Main Content
Syllabus
LDT 566 Using Technology to Enhance Learning Process (3 credits): Amplifying thinking or organizing mental functions with computers.
Prerequisites: None. Some familiarity with educational technology, communication, or social network analysis would be beneficial but is not required.
Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
Computers have a long history of supporting thinking and learning both within and outside of school settings; as such, many emerging technologies have been studied in various forms in the past. With this history comes some controversy over
- the utility of different technological tools,
- the ways that computers should be used to support learning, and
- the tradeoffs associated with different approaches to using computing technology to support learning.
Thus, it is important to be strategic with and critical of technology use. You need to ask important questions:
- What does emerging technology mean?
- What can be lost and gained when technology is used to support learning?
- What is the role of the teacher (beliefs, practices, and expertise), and what is the teacher's impact in a technology-enhanced classroom?
- What are important design considerations for how technology is incorporated into educational settings?
- How can you use your knowledge of technology to enhance opportunities for learning and support the development of higher-order thinking processes?
- How can you use your knowledge of technology to enhance opportunities for both individual and collective learning?
These are the questions to ask as you explore the variety of ways that computers can be used to support learning and as you make connections between technology use and different learning theories. Educational technology innovation is on the rise; the last two decades have seen an explosion in the amount and kinds of educational software, apps, games, and toys on the market. The problem is that many people believe we are not fully using technology’s affordances to support learning. Also, many technological designers are not informing innovative designs with what is known about how people learn or with learner needs. This has led some people to question just how educational EdTech actually is.
A main aim of this course is for you to understand that technology is not a silver bullet. Technology use has important tradeoffs that need to be considered and accounted for when designing learning activities. In this course, you will learn about and use a variety of technological tools that go beyond transferring information to transforming learning processes. The course will discuss important factors in the successes and failures of various approaches and explore the research issues inherent in related learning environments. You will examine the nature of knowledge construction, collaboration, and distributed cognition (along with its consequences) by discussing the relevant literature, viewing demonstrations of sample technologies, and thinking critically about the role of education and technology in society.
Instructor
Marcela Borge
301C Keller Building
Contact Information
mborge@psu.edu
for Gmail/Google Docs sharing: marcelaborgesoto@gmail.com
office phone: 814-865-0625
office hours: Thursdays, 2:00 p.m.–3:00 p.m. (ET) and by appointment
Giving Credit Where Credit Is Due
This syllabus builds on examples provided by the NAPLeS Syllabus collection. Specifically, the example provided by Cindy Hmelo-Silver and Rutgers University was used for the organization of this course. The structure and readings were modified to better meet the needs of our online students.
Course Objectives
Upon completion of this course, you should be able to do the following things:
- Explain how different technology-enhanced learning environments can support specific learning objectives and processes by drawing on learning theory.
- Present different perspectives on the role of technology as a learning tool in our current society.
- Be able to discuss issues and theories associated with technology use as part of collaborative discussions with peers.
- Understand and explain important processes associated with individual and collaborative learning.
- Explain the tradeoffs of technology use to others through written work and as part of conversation.
- Use appropriate computer software applications to meaningfully support thinking and learning in your professional context:
- collective storage and authoring tools (Microsoft 360),
- sociotechnical systems (Viva Engage),
- videoconferencing (Google Hangouts, Zoom), and
- collaborative learning systems (CREATE).
- Discuss the tradeoffs associated with the use of different technologies to support individual and collective learning.
- Understand how to work with students to negotiate the use of new and emerging technologies.
Group discussion activities, class participation, and final semester papers should demonstrate all of these objectives.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Materials FAQ
Why do I have to use a clunky technology and meet with others online? An important part of this course is learning about complex theories through personal experience with course materials and activities. The CREATE system articulates many learning theories through its design, providing opportunities for you to reflect on concepts in the course through actual experience. Computer-supported collaborative learning has many tradeoffs, which you will get to experience firsthand. Also, since CREATE is a developing technology, you can discuss its design in course papers and see how the instructor works with students to discuss its implementation and to solve any problems that arise. You will also have the opportunity to inform its continuing development. This type of participatory design, which includes feedback and input from all parties, is an important aspect of technology design and implementation. As such, use of the CREATE technology allows the instructor to model important practices.
Additional Materials
Additional readings, exercises, self-assessments, and the like are listed for each lesson in the Course Schedule and are available electronically.
Library Resources
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Some of the readings listed are available as e-Reserves from the library. To access e-Reserves, click the Library Resources link on the Canvas Navigation menu.
| Lesson 0 |
Orientation and Course Overview |
|---|---|
|
Readings |
|
| Activities and assignments |
|
Part 1: Unpacking the Problem of Technology Use for Learning
| Lesson 1 |
The Changing Educational Landscape |
|---|---|
|
Readings and videos |
Everyone must read/view the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 2 | Understanding the Evolving Digital Divide |
|---|---|
|
Readings and videos |
Everyone must read the following:
Supplemental Readings
|
| Activities and assignments |
|
| Lesson 3 | Technology as a Societal Good? |
|---|---|
|
Readings | Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 4 | Technology as a Societal Evil? |
|---|---|
|
Readings and videos |
Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 5 | Thinking About Technology Integration: Potential and Problems |
|---|---|
|
Readings |
Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 6 | Part 1 Team Discussion |
|---|---|
|
Readings |
|
| Activities and assignments |
|
Part 2: Using Technology to Enhance Thinking Processes
| Lesson 7 | Considerations for the Design of Learning Environments |
|---|---|
|
Readings |
Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 8 | Enhancing Metacognitive Processes |
|---|---|
|
Readings |
Pick one from the following articles introducing metacognition, depending on your level of interest:
Then, from the following, pick one more piece that examines technological support for metacognition:
|
| Activities and assignments |
|
| Lesson 9 |
Enhancing Social Processes |
|---|---|
|
Readings | Everyone must read the following:
|
| Activities and assignments |
|
| Lesson 10 | Enhancing Creativity and Personal Expression |
|---|---|
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Readings and videos | Everyone must read the following:
Supplemental Readings and Potential Examples for Final Projects: Potentially useful for background and guidance on final project video option:
Additional readings on creativity and personal expression:
|
| Activities and assignments |
|
| Lesson 11 | Enhancing Cognitive Processes |
|---|---|
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Readings and videos | Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 12 | Transforming Learning With Technology: Where Do We Go Now? |
|---|---|
|
Readings |
Everyone must read the following:
Then, pick one of the following:
|
| Activities and assignments |
|
| Lesson 13 |
Part 2 Team Discussion |
|---|---|
|
Readings |
|
| Activities and assignments |
|
Final Project Submissions
| Lesson 14 | Final Project Submissions |
|---|---|
|
Readings |
|
| Activities and assignments |
|
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Course Organization
The course is divided into two parts, each requiring a team discussion at completion. You will be sorted into teams in Lesson 3. These teams will remain constant for the entire course. You will receive grades for Part 1 activities after completing the Part 1 discussion; grades for Part 2 activities will be released after you complete the Part 2 discussion. Final grades will be put up after submission of the final paper.
Course Activities and Weighting of Grades
Orientation (5% of course grade)
Fill out the Availability for Team Meetings Form.
Participation (25% of course grade)
Course participation takes place via required course activities and in Viva Engage discussions; it is mandatory. Viva Engage participation is meant to simulate a discussion-based seminar; therefore, it is important to be present in this social environment. How or what you post—whether a new discussion thread or a reply to another’s post—is up to you, as long as you follow the rules as described in the Viva Engage guide. Any more than two missed posts will lead to a grade reduction. You are expected to post twice per lesson, but most students post more. The Viva Engage Community Guide document is included in the orientation lesson to help you understand what you need to do to succeed as a member of our online community. The guide will explain the goals of the Viva Engage community and the expectations for all participants. You can post whenever you like each week, but make sure you do each of the following things: Most importantly, recognize that you will be making a very important contribution to the class, with an opportunity to influence how classmates think about and interpret course content. Thank you in advance for being a valuable member of our learning community.
- Adhere to the goals and rules stated in the Viva Engage Community Guide document.
- Introduce yourself to the community during the orientation lesson.
- Make at least two different posts spread out throughout the lesson week, although more would be great.
- Respond to students who reply to your posts. Remember that you are the “host” for a discussion thread that you've posted.
Team Discussions of Course Content (40% of course grade)
Teams will be assigned an online collaborative chat space where they are expected to meet synchronously for Lessons 6 and 13 (after Parts 1 and 2 of the course). During these lessons, the team members will complete an individual assignment to help them synthesize the readings for each part of the course and to prepare for team discussion. The team will then set a time to meet for two to three hours. During that time, they will discuss the readings, assess the quality of their discussion, discuss their strengths and weaknesses as a group, and select strategies to improve their next discussion. You are not expected to know the “right” answers; in fact, you will do better on the assignment if you admit to not understanding something and work together to make sense of course readings. Grades are based on the quality of the sense-making processes shown during discussion in CREATE. Showing evidence of having read the readings by pulling from them and working collaboratively to make sense of them is what matters. You can get an A based on the quality of the discussion or on improvement in quality from the first to the last discussion. Rarely do teams achieve less than a B for the discussions; on those occasions, it is because the team did not prepare by completing the readings or reflective activities, or they did not work together to improve their collaborative discussions. This is a very difficult assignment, but it also happens to be one of the most positive for students each semester!
Final Project (30% of course grade)
For your final project, you have the option of writing a position paper or creating a video/digital story. Your final project should provide evidence of what you have learned from this course. Below are the specifications for both options.
Option 1: Position Paper (Collaborative or Individual)
The position paper should synthesize at least 10 course readings with other papers in the field to support a position on the use of technology for learning. In your position paper, you must convince the instructor that there is a problem worth examining and that you understand the problem space (people and issues involved, existing and desired states associated with the problem) by drawing upon the course literature and other papers you may have read in other classes. You must also provide a coherent and convincing argument for your position or proposed solution that builds on the literature presented and on the potential for future research in the area. Following the course structure, make a concrete argument about the promise and problems associated with technology, specifying that these problems can be addressed with careful and strategic use. You could even suggest some concrete examples of how you could use technology to support students' thinking and development.
Position papers are very hard for most students to write because they require a very sophisticated writing ability and understanding of the course readings, but the course is structured in such a way as to help you write your paper (hint, hint). Please note that perfection is not expected; in fact, you are encouraged to take a risk and try something outside your comfort zone. For the position paper, the instructor may provide extra credit to those who do a good job detailing how the readings have modified their perspectives on learning with technology.
Papers must not exceed 15 double-spaced, APA-formatted pages. This includes references but excludes any appendices.
Option 2: Video Project
(2A: Collaborative Option) Informational Video
(2B: Individual Option) Digital Story
Create a five- to eight-minute digital story (in a video) in which you do the following things:
- Discuss your relationship with technology or the role that technology has previously played in learning in your life.
- Discuss what you think were the most powerful ideas presented in the course readings.
- Draw upon course readings to reimagine how, as a learner or instructor, your relationship with technology could look (wherein you utilize it best to enhance learning experiences).
Grading Scale
The following grading scale will be used to determine your overall course grade.
| Percentage | Letter grade |
|---|---|
|
93-100
|
A
|
|
90-92.9
|
A-
|
|
86-89.9
|
B+
|
|
83-85.9
|
B
|
|
80-82.9
|
B-
|
|
77-79.9
|
C+
|
|
70-76.9
|
C
|
|
60-69.9
|
D
|
|
0-59.9
|
F
|
This course cannot be used to meet the requirements for the LDT option for the M.Ed. in Learning, Design, and Technology if the course grade is a C or below. It also cannot be used to meet the requirements for the Postbaccalaureate Certificate in Educational Technology Integration if the course grade is below a C.
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Assignments Due
Assignments are accepted up until 11:59 p.m. (ET) on the last day of the lesson week, after which they will be considered late. Please communicate with your instructor if you find yourself in a difficult situation and need an exception.
Grading Policy
The instructor tries to be flexible with online students when it comes to turning in individual work, because they know that many students work 50 to 60 hours per week. However, with this flexibility comes the cost of having grades up quickly, because the instructor will have to go back to previous folders and grade old work, which can take a lot of time. As a compromise, the instructor will only accept late work if it is still submitted during the current part of the course (Part 1 or Part 2). Late posts are okay as long as they are all completed prior to the team discussion. If you submit a late post, you must take on some of the responsibility for your grading by emailing a screenshot of the post to the instructor and then making sure the grade is revised in the grade book. This will help reduce the demands on the instructor and help make this policy work more efficiently. It is important to remember that group discussions cannot be late according to this policy, nor can the final paper. If an emergency arises during a discussion week, please notify your team and the instructor as soon as possible.
Opting for an Individual Experience
Some students may be unable to work in a team due to life demands. To accommodate these students, there is an individualized option, but you are discouraged from taking it. Here is why: In lieu of each team discussion, students taking the individual option must submit a five- to six-page APA-formatted essay synthesizing the course readings for the relevant part of the course. These essays are graded carefully to see the extent to which the student has fully understood the readings. This is far less fun and engaging than a group discussion, where the grade is dependent not on total understanding of the course content but on your attempts to make sense of it together. The student must also turn in all aspects of the final paper and moderate Viva Engage by themselves. Lastly, the student will not get the benefit of bonding with teammates or discussing the readings with others. That last reason is the biggest downside, as it has become a favorite of prior students.
An Invitation to Speakers of English as a Second Language
If you are uncomfortable with public speaking or writing in English, you are strongly encouraged to make an appointment with the instructor privately during the first two weeks of class to establish ways to ensure your comfort in completing the required assignments and speaking in class.
Academic Integrity
Each individual and group assignment will be checked with Turnitin, an online database for plagiarism detection. Talking over your ideas and getting comments on your writing from friends are not examples of plagiarism. Taking someone else's words (published or not) and calling them your own is plagiarism. Plagiarism has dire consequences, including failing the paper in question, failing the course, and University disciplinary action, depending on the circumstances of the offense. The simplest way to avoid plagiarism is to document the sources of your information carefully. You are strongly encouraged to discuss individual assignments with others (a well-known technique for effective learning), but you must indicate clearly in your assignment the people with whom you discussed the assignment and complete an individual write-up, written by you (and you alone) in your own words. With respect to the team project, teamwork should represent the effort of all team members. If your team has interpersonal conflicts or members who are not contributing adequately to project milestones, please make an appointment with the instructor or TA to discuss the situation. Finally, familiarize yourself with the Penn State Principles and University Code of Conduct.
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Additional Policies
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change; you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.