College of Education

University of Washington

EDC&I 505

Seminar in Curriculum & Instruction

Handouts will be distributed in class the week prior to that in which the reading will be discussed.

Many of these suggestions for change in how the education system does its business seem to be made quickly, in an almost casual fashion, and sometimes by people who know remarkably little about what they are urging. In some cases, multiple policies that are proposed might actually work at cross purposes to one another: changing instructional patterns to a more problem-centered mode, for example, while at the same time increasing the pervasiveness of high-stakes standardized testing of traditional learning outcomes. In many cases, the mechanisms that will lead to successful implementation of a technology-based educational policy are either ignored entirely, or are simply assumed to follow from adoption of the policy itself, with no special extra effort required. Even more rarely is it specified how the policy will interact with existing ways of doing business in schools or other educational institutions, or how the results of the policy's adoption will be determined.

This aim of this course is to explore how policy for the use of technology in education is developed, adopted, implemented, and measured. As we think about these things, we will examine policies on the federal, regional/state, and local levels, and we will look at a variety of settings -- K-12 schools, colleges and universities, private companies concerned about training of their staff, and other informal learning environments (museums, public parks and centers, etc.)

We will consider a range of policies and institutional settings. Most of the work will be done by you who are enrolled -- this means identifying a policy, finding materials that illustrate instances or offer assessment of it, preparing a presentation about it, and making an oral presentation in class. On those occasions when you are not presenting, you will still be responsible for reading about the policy, locating additional materials about it, and coming prepared to discuss the presentation made by one of your peers.

We will begin with two general examples: state efforts to encourage wider by also purposeful use of educational technology through development and adoption of so-called "technology plans," and the concern about the possible emergence of a "digital divide" in access to and use of technology by those from disadvantaged groups in American society. Following this introduction, much of the work will fall on your shoulders. The specific requirements are outlined below.

Other possible policy questions (suggestions only -- we will add to, subtract, and modify at our initial course meeting):

There are three basic requirements for this course: (1) identify and make an oral presentation on one educational policy that intersects with technology use, including identification and circulation to other class members of related materials, and preparation of a brief written outline; (2) when not presenting, preparation and commentary on the presenter's materials, and identification of additional materials; and (3) prepare a final project/paper.

A word on the oral presentations and discussions. It is important to learn how to present ideas clearly and briefly, and how to critique others' presentations incisively and positively. It is easy to criticize someone else's work; it is harder (and more important) to do so in a way that preserves that person's self-image and dignity. The most respected scholars are those who manage to combine helpful suggestions for how things might be done differently with a tone that is constructive and collegial. You should strive to attain this kind of scholarly approach in your work here!

The various requirements for the course will be weighted as follows when computing grades:

STK

1/10/02