As a PhD candidate in Curriculum and Pedagogy, I have expertise in teaching a variety of courses related to education, technology, and theology. Within education, my work contributes to curriculum studies research, digital literacy and curriculum, digital learning and curriculum, history of education, pedagogy, and philosophy of education. My work in science & technology studies (STS) contributes to actor-network theory (ANT), design based research (DBR), design studies, maker culture, STEM education, and value sensitive design (VSD). My focus on theological studies contributes to areas of ethics, religious studies, religion and technology, education and spirituality, and well-being research. A broad list of courses I can teach include:
- theory, history and philosophy of education
- curriculum design and evaluation
- design and technology in education
- information and communication technologies in education
- foundations of educational technology
- curriculum issues in cultural and new media studies
- ethical uses of digital media in ICT
- history and philosophy of science and technology studies
- Actor-network theory as methodology
- religious studies
- history of theology
- theology of culture
- philosophy and theology
Teaching experience
Fall 2014
EDCP 375A: Curriculum and Pedagogy (I) in Business Education and Computer Science, UBC
(Graduate Teaching Assistant)
Instructor: Vincent Chan
This is the primary curriculum and pedagogy course for all Teacher Candidates who have a major or concentration in Business Education or Computer Science. This course provides an introduction to the content and methods of teaching Business Education and Computer Science in secondary schools in British Columbia. It is directed towards preparing students for their short and extended practicum leading up to their eventual role as a classroom teacher. The emphasis of the course will be on lesson and unit planning, the introduction of innovative teaching and learning strategies, creating inclusive classroom environments and effective management techniques, authentic evaluation and assessment, and delving into current issues in Business Education and Computer Science. Other topics will be determined based on need and interests. Underpinning this course is a commitment to supporting inquiry, social justice and diversity, aboriginality, and new pedagogical literacies, and new technologies.
EDUC 450B – Inquiry Seminar I, UBC
(Graduate Teaching Assistant)
Instructor: Vincent Chan
The aim of these inquiry courses, in addition to providing pedagogical skills and curricular understanding, is to cultivate a habit of inquiry in Teacher Candidates, and to provide them with the knowledge, skills, and attitudes that will allow them to practise various forms of inquiry in their classrooms. Inquiry Seminar (I) is designed to engender in Teacher Candidates:
1) an understanding of teaching as a moral and intellectual activity requiring inquiry, judgement and engagement with multiple others—students, parents, colleagues, scholarly community.
2) an appreciation of the importance of research in understanding curriculum teaching and learning.
3) a desire to engage in their own educational inquiries—to become students of teaching.
Winter 2014
EDCP 473: Digital Media in ICT – Ethical Uses, UBC
(Graduate Teaching Assistant and Thesis Editor)
Instructor: Dr. Stephen Petrina
This course focuses on ethical practice in educational technology, ICT, media studies, new media, and education in general in P-12 contexts. The course is designed as a student-led seminar, with the majority of contributions derived from students. Content is oriented around ethics, morality, and law, with more specialized content derived from cyberethics, information ethics, media ethics, and technoethics. This particular section tailored to the Digital Learning and Curriculum cohort focuses on cyberbullying and cyberethics. The major project challenges students to create a case-based course or series of cases on cyberbullying and cyberethics for P-12 students, which draws on videos created in a previous Cultural and New Media Studies course (ETEC 531).
Fall 2013
ETEC 511: Foundations of Educational Technology, UBC
(Graduate Teaching Assistant)
Instructors: Dr. Stephen Petrina
This course provides both a disciplinary tour and poststructuralist deconstruction of the foundations of e-learning, educational technology, learning technologies, and new media. It addresses the anthropological, economic, historical, phenomenological, philosophical, political, psychological, sociological, and spiritual foundations of educational technology along with a critique of these foundations. These foundations are cast within a larger framework of ecological-natural, ethical- personal, existential-spiritual, socio-political and technical-empirical dimensions of technology with implications for curriculum and instructional design. How, why and to what degree have media and technology been incorporated into, or changed by, education and what foundational structures underlie these processes? How do the processes of foundation building shape educational media, technology or learning technologies? What happens to e-learning, educational technology, learning technologies, and new media if and when we can no longer rely on their foundations or when foundations shift? This course is designed from a basis that educational media and learning technologies are not merely tools; educational premises are neither fully durable nor pliable; and actors or agents of education are not merely humans. It begins with an exploration of the cultural and social foundations of education, and proceeds through disciplinary and interdisciplinary foundations of e-learning, educational technology, learning technologies, and new media and concludes with a critique of these foundations and the cultural studies of educational technology, learning technologies, and new media.
ETEC 531: (Curriculum issues in) Cultural and New Media Studies, UBC
(Graduate Teaching Assistant)
Instructors: Dr. Stephen Petrina
This course focuses on understanding media and associated freedoms of cultural expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding culture, media, and the process of meaning-making, this course focuses on making and managing media across formats, cultural expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course balances practice with ethical, legal, and theoretical aspects and emphasizes the design of curriculum and courses for teaching media studies and for integrating media literacy across the curriculum.
Summer 2013
ETEC 511: Foundations of Educational Technology, UBC
(Graduate Teaching Assistant and Course Designer)
Instructors: Dr. Stephen Petrina, Dr. Franc Feng, and Dr. Matiul Alam
This course provides both a disciplinary tour and poststructuralist deconstruction of the foundations of e-learning, educational technology, learning technologies, and new media. It addresses the anthropological, economic, historical, phenomenological, philosophical, political, psychological, sociological, and spiritual foundations of educational technology along with a critique of these foundations. These foundations are cast within a larger framework of ecological-natural, ethical- personal, existential-spiritual, socio-political and technical-empirical dimensions of technology with implications for curriculum and instructional design. How, why and to what degree have media and technology been incorporated into, or changed by, education and what foundational structures underlie these processes? How do the processes of foundation building shape educational media, technology or learning technologies? What happens to e-learning, educational technology, learning technologies, and new media if and when we can no longer rely on their foundations or when foundations shift? This course is designed from a basis that educational media and learning technologies are not merely tools; educational premises are neither fully durable nor pliable; and actors or agents of education are not merely humans. It begins with an exploration of the cultural and social foundations of education, and proceeds through disciplinary and interdisciplinary foundations of e-learning, educational technology, learning technologies, and new media and concludes with a critique of these foundations and the cultural studies of educational technology, learning technologies, and new media.
ETEC 531: (Curriculum issues in) Cultural and New Media Studies, UBC
(Graduate Teaching Assistant)
Instructors: Dr. Stephen Petrina and Dr. Franc Feng
This course focuses on understanding media and associated freedoms of cultural expression and the press for learning, teaching, and public pedagogy. Media studies is a dynamic discipline tailored to exploring youth, culture, and education through concepts or techniques such as articulation, framing, regulation, remediation, representation, and transcoding. In addition to understanding culture, media, and the process of meaning-making, this course focuses on making and managing media across formats, cultural expression, and civic engagement. Making minimal distinction among (the) media of, on, and in education, the course provides a survey of media studies and new media with an emphasis on media education and literacy. Media education and literacy are among the most relevant challenges to “official” knowledge and represent key movements in the sociology of curriculum. Hence, this course balances practice with ethical, legal, and theoretical aspects and emphasizes the design of curriculum and courses for teaching media studies and for integrating media literacy across the curriculum.
Fall 2012
EDCP 377-378: Curriculum and Pedagogy II, UBC
(Graduate Teaching Assistant)
Instructors: Theresa Magee and Dr. Don Krug
The main goal of the course is to provide an enriched curriculum course focusing on the design and implementation of instructional resources for teaching (business, economics, design, engineering, technology education and information and communication technology). The course balances inquiry and research (in areas with TIDE, STEM or STEAM for technology education and Ch’nook for business education) with the design of resources, curriculum and pedagogy. One intention is to help students develop a framework for understanding themselves as a teacher, and technology and business as a field of study and school curriculum. A second major intention will be in providing students with an understanding of what teaching entails, in terms of ecological-natural, existential-spiritual, ethical-personal, socio-political, and technical-empirical dimensions. A third major intention is in preparing students for their extended practicum experience leading up to their eventual role as a classroom teacher. Underpinning this course is a commitment to the following principles: inquiry, social justice and diversity; aboriginality; pedagogical literacies; and new technologies.
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