At the close of ED 810, you will be able to:

1. define technology, curriculum and instructional design, education and training, and learning organizations, in light of historical and philosophical antecedents;
   
   
2. describe the impact of technology on individuals and organizations, with a critical eye to questions regarding the digital divide, empowerment, and independent learning;
   
   
3. explain the relationship between instructional design and emergent technologies, focusing particularly on the importance of planning systems that are sensitive to learners, community, context and subject;
   
   
4. tour examples of education and technology, products and systems, focusing on opportunities for interactivity, and achievement of professional development goals and those associated with transformation and equity;
   
   
5. describe major concerns and controversies confronting instructional technologists, instructional designers, researchers, staff developers, web developers, and new media professionals;
   
   
6. describe the contributions that authorities (e.g., Merrill, Gagne, Schank, Gates, Stewart, Norman....), have made to curriculum and learning technology options, and to enhancing individual and organizational capacity;
   
   
7. describe the implications of major schools of thought, institutions, and legislation (the Lau decision, systems thinking, accountability, standards, Educational Alternatives, Inc., quality, empowerment, constructivism, reengineering, web-based everything, distributed learning, knowledge management...) on education and performance and the institutions that are charged with delivering them;
   
   
8. identify how technology can contribute to motivation, attitude change, independent learning, decision-making, judgment enhancement, and knowledge management;
   
   
9. explore the hype and hope associated with the uses of online technologies in the training of teachers and staff development, in the systemic improvement of schools, higher education and other organizations, and in instructional design and technologies (see, for example, the National School Board's site);
   
   
10. increase skills in and familiarity with the personal uses of technology to define self and brand, enhance learning, productivity, research, and collaboration;
    
    
11. describe and criticize the possibilities for change presented by knowledge management and emergent technologies for K-12 schools, higher education and corporate and government learning and performance systems;
    
    
12. find yourself nexus of curriculum and technology; studying, writing, creating and presenting in a way that reflects your growing expertise and passion, and;
    
    
13. research, present. and write in such a way as to demonstrate thoughtfulness, clarity, relevance, scholarship, inventiveness and elegance.

To reach these objectives, students will read books and review the literature (see, for example, http://askeric.org/Eric/); examine existing technology-based products (see, for example, LGUIDE), materials, strategies, systems and programs; test drive extant solutions and systems; and develop a publication in an area of interest.