Transforming Educational Technology

ID: 35154 Type: Roundtable
  1. Matthew Kruger-Ross, North Carolina State University, United States
  2. Frederik Kruger-Ross, Boise State University, United States

Monday, March 5 10:15 AM-11:15 AM Location: William Barton View on map

No presider for this session.

Abstract: Amidst the already, always persistent drone of curriculum standardization and high-stakes testing there is emerging a conversation that gets at the heart of what matters in education. Educational technology, while not the sole perpetrator, is absolutely one of the perpetrators in this conversation. Students can now access any information that they want, take the information and remix and ultimately republish it on any number of formats online. Data, information, news, websites, and statistics abound. This course aims to empower teachers and educational researchers to help create the future of teaching with technology via critical reflection and dialogue meant to challenge and redefine what is possible in education. No technology expertise required or expected.

Objectives

• Empowered educators and educational researchers • Fluency in the language of transformative learning theory • Power, ease, and freedom when discussing the intersection of education and technology 30 minutes Introductions and Opening Distinctions 15 minutes Individual reflective activity 30 minutes Dialogue within groups and as whole group 30 minutes Whole-Group Activity on Primary Assumptions 15 minutes Instruction: Transformative learning theory 15 minutes Break 45 minutes Identifying Primary Assumptions and the Effect on Teaching with Technology 15 minutes Transforming Boundaries 30 minutes Partner work on Frames of Reference 30 minutes Getting Closure, Closing Distinctions

Topical Outline

Mezirow’s theory of transformative learning drives the structure and delivery of this course. Participants will be strongly encouraged to participate in every activity from one-on-one conversations to group activities and dialogues. They will be urged to identify primary assumptions and ultimately habits of mind and frames of reference about and containing technology and education in order to inform and empower them in the present. Methods will include direct instruction, group dialogue, and individual reflection. Educational technology is a largely reactionary discipline – always responding to current trends and always at the effect of other theories and technologies. The primary objective of this course will be to leave participants feeling empowered and cause in the matter of their relationship to teaching, learning, and technology. Professional development has been created and offered, legislation has been drafted, and administration officials are consistently calling for greater, more and sound integration of technology into the classroom – but these calls to action are often misfires as the primary assumptions and frames of reference held by interested parties are never considered. This course aims to provide one access to remedy this challenge.

Prerequisites

Graduate students Emerging researchers Continuing researchers All those with an open mind

Experience Level

Intermediate

Qualifications

EDUCATION M.S., Instructional Technology, Expected December 2011, NC State University, Raleigh, North Carolina B.S., Middle Grades Education, May 2005, NC State University, Raleigh, North Carolina RELATED ADDITIONAL TRAINING The Advanced Course, Landmark Education, Washington, DC, June 2008 The Landmark Forum, Landmark Education, Greensboro, NC, January 2008 PROFESSIONAL EXPERIENCE Graduate Research & Teaching Assistant College of Education, NC State University, Raleigh, North Carolina, August 2010 – Present Mathematics & Electives Teacher, Advisor, Staff Technology Clinician, Carolina Friends Middle School Durham, North Carolina, May 2005 – August 2009 PUBLICATIONS (PEER REVIEWED) Farwell, T. & Kruger-Ross, M. (2011) (Accepted, under review). “Is there a place for blogging in the classroom?” Book chapter in Using Social Media Effectively in the Classroom: Blogs, wikis, Twitter, and more. Farwell, T., Kruger-Ross, M., & Waters, R. D. (2011) (Accepted, under review). “Everyone’s All a-Twitter about Twitter: Three Operational Perspectives on using Twitter in the Classroom.” Book chapter in Using Social Media Effectively in the Classroom: Blogs, wikis, Twitter, and more. Kruger-Ross, M. & Holcomb, L. (2012) (Accepted, under review). “Educational Technology as a Subversive Activity.” In Special Issue of Metropolitan Universities Journal on Web 2.0 Technologies in Higher Education. Holcomb, L. & Kruger-Ross, M. (2011). (Manuscript submitted). “Incorporating Web 2.0 Tools to Support a Community of Practice through Group Work in Distance Education Courses. ” Kruger-Ross, M. & Holcomb, L. (Winter 2011). “Towards a Theoretical Best Practices of Web 2.0 and Web-based Technologies.” Meridian, NC State University, Raleigh, NC. Located at http://www.ncsu.edu/meridian/winter2011/krugerross/index.htm. RESEARCH INTERESTS Key: Educational technology, Web 2.0/web-based technologies, transformative learning theory, online learning, distance education, philosophy of education, critical theory Secondary: Educational psychology, mobile learning, philosophy of technology, philosophy of science

Topic

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