The Reciprocal Relationship Between Technology and Psychology

Laura Terry, Punya Mishra, Danah Henriksen, Leigh Graves Wolf, Kristen Kereluik

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.

Original languageEnglish (US)
Pages (from-to)34-39
Number of pages6
JournalTechTrends
Volume57
Issue number3
DOIs
StatePublished - Mar 21 2013
Externally publishedYes

Keywords

  • Design
  • Development
  • Learning Theories
  • Repurposing
  • Technology

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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