Core Competency 1: Developing Discipline-related Teaching Strategies
Description of Competency:
The purpose of this competency is to bridge the gap between research and practice on online teaching and learning. As a part of my work towards the Certification, I was required to take a for-credit course approved by the college. Fortunately, as a Ph.D. candidate in Educational Psychology and Educational Technology, thinking about issues around disciplinary-specific pedagogical issues is my bread and butter. As a researcher in literacies, I took an additional course on the nexus of literacy and technology focusing on developing discipline-related teaching strategies.
The required course for the certification (CEP 820, Teaching Online) is something that I have previously taught myself in Summer 2014 with Dr. Anne Heintz and Dr. Sandra Sawaya. In addition, I also took a course on Research on Literacy and Technology (CEP 981) with Dr. Doug Hartman that, given my work and research, addresses my disciplinary pedagogical issues more closely than CEP 820.
Google Doc Link to the CEP 820 Course Syllabus.
Here are the details for CEP 981:
The purpose of this course was to study the issues, research, tools, and scholars central to the research on literacy and technology. Using a seminar format, discussions focused on scholarship at the nexus of literacy and technology. By participating in this course, the students were able to:
• analyze and evaluate key areas of research at the nexus of literacy & technology,
• synthesize the research related to literacy & technology,
• demonstrate familiarity with the methodological tools used in research on literacy & technology, and
• produce scholarly products that will advance research and practice on literacy & technology.
Google Doc Link to the Course Syllabus.
Artifact for Course:
For the literacy and technology course, I worked on using technology to make more interactive and engaging course syllabus for an undergraduate course on literacy and technology.
Prezi Syllabus Artifact:
The most important aspect of creating non-traditional web-based course syllabus is to give students an opportunity to zoom in and out of the expectations (literally). Giving students a tool to see the entirety of a syllabus in one eye-span makes it more comprehensible and easier to divide it into workable modules.
Teaching with technology is incomplete without a decent understanding of how it interacts with what it means to be literate with technology. The course on literacy and technology helped me think about teaching and learning in online and digital contexts and how important it is to carefully design learning spaces. I learned more about multimodality and composition of online spaces that are inclusive of multiple ways of teaching and learning.
I learned how texts can be defined more broadly than simply alphabet-based texts. I learned to implement visual, aural, gestural, spatial, and other modes of representation and their affordances and constraints.
Most importantly, I learned that pedagogical-specific issues vary by content, and, as a result, the use of technology changes. Using Mishra and Koehler’s (2006) TPACK model, we learned how to help teachers think about discipline-specific online teaching and learning.
To expand my discipline-related understanding, I have also worked as a fellow with the Residential College in the Arts and Humanities (Language Fellowship) and The Graduate School (Inside Teaching Fellowship).
I have also been teaching technology-related teaching and learning as an instructor in the MSUrbanSTEM fellowship. In the past 3 years, I have worked with 124 Chicago Public School STEM Teachers, helping them integrate technology to their pedagogies.