EDC586: Problems in Education: Teaching and Learning with Digital Technologies
Instructor: Dr. Julie Coiro


This course focuses on how literacy is changing as a result of emerging media and technologies. Participants will learn how to conduct project-based inquiry using a variety of digital tools to create challenging and engaging learning opportunities for their students.

Sunday Afternoon Course Kickoff - Reflecting on Digital Literacy and the Value of Kairos in Today's World
  • Review the amazing narratives you composed on Sunday about what you believe digital literacy is...

Download Course Syllabus:

Download Scoring Guides for Course Assignments



Course Readings (and related assignments) for those earning graduate credit

GRADUATE COURSE ASSIGNMENTS:
During the institute (along with all other participants), you are responsible for completing (and posting on the wiki) the following:
1. Pre-Production Plan
2. Instructional Plan
3. Digital Product A. Use for teaching lesson.
4. Digital Product B. Use as a model of student work.
5. Post-Production Reflection (oral recording)
6. Opening and Closing Survey

After the institute (and no later than August 5, 2013), you will also complete the following:
7. Course readings as listed below.
8. Cool Tools Review and Application Plan
9. Seven Question Reflection Assignment (Questions listed below.)


COURSE READINGS

Putting Digital Literacy in Context

Generating Questions to Energize Digital Inquiry

Frameworks and Instructional Strategies for Supporting Digital Literacy

  • Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle school students read, write, and create videos. Journal of Adolescent and Adult Literacy, 55(6), 483-493.
  • Harris, J. & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
  • Coiro, J. (2011). Talking about reading as thinking: Modeling the hidden complexities of online reading comprehension. Theory Into Practice, 50(2), 107-115.

Planning Next Steps (Choose one)




COOL TOOLS REVIEW AND APPLICATION PLAN. On the wiki, write a review and reflection of at least one of the Cool Tools sessions you attended. Describe the tool(s) and imagine a specific application that could be relevant to your learning environment. Describe a lesson or unit plan in which you put at least one of these tools into action as an instructor and foresee having your students (or learners) engaging in activities using these tools for content specific learning. Upload your writing to the wiki.



SEVEN QUESTION REFLECTION ASSIGNMENT

Digital Literacies Institute Closing Reflection
Please provide a thoughtful and organized response to each question below.Your response may be in writing or it may take the form of a recorded podcast or video commentary. Feel free to be creative! All responses should be posted no later than August 5, 2013 at 5PM.
  1. Describe some of the digital literacies that you learned about this week. What did you know about these topics before the week began and how have this week’s experiences contributed to your understanding of these digital literacies?
  2. Now that you’ve had this professional development experience, how are you defining “digital literacy?” What is your personal perspective on digital literacy and how has your definition changed or evolved this week? Where possible, make specific connections to readings, conversations, presentations, or activities that were especially important to the evolution of your definition of digital literacy.
  3. How do digital literacies affect the way you think about academic content? Describe an example of how some specific academic content is affected by changes in the ways we read, write and think with digital media texts, tools & technologies.
  4. How do digital literacies affect teaching practices? What overarching considerations must teachers give, in general, to the interactions of digital literacies and how to teach? Now, focus on your own pedagogical practice. How will your new understanding of digital literacy affect the way you teach? Describe an example of how you will differently employ a specific teaching practice in your own context as a result of what you learned this week.
  5. During the week, you were introduced to several concerns and promising practices around digital literacy, digital pedagogy, social networking, and student voice that are circulating among communities of educators, librarians, and youth media specialists. From your perspective, what promising practices show the most potential? Which specific concerns are most pressing? What key takeaways will you champion in your own work setting(s) so that together, you and your colleagues can (a) implement promising practices and (b) address issues of concern?
  6. Consider the list of readings assigned for this course. Briefly summarize 1-2 key insights you gleaned from each cluster of readings (e.g., Digital Literacies in Context, Generating Questions, Instructional Strategies, and Next Steps). How do you see these insights connecting with ideas and experiences shared during the Institute (especially the Keynote and Digging Deeper Sessions)?
    • If you are a graduate student, how do these readings connect to ideas in the literature base with which you are engaged?
    • If you are a classroom teacher, librarian, or youth media specialist, what connections do you see among the readings themselves and to your experiences during the institute or in your own work setting?
  7. If you had one more day in the Institute, what would you like to learn more about and why?How will you leverage your professional learning network and your new digital literacies to explore your remaining questions over the coming year?


Additional Resources to Explore