EDPY 480: Learning with Technology Report a Broken Link

In Educational Psychology 480: Learning with Technology, students will examine how technology can be used in grade school and post-secondary instruction. Specifically, you will learn about how students can use technology to engage in meaningful learning. The main goal of the course is for you to develop your understanding of educational technology through the completion of a course project. This project will be based on an authentic educational context and learning problem of your choice. You will aim to solve this learning problem by designing three lessons that make appropriate use of technologies for learning. You will also be required to report on one of these lesson designs.

Front Page


Athabasca University. (2015). EDPY 480 Course introduction [Video file].

Unit 1


Required Readings
Mayer, R. E.  (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. Retrieved from http://0-www.jstor.org.aupac.lib.athabascau.ca/stable/1477407
Herrington, J., & Kervin, L.  (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. doi:10.1080/09523980701491666
Halpern, D. F., & Hakel, M. D.  (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change: The Magazine of Higher Learning, 35(4) 36-41.

Unit 2


Required Readings
Mayer, R. E.  (2004). Teaching of subject matter. Annual Review of Psychology, 55, 715-744. doi:10.1146/annurev.psych.55.082602.133124
Hayes, J. R.  (2012). Modeling and Remodeling writing. Written Communication, 29(3), 369-388. doi:10.1177/0741088312451260
Kellogg, R. T.  (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1-26.
Magnifico, A. M.  (2010). Writing for whom? Cognition, motivation, and a writer's audience. Educational Psychologist, 45(3), 167-184.
Hayes, J. R., with Bartolotta, J. (2012). Modeling and remodeling writing, Written Communication, 29(3), 369-388. [Podcast supplement]. doi: 10.1177/0741088312451260.
Graham, S., & Perin, D.  (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. doi:10.1037/0022-0663.99.3.445
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R.  (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896. doi:10.1037/a0029185
Hayes, J. R., & Flower, L. S.  (1986). Writing research and the writer. American Psychologist, 41(10), 1106-1113.
Lovell, M., & Phillips, L.  (2009). Commercial software programs approved for teaching reading and writing in the primary grades: Another sobering reality. Journal of Research on Technology in Education, 42(2), 197-216.
Garfield, J., & Ben-Zvi, D.  (2009). Helping students develop statistical reasoning: Implementing a statistical reasoning learning environment. Teaching Statistics, 31(3), 72-77.
Richland, L. E., Stigler, J. W., & Holyoak, K, J.  (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189-203.
Campbell, T., Wang, S. K., Hsu, H-Y, Duffy, A. M., & Wolf, P. G.  (2010). Learning with Web tools, simulations, and other technologies in science classrooms. Journal of Science Education and Technology, 19(5), 505-511. doi:1007/s10956-010-9217-8.
Wineburg, S.  (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28(3), 495-519. doi:10.3102/00028312028003495
van Dire, J., & van Boxtel, C.  (2008). Historical Reasoning: Towards a framework for analyzing students' reasoning about the past. Educational Psychology Review, 20(2), 87-110. doi:10.1007/s10648-007-9056-1
Reisman, A.  (2012). Reading like a historian: A document-based history curriculum intervention in urban high schools. Cognition and Instruction, 30(1), 86-112. doi:10.1080/07370008.2011.634081
Edelson, D. C., Wertheim, J. A., Schell, E. M., & the leadership team of the Road Map for Geography Education Project.  (2013). Creating a road map for 21st century geography education: Project overview. The Geography Teacher, 10(1), 1-5. doi:10.1080/19338341.2012.758045
Bednarz, S. W.  (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191-199. Retrieved from http://link.springer.com/article/10.1023%2FB%3AGEJO.0000033574.44345.c9

Unit 3


Required Readings
Collins, A., & Halverson R.  (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer-Assisted Learning, 26(1), 18-27. doi:10.1111/j.1365-2729.2009.00339.x [Read pp. 18-21]
Mayer, R. E.  (2008). Applying the science of learning: Evidence-based principles for the design of multi-media instruction. American Psychologist, 63(8), 760-769. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&AuthType=url,ip,uid&db=pdh&AN=2008-15778-032&site=ehost-live
Johnson, G. M.  (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50(4), 46-53. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-006-0046-9?LI=true
Abrami, P., & Barrett, H.  (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31(3), 1-15. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/92
Anderson, T.  (2005). Design-based research and its application to a call centre innovation in distance education. Canadian Journal of Learning and Technology, 31(2), 69-83. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/143
Challis, D.   (2005). Towards the mature eportfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3), 17-32. Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/93
Lind, V. (2007). E-portfolios in music teacher education. Innovate: Journal of Online Education, 3(3). Retrieved from http://www.editlib.org/d/104258
Shepherd, C. E., & Bolliger, D. U.  (2011). The effects of electronic portfolio tools on online students' perceived support and cognitive load. The Internet and Higher Education, 14(3), 142-149. doi: 10.1016/j.iheduc.2011.01.002
Wang, L.  (2010). Integrating communities of practice in e-portfolio assessment: Effects and experiences of mutual assessment in an online course. The Internet and Higher Education, 13(4), 267-271. doi:10.1016/j.iheduc.2010.07.002
Baker, T. R.  (2005). Internet-based GIS mapping in support of K-12 education. The Professional Geographer, 57(1), 44-50. doi:10.1111/j.0033-0124.2005.00458.x
Goldstein, D., & Alibrandi, M.  (2013). Integrating GIS in the Middle School Curriculum: Impacts on Diverse Students’ Standardized Test Scores. Journal of Geography, 112(2), 68-74. doi:10.1080/00221341.2012.692703
Vandenberg, A., Stollak, M., McKeag, L., & Obermann, D.   (2010). GPS in the classroom: Using rubrics to increase student achievement. Research in Higher Education Journal, 9(1), 1-10. Retrieved from http://www.aabri.com/manuscripts/10522.pdf
Hrastinski, S., Edman, A., Andersson, F., Kawnine, T., & Soames, C. A.  (2014). Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students. Interactive Learning Environments, 22(1), 84-96. doi:10.1080/10494820.2011.641682
Johnson, G. M.  (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. TechTrends, 50(4), 46-53. Retrieved from http://link.springer.com/article/10.1007%2Fs11528-006-0046-9?LI=true#page-1
Rice, K. L.  (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448. doi:10.1080/15391523.2006.10782468
Banister, S.  (2010). Integrating the iPod Touch in K-12 education: Visions and vices. Computers in the Schools, 27(2), 121-131. doi:10.1080/07380561003801590
Cheung, W. S., & Hew, K. F.  (2009). A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings. Australasian Journal of Educational Technology 25(2), 153-183. Retrieved from http://www.ascilite.org.au/ajet/ajet25/cheung.html
Gimenez Lopez, J. L., Royo, M., Laborda, J. G., & Calvo, F. G.  (2009). Methods of adapting digital content for the learning process via mobile devices. Procedia Social and Behavioral Sciences 1, 2763-2677. doi:10.1016/j.sbspro.2009.01.472
Hew, K. F., & Brush, T.  (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. Retrieved from http://link.springer.com/article/10.1007/s11423-006-9022-5
Hew, K. F.  (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333-357. doi:10.1007/s11423-008-9108-3
Kelley, P., Underwood, G. Potter, F., Hunter, J., & Beveridge, S.  (2007). VIEWPOINTS: Interactive whiteboards: Phenomenon or fad? Learning, Media and Technology, 32(3), 333-347. doi:10.1080/17439880701511164
DiScipio, T. (2008). Adapting social networking to address 21st-century skills. MultiMedia & Internet@Schools, 15(5), 10-11. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&AuthType=url,ip,uid&db=a9h&AN=34689390&site=ehost-live
Duncan, D.  (2006). Clickers: A new teaching aid with exceptional promise. Astronomy Education Review, 1(5), 70-88. Retrieved from http://www.ualberta.ca/~tti/files/duncan.pdf
Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W.  (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61(1-2), 172-181. doi:10.1177/0022487109347875
Morgan, H.  (2013). Technology in the classroom: Creating videos can lead students to many academic benefits. Childhood Education, 89(1), 51-53. doi:10.1080/00094056.2013.757534
Norton, P., & Hathaway, D.  (2010). Video production as an instructional strategy: Content learning and teacher practice. Contemporary Issues in Technology and Teacher Education, 10(1), 145-166. Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/31472
Robin, B.  (2006). The educational uses of digital storytelling. Society for Information Technology & Teacher Education International Conference, 2006(1), 709-716. Retrieved from http://www.editlib.org/p/22129/
Schultz, P., & Quinn, A. S.  (2013). Lights, camera, action! Learning about management with student-produced video assignments. Journal of Management Education. doi:10.1177/1052562913488371
Jonassen, D.  (2003). Applications of a case library of technology integration stories for teachers. Journal of Technology and Teacher Education, 11(4), 529-548. Retrieved from http://www.editlib.org/p/2151/
Manfra, M. M., & Hammond, T. C.  (2008). Teachers' instructional choices with student-created digital documentaries: Case studies. Journal of Research on Technology in Education, 41(2), 223-245. Retrieved from http://www.appstate.edu/~jacksonay/rcoe/manfraandhammond.pdf
Penner, D. E.  (2000). Cognition, computers, and synthetic science: Building knowledge and meaning through modeling. Review of Research in Education, 25, 1-35. Retrieved from http://0-www.jstor.org.aupac.lib.athabascau.ca/stable/1167320?seq=1#page_scan_tab_contents
Robin, B.  (2006). The educational uses of digital storytelling. Society for Information Technology & Teacher Education International Conference, 2006(1). 709-716. Retrieved from http://www.editlib.org/p/22129/
Wilensky, U. & Reisman, K.  (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories—an embodied modeling approach. Cognition and Instruction, 24(2), 171-209. doi:10.1207/s1532690xci2402_1
Gronn, D., Romeo, G., McNamara, S., & Teo, Y. H.  (2013). Web conferencing of pre-service teachers’ practicum in remote schools. Journal of Technology and Teacher Education, 21(2), 247-271. Chesapeake, VA: SITE. Retrieved from http://www.editlib.org/p/41307
Morgan, H.  (2013). Using Skype for exciting projects. Childhood Education, 89(3), 197-199. doi:10.1080/00094056.2013.793076
Supplementary Readings
Roediger III, H., L. & Finn, B.  (2010). The pluses of getting it wrong. Scientific American Mind, 21(1), 38-41. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&AuthType=url,ip,uid&db=a9h&AN=48193763&site=ehost-live
Addison, S. (2015). Learning with technology: Introduction [Video file]. Athabasca, AB: Athabasca University.

Addison, S. (2015). Learning with technology: Idea 1 [Video file]. Athabasca, AB: Athabasca University.

Addison, S. (2015). Learning with technology: Idea 2 [Video file]. Athabasca, AB: Athabasca University.

Addison, S. (2015). Learning with technology: Idea 3 [Video file]. Athabasca, AB: Athabasca University.

Addison, S. (2015). Learning with technology: Conclusion [Video file]. Athabasca, AB: Athabasca University.

Unit 4


Required Readings
Herrington, J., & Kervin, L.  (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. doi:10.1080/09523980701491666
Jonsson, A., & Svingby, G.  (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. doi:10.1016/j.edurev.2007.05.002