Introduction

The Digital Learning and Curriculum cohort (DLC) is our flagship off-campus graduate program for practicing teachers.  For information, see the DLC portal and information on the DLC cohorts at EPLT.

Technology Studies Education provides a forum for exploring and studying information and communication technologies (ICT), new media, and the philosophy of technology. Curriculum, pedagogy, research, and development interests of faculty and students include affective computing, cyberculture and cyborg relations, digital ecology and diversity, distributed cognition, gaming, ICT integration in K-16 formal and informal learning environments (face-to-face, hybrid, and online distance education), intellectual property, open source, and cultural studies.  The program offers a common core of courses, a range of electives, and a variety of professional education opportunities.

New media have intensified and transformed the way we communicate, the way we learn, and the way we teach. They have, we might say, transformed the student and the teacher. However, the result of the convergence of education and new media is not so unidirectional. Educators and students have had much to do about how new technologies are designed and used. The intent of the Technology Studies graduate program is to provide a forum for exploring and studying these intensifications and transformations. The diversity of courses and topics offered are united by this common goal.

Areas of Research Interest include:

  • Animation
  • Automation of Education
  • Cognition, Emotion(s), and Technology
  • Critical Theory of Technology
  • Cultural Studies
  • Curriculum and Instrucional Theory
  • Cyberculture
  • Cyborgs and Robots
  • Ecology, Technology and Culture
  • Gaming
  • Gender and Technology
  • Human Computer Interaction
  • Intellectual Property and Open Source
  • Media and Technological Literacy
  • New Media
  • Online Education
  • Science & Technology Studies
  • Scientific Visualization
  • Video Ethnography
  • Visual Culture

 

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