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Introductions
INTRODUCE YOURSELF. Please provide a brief bio describing your educational background, current role/job, and career goals (e.g., why are you getting a PhD? What do you hope to develop expertise in? Future job aspirations?). Finally, please tell us 2 topics that you are interested in relevant to this course. (Don't worry about going over the word limit for this post ;-)
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W2 Q1
The interdisciplinary field of learning sciences draws on major theories from educational psychology and educational technology. What in your view are the central concerns of the learning sciences? What are its implications for the design and study of learning environments and the role of technology? Be sure to support your ideas with evidence from the readings.
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W4 Q1
Discuss the nature of one perspective (theory) on motivation. Discuss its implications for the assessment of students' motivation to learn. For instance, what is this perspective well-suited to examining and explaining and not well suited to examining and explaining? [Note: A perspective is any point of view that makes distinctive assumptions about what motivates learning. Make sure you are clear about the distinctive features of the perspective on what motivates learning. Use the readings to make your points.]
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W4 Q2
The readings this week ask you to consider the importance of social connections and relationships to success in education and in life. Using the Juvonen reading and the Reis, Collins, & Berscheid reading, critically evaluate the importance of relationships to students' engagement or success in formal education (e.g., K-12 school or other educational settings). You may pick a particular age or group of students. Use evidence from the readings. Based on your critical evaluation, what is one positive, practical step or strategy you would implement with these hypothetical students to foster their engagement or success.
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W6 Q1
Discuss the influence of educational psychology on educational technology and of educational technology on educational psychology. How is this relationship 'reciprocal' or not? Consider what psychology facilitates for research and practice. Consider what technology facilitates for research and practice.
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W6 Q2
You were asked to choose one of the readings under the heading “Learning Sciences, Instructional Systems, Design-based Research & Teaching with Technology.” Briefly summarize the key points in the reading that you chose. How does this reading align with (or contradict) the idea that educational technology and educational psychology are in a reciprocal relationship and influence one another?
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W8 Q1
Research on students’ online reading strategies (e.g., Coiro) is just one of a series of important but complex and controversial topics that educational researchers have investigated in the educational technology sub-field of technology, literacy, and new literacies (e.g., Mills, Tierney). Choose ONE of the research articles (e.g., Mills, Tierney, Coiro) and ONE of the news articles (e.g., Allcott, Rich) that highlight the literacy debates raging in the 21st century. Drawing on the articles you chose, critically reflect on the ‘literacies’ you feel students need to develop to work in modern day work environments. Provide evidence from the readings to support your points. Feel free to draw on empirical evidence from these readings in addition to other studies with which you may be familiar.
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W8 Q2
Spiro et al. and Shapiro & Niederhauser both discuss the importance of considering "structuredness," or system well- or ill-definedness (for Shapiro & Niederhauser) and the well- or ill-structuredness of knowledge domains (for Spiro et al). Why are these distinctions important? What are the implications of the distinctions for teaching and learning?
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W10 Q1
Greenhow, Robelia & Hughes present a selected review of educational research literature to construct a call for educational research involving Web 2.0 (a term now used synonymously with “social media”). This highly cited article (1700+ citations on Google Scholar as of this writing) contrasts with that of Crook who identifies tensions associated with the integration of Web 2.0/social media in education. Both articles have implications for research. Based on your reading of these articles and considering ideas from previous weeks, what ideas for future research at the intersection of education and social media do you find most persuasive (and why)? Where are you perhaps less convinced? (Your ideas are relevant today as the vast majority of young people use this technology daily and a majority of people turned to social media in the current pandemic: https://bit.ly/33FTqoY).
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W10 Q2
In the first three chapters of Salen’s 2008 book, The Ecology of Games, the research agenda Salen outlines (Chapter 1), and the themes in the research that Gee (Chapter 2) and Stevens (Chapter 3) articulate, resonate in some ways with the research agenda Squire outlined in 2006. Thinking back to Salomon and Perkins' original question, do [Gaming] Technologies make us smarter, or not? Use Salomon and Perkins’ framework (learning with, of and through technology) to answer this question: Do Gaming Technologies make us smarter, or not? Argue your point with support from at least ONE reading.
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W12 Q1
How much might educational psychology have to change due to advances in technology and the greater integration of media into formal and informal learning? (Note that Kirschner, Sweller, and Clark's influential paper makes no mention of technology nor does it address societal changes that may impact goals for learning in our schools).
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W12 Q2
Thinking of yourself as a developing scholar, working at the nexus of educational psychology and educational technology, what ideas about the relationship between educational psychology and educational technology were re-affirmed for you in taking this course? What ideas were challenged?
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