What+I+Hope+to+Learn+in+ITDA


 * Description & Objectives**

EDPR 502 serves as an introduction to the principles of inquiry and various means and lenses for raising and reflecting on questions about both educational practice and about self as learner and educator.
 * 1) I want to get a better handle on this term

The intention is to introduce the topics of inquiry, the portfolio process evaluation the expected outcomes or capacities, and to begin building the cohort relationships that are fundamental to participants’ ongoing learning and professional development. This course will engage teacher-learners in personal exploration of what it means to be an educator. Questions which might guide the class are: • Who am I as both a learner and teacher? • What is the link between my beliefs, values, educational aims and practice? • What is important about a professional learning community? • What is the nature of teacher-research? At the end of this course, participants will produce and present a baseline portfolio that documents your thinking regarding the above questions as you begin your learning journey in the Graduate Diploma Program. EDPR 531 begins the exploration of the influences, practices and uses of educational technology for both learners and teachers. The intention of the course is to introduce notions of critical reflection about such outcomes as ways to investigate and articulate questions about the efficacy, ethics, uses and issues arising from digital age developments as they influence schools, teachers, students. Questions which might guide the class are: • What is my relation and thinking with respect to educational technology? • What are some of my interests, dilemmas, and questions concerning educational technology? • How is technology influencing and shaping the nature of teaching and learning? At the end of this course, participants should begin to feel comfortable that their level of technological knowledge...(whatever it [maybe]), will be welcome[d] in the cohort community[.] [T]hey should feel supported in developing a deepening level of comfort [with technology].
 * 1) this is a monsterous mouthful of academia that I find is both the crux of the goals of this course but also the first place on which I have stumbled in the past. I am a naturally reflective person so it is odd to me that this would be a stumbling block -- the first point @ which I lose my direction but I think it's because it is so abstractly worded. What I need is something more concrete -- a metaphor...
 * 2) I need something that can represent the various terms in this statement:
 * means
 * lenses
 * raising questions
 * reflecting on questions
 * educational practice
 * self as learner
 * self as educator
 * Assignments and Responsibilities**

1. **Reflective Record Keeping**: Class participants will be expected to reflect, in some tangible form, on their thoughts regarding class or the assignments or ideas that arise out of course materials. The format is at the discretion of the individual but it should be noted that there will be times when sharing of that reflection is an expectation. 2. **Readings:** Participants are asked to respond to each of the class readings. A written response could act as notes or as a framework for in-class discussions. Written responses should consist of two keys elements: 1) a statement of what is significant to you and its connection to your practice or philosophy (for example, an idea, a concept or a quote that really speaks to you); 2) a statement of concern to you (for example, an idea, a concept or quote which needs clarification or elaboration or which you find problematic). //Class responses to readings may form part of a class or group discussion and points similar to those covered in written responses to readings will be the starting point for many of theses discussions. [italics added]// 3. **Baseline Portfolio:**

Completion and presentation. The baseline portfolio should include at least: 1) one journal entry & critical reflection 2) your beliefs concerning the place of technology in education 3) your self-assessment of capacities 4) your autobiography project 5) your self-assessment regarding your relationship to technology 4. **Communication and Community**: The course will be supported through a “moodle.” This is a form of course deliver software which will be introduced in the first few classes in May. It is expected that students will check the moodle regularly for information, access to class readings, and ultimately, as a space for community building, communication, and for the exchange of information and ideas. Attendance and active participation in all classes is mandatory in order to attain an 'S' grade. Because all classes are participatory, a student must make arrangements with the instructor/faculty associate to complete readings/assignments to compensate for missed work. It should be noted that students who miss the equivalent of two or more classes may not be able to make up sufficient work to attain an ‘S’ grade. A student who is unable to attend a class due to exceptional circumstances must notify the instructor and/or faculty associate before the class and also contact other students before the subsequent class to find out what was discussed and make up work missed. All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy athttp://www.sfu.ca/content/sfu/policies/gazette/student/s10-01.html
 * Required Text:** The //Art of Classroom Inquiry: A Handbook for Teacher Researchers// (Revised Edition, 2003) by Ruth Shagoury Hubbard & Brenda Miller Power. Please feel free to order this text through your local bookstore, chapers.ca or amazon.ca. Ordering the book yourself is typically less expensive than ordering through the SFU bookstore.
 * Department Policy Statement re Attendance/Participation:**
 * University Policy Statement regarding Academic Honesty**