Readings for Fall 2024

Video Games and Education

The MindShift Guide to Digital Games & Learning

Gee, J.P. (2013) Good video games + good learning : collected essays on video games, learning, and literacy. Chapter 4: Good video games, the human mind, and good learning. New York : Peter Lang. pp. 22-44.

Richard, G. (2017). Video Games, Gender, Diversity, and Learning as Cultural Practice. Educational Technology, 57(2), 36-43.

AI and Education

Holcombe, A., & Wozniak, S. “Woz.” (2024). Using AI to Fuel Engagement and Active Learning: Used in combination with creative human intelligence, artificial intelligence can transform the way students experience school. Educational Leadership, 81(9), 16–21.

Howard, Mary. 2023. Artificial Intelligence to Streamline Your Teacher Life. Chapter 5: Prompting Strategies. Local. Global. Digital: Digcit Institute. pp. 17-19, 31-36, 45-54.

Graham, S. S. (2023). Post-Process but Not Post-Writing: Large Language Models and a Future for Composition Pedagogy. Composition Studies, 51(1), 162–168.

Karan, B., & Angadi, G. R. (2023). Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review. Bulletin of Science, Technology & Society, 43(3/4), 67–85. 

Digital Storytelling

Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29.

Lambert, J. (2018) Chapter 5: Seven Steps of Digital Storytelling, Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 53-70.

Lambert, J. (2018) Chapter 8: Approaches to the Scripting Prompts & Processes, Digital Storytelling: Capturing Lives, Creating Community. (5th Edition). Routledge : New York, NY. pp. 94-102.

Lambert, J. (2018) Chapter 10: Storyboarding, Digital Storytelling: Capturing Lives, Creating Community. (5th Edition). Routledge : New York, NY. pp. 115-120.

Digital storytelling, selected readings across grades and disciplines

Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.

Technological Pedagogical Content Knowledge

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Mejia, M., & Sargent, J. M. (2023). Leveraging Technology to Develop Students’ Critical Thinking Skills. Journal of Educational Technology Systems, 51(4), 393–418.

A few significant essays to consider:

Di Blas, N. (2016). Distributed TPACK What Kind of Teachers Does It Work For? Journal of E-Learning & Knowledge Society, 12(3), 65–74.

Fauske, R. H. (2023). Gravestones, zombies and dead siblings: graveyards as artefacts for children’s existential questions. European Early Childhood Education Research Journal, 31(2), 147–161. 

Harris, J., Hofer, M. Schmidt, D., Blanchard, M, Young, C., Grandgenett, N. and Van Olphen, M. (2010) “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education. 18(4), 573-605.

Hennig, K., & Kirova, A. (2012). The Role of Cultural Artefacts in Play as Tools to Mediate Learning in an Intercultural Preschool Programme. Contemporary Issues in Early Childhood, 13(3), 226–241.

Hewitt J., Scardamalia M. (1998), Design principles for the support of distributed processes, Educational Psychology Review, 10 (1), 75-95.

Kewalramani, S., & Veresov, N. (2022). Multimodal Creative Inquiry: Theorizing a New Approach for Children’s Science Meaning-Making in Early Childhood Education. Research in Science Education, 52(3), 927–947.

Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences. Early Childhood Education Journal, 46(1), 129–139.

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228.

Vu, V., Warschauer, M., & Yim, S. (2019). Digital Storytelling: A District Initiative for Academic Literacy Improvement. Journal of Adolescent & Adult Literacy, 63(3), 257–267.

Mental Wellness

As a college student, there may be times when personal or life stressors interfere with your academic performance and/or negatively impact your daily life. If you or someone you know is experiencing mental health challenges at JCU, consider contacting the Counseling Center by calling 216-397-4283, or visiting their website at jcu.edu/counselingcenter and requesting an appointment in the online portal. The center also offers drop-in consultations with a therapist in their Let’s Talk program – no appointment necessary. All services are free and confidential.

Plagiarism: A Reminder

Plagiarism is the misappropriation of others’ work (intentionally or otherwise). Even if a writer changes a few words from the original source, this is still plagiarism unless the writer cites the source. Plagiarism is a serious offense at this or any university. It is an affront to academic honesty. Consequences can range from failing the assignment to failing the course or expulsion from the university. Your work should be your own, and you must cite your sources properly. For the full JCU policy on academic honesty, please see the Undergraduate Bulletin. Academic honesty, expected of every student, is essential to the process of education and to upholding high ethical standards.

Where does the use of AI (like Chat-GPT and other programs) fit into the question of plagiarism? AI presents real ethical challenges to ensuring that one’s work is one’s work. AI has benefited from the theft of other peoples’ intellectual property and violated their rights, scraping the internet for content. AI itself is a kind of plagiarism by itself. It is also contributing to climate change due to its enormous water requirements. There may, of course, be some uses of AI that are not instantly plagiaristic. These would be the only acceptable uses for this class: 

  • Developing a topic for writing (i.e. converse with ChatGPT on potential writing topics so the student might refine their idea, not simply asking ChatGPT to generate a topic)
  • Generating search terms and finding databases for research
  • Formatting citations
  • Diagnosing errors and receiving general suggestions for improving a text without using AI tools to explicitly rewrite it (e.g. a student asking ChatGPT whether a passage of the student’s writing makes grammatical sense, has consistent tense, etc.)
  • Searching for specific information hints for further research as one would do with search engines, browsers, and databases

Statement on Mutual Respect and Ethical Values 

John Carroll University is committed to fostering an equitable and accessible learning and working environment, based upon open communication, mutual respect, and ethical values consistent with our Jesuit and Catholic tradition. We express this commitment in the following policies and procedures:

Fostering a Climate of Mutual Respect: 

We commit to listen to each other with respect, even when we disagree. This is a particularly painful historical moment, so let’s figure out how to explore difficult topics with a sensitivity to the fact that traumatic events are unfolding right now in Palestine/Israel. More on this in our discussion of the moral imagination! 

If students engage in disruptive behaviors in the classroom, they will be warned that their behavior is impeding the learning process. If the behavior doesn’t stop, the student may be asked to leave the classroom. If the student refuses to leave or the behavior continues, a Disruptive Classroom Incident Report may be filed and a student conduct process begun. The university defines disruptive behavior in the classroom as repeated, continuous or multiple student behaviors that prevent an instructor from teaching and/or prevent students from learning. Examples of disruptive behavior include but are not limited to: persistently speaking without being recognized or interrupting other speakers, harassing behavior or personal insults. 

In accordance with federal law, if you have a documented disability you may request accommodations from Student Accessibility Services (SAS). For more information go to the accessibility page or you may contact the office directly at sas@jcu.edu or 216.397.4967. Please keep in mind that accommodations are not retroactive so it is best to register at the beginning of each semester.  Only accommodations approved by SAS will be recognized in the classroom.  Please contact SAS if you have further questions.

If you have experienced sexual harassment, assault, or misconduct based upon gender/sex/sexual orientation, and you share this with a faculty or staff member, that person must notify the Title IX Coordinator (TitleIX@jcu.edu or (216) 397-1559), who will discuss options with you. In most cases, communicating with the Title IX Coordinator does not automatically trigger a formal investigation. Members of the University community may communicate with the Title IX Coordinator in order to get more information and seek supportive measures without filing a formal complaint. For more information about your options and resources in a Title IX matter, please go to the Title IX page, where you can file an online report. An option to report anonymously is available. Members of the University community are encouraged to review the University’s Sexual Harassment & Interpersonal Violence Policy, as well as the Resolution Process & Grievance Process for Title IX Sexual Harassment.

If you have experienced bias or discrimination based on race, age, color, sex, sexual orientation, gender identity or expression, religion, ethnic or national origin, disability, military or veteran status, genetic information, or any factor protected by law, you are encouraged to report this via the Bias Reporting System. 
For more information about the University’s commitment to diversity, equity, inclusion, and accessibility, please visit the Diversity, Equity & Inclusion Division home page. 

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