CEP+800,+815,+822

CEP 800: Psychology of Learning in School and Other Settings,
 * Catalog Description**:

//Learning as active, socially-mediated construction of knowledge in school, home, community, and work settings. What is learned, how it is taught and learned, and what learners bring to the setting.//


 * Instructor Description**:

This course focuses on understanding students from Pre-kindergarten through high school and beyond. The course, though, is offered in an Educational Technology program. Consequently, it will be slightly different from the course offered in a more traditional Educational Psychology Masters program. This three-course, integrated seminar brings together a study of technology, teaching, learning, and leadership. Throughout our time together we will explore various uses of technology and what is currently known–or believed–about human learning and development. After all, in order to use technology in meaningful ways, we must understand who it is that will use the technology and their abilities at a specific age and/or grade.

CEP 815: Technology and Leadership **Catalog Description**:

//Professional development strategies. Project management, planning and evaluation. Relationship building. Ethical and social implications of technology integration.////Professional development strategies. Project management, planning and evaluation. Relationship building. Ethical and social implications of technology integration.//


 * Instructor Description**:

A study of learning, however, cannot be conducted without including subject matter. It is impossible to determine if learning has occurred if we do not understand what is to be learned. Consequently, our seminar adds content to our study. The relationship between these three areas (Technology, Pedagogy & Content) is represented in the following diagram.

Research in each of these areas has produced significant findings that have allowed us to improve teaching, construct new understanding in various academic disciplines, and develop new technologies that have dramatically changed the way we live, work, and play. When we begin to think about technology as an instructional tool we must bring these three areas together creating new agendas for study that mix what is known and what we want to find out. At the intersections of the circles are relatively new areas of study, but this is where the real action is. We shall be spending quite some time at these intersections (both during the summer and through your master’s program). This course then focuses on educational leadership. This involves two components. First, we’ll talk about ways to manage your own learning and development in a world of rapid technological change. You can no longer depend on classroom based professional development seminars to keep us up-to-date on new technology, so we will talk about using a variety of resources (e.g. the internet, our colleagues) to build a personal learning network. Second, as teachers earning a master’s degree in educational technology, you have a role to play as technology leaders in your school. Therefore, we help you begin developing the skills you need to fulfill this role.

CEP 822: Approaches to Educational Research
 * Catalog Description**:

//Alternative methods of educational research. Identifying researchable problems in education and developing a research proposal. Applications of descriptive and inferential statistics for analyzing and critiquing published studies.//

The third course focuses on educational research. Research is important if we are to understand what is being learned and whether our attempts to teach (with or without technology) are successful. The focus of this course is not as much on conducting educational research but rather developing the skills to interpret research and to critically examine it. We would also like to explore the issue of how each of us, as practitioners, can be researchers as well. Practitioners who reflect on their own practice to continually improve it.
 * Instructor Description**: