This site is an archive. See the current website at www.extension.harvard.edu.

Courses

Related Courses

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This page contains content from the 2008–09 academic year. For current information, visit the Harvard Extension School website at www.extension.harvard.edu.

Education

Also see the Master of Liberal Arts in Educational Technologies and Master of Liberal Arts in Mathematics for Teaching.

Courselist

EDUC E-101 Improving Education Systems in Developing Countries (23038) (Website) (Printable version)
Fernando Reimers, EdD, Ford Foundation Professor of International Education, Harvard Graduate School of Education.
Course tuition: noncredit and undergraduate credit $800, graduate credit $1,725.
Spring term
Online only, beginning Jan. 26. See Distance Education. Required sections to be arranged. Lecture 1 video.

How can federal and state governments throughout the world support the work of teachers in ways that foster the academic success of all students? What kind of knowledge can best support effective policy reform? How can evidence-based educational research inform practical and workable strategies to improve the effectiveness of schools and to reduce quality gaps? This introductory course in education policy analysis examines how to draw on the results of quality research to compare policy alternatives. We examine what factors influence the opportunity to learn in schools in diverse national contexts. We also review alternative frameworks to think about the utilization of research to inform policy. We critically examine research on early-childhood education, language of instruction, teacher education, and school governance, as well as evaluate targeted programs to enhance the quality of schools attended by disadvantaged students. The recorded lectures are from the Harvard Graduate School of Education course A-801. Prerequisite: students must view sample online lectures before they register. (4 credits)

EDUC E-102 Introduction to Educational Technologies (11986) (Website) (Printable version)
Stacie Cassat Green, MEd, Principal, 64 Crayons. Denise M. Grey, ALM, Instructional Web Developer/Analyst, Harvard Law School.
Course tuition: noncredit and undergraduate credit $950, graduate credit $1,725. Limited enrollment.
Fall term
This course meets Saturdays, Sept. 20, Oct. 4, Oct. 18, Nov. 1, Nov. 15, Dec. 6, Dec. 20, Jan. 10, and Jan. 17, 10 am-4 pm in 53 Church Street, Room L01, with a one-hour lunch break.

How can technology best support teaching and learning? Through hands-on projects, we explore and evaluate a variety of software packages and some of the newer Web 2.0 technologies, while also looking at the best practices of technology integration in learning environments. Our primary goal is to not only become fluent users of the technology, but more importantly, to become fluent thinkers of the technology. While this course is geared toward K-12 education, many students interested in adult and higher education have successfully adapted the assignments to meet their needs. (4 credits)

EDUC E-104 Theory and Practice of Web Pedagogies (22893) (Website) (Printable version)
Catalina Laserna, DPhil, Lecturer on Anthropology, Harvard University. Patricia Craig, PhD, Executive Director, Minda de Gunzburg Center for European Studies, Harvard University.
Course tuition: noncredit and undergraduate credit $950, graduate credit $1,725.
Spring term: Wednesdays beginning Jan. 28, 5:30-7:30 pm, 1 Story Street, Room 302. Required sections to be arranged.
Online and on-campus options. See Distance Education. Lecture 1 video.

As electronically mediated communication becomes more prevalent, new ways of enhancing and expanding teaching and learning are possible. This course examines theories of teaching and learning as well as best practices associated with incorporating web-based materials and teaching tools into traditional and distance education effectively and efficiently. The course also examines the systemic conditions necessary to promote the adoption and sustainability of technology-based innovations in education. (4 credits)

EDUC E-109/W Human Development: Applications in the Classroom (22647) (Syllabus) (Printable version)
Elizabeth Grady, EdD, Consultant. Diane Tabor, EdD, Consultant.
Course tuition: noncredit and undergraduate credit $950, graduate credit $1,725.
Spring term: Tuesdays beginning Jan. 27, 7:35-9:35 pm, Sever Hall, Room 210. Optional sections to be arranged.

How can theories and topics in the study of human development support teachers in the classroom? This course is designed to present an overview of human development from childhood through adulthood, with an emphasis on understanding a learner's cognitive, social, and emotional growth. Students develop a clearer understanding of how psychological theory can best influence classroom instruction and how a learner's thinking, ability to learn, and physical capabilities vary at different ages and stages in life. As a result of taking this course, students are able to identify major developmental theories and concepts, and apply them to the learning levels and cognitive abilities of students they teach. Students share their written work both on- and off-line as they develop lesson plans and topics for discussion in their disciplines. (4 credits)

EDUC E-126 Teaching for Understanding with Technology (13255) (Syllabus) (Printable version)
Lisa Breit, EdM, Director of Innovation, Partnership Schools Education Development Center, Inc.
Course tuition: noncredit and undergraduate credit $800, graduate credit $1,725. Limited enrollment.
Fall term: Thursdays beginning Sept. 18, 7:35-9:35 pm, 53 Church Street, Room 203. Required sections Thursdays, 6:30-7:30 pm.

Technological developments and globalization have transformed the nature of knowledge, learning, and work. Today, educators must think beyond traditional approaches to instruction in order to cultivate the kind of thinking, collaboration, and expertise required for success in the twenty-first century. What is most important for students to understand? How can educators design curriculum and instruction that taps into students' curiosity and promotes investigation and critical thinking? How do disciplinary perspectives affect curriculum design and instruction? How can assessment be used to deepen understanding? How can new technologies and sources of information support this kind of learning? This course bridges research and theory to practice through a curriculum design framework that helps educators keep understanding up front while designing instruction for today's learners. Prerequisite: this course is most useful to students with some teaching experience. (4 credits)

EDUC E-128 Universal Design for Learning (23077) (Website) (Printable version)
Sabina Rak Neugebauer, EdM, Research Assistant, Harvard Graduate School of Education.
Course tuition: noncredit and undergraduate credit $800, graduate credit $1,725. Limited enrollment.
Spring term: Wednesdays beginning Jan. 28, 7:35-9:35 pm, 53 Church Street, Room 203.

Teachers, administrators, and curriculum designers must address individual differences in classrooms. Typically educators are equipped with "one-size-fits-all" materials that are designed for a subset of students. This course examines an alternative approach to learning, designed so that a much wider range of students can succeed. Prerequisite: familiarity with current trends in educational policy, pedagogy, and curriculum is recommended. (4 credits)

EDUC E-200a Instructional Technology Licensure Practicum Seminar I (12442) (Website) (Printable version)
Ann Koufman-Frederick, PhD, Lecturer in Extension, Harvard University and Assistant Superintendent, Watertown Public Schools.
Course tuition: graduate credit $1,800. Limited enrollment.
Fall term
This course meets Tuesdays, 5:30-7:30 pm, Sept. 16, Sept. 23, Oct. 14, Oct. 28, Nov. 18, Dec. 2, Dec. 16, Jan. 6, and Jan. 20 in 51 Brattle Street, Room 325.

In the seminar, students meet every other week to discuss and study teaching practice and current issues in instructional technology. The seminar meetings support students to become better teachers, specifically instructional technology teachers. Students focus on the research-based common core of professional knowledge and the parameters of skillful teaching. During the fall, students complete their prepracticums, a set of nine to twelve one-day educational experiences in a variety of K-12 settings that help students decide the level (elementary, middle, or high school) and setting (urban or suburban) in which they would like to do their student teaching practicums. If students have not done so already, they must take the communication and literacy skills portion of the Massachusetts Tests for Educator Licensure (MTEL) on September 20 or November 22. Students who have their MTEL scores by mid-semester are able to begin their 300-hours of student teaching (see EDUC E-200b). Prerequisite: open to Master of Liberal Arts in Educational Technologies candidates who have completed four Instructional Technology Licensure (ITL) courses. (4 credits)

EDUC E-200b Instructional Technology Licensure Practicum Seminar II (22249) (Website) (Printable version)
Ann Koufman-Frederick, PhD, Lecturer in Extension, Harvard University and Assistant Superintendent, Watertown Public Schools.
Course tuition: graduate credit $1,800. Limited enrollment.
Spring term
This course meets Tuesdays, 5:30-7:30 pm, Feb. 10, Feb. 24, Mar. 10, Mar. 31, Apr. 14, Apr. 28, May 12, and May 19 in 51 Brattle Street, Room 325.

In the practicum, students complete a total of 300 hours of student teaching at two levels (either elementary and middle, or middle and high school; 150 hours at each level). Students are mentored by supervising practitioners who are licensed instructional technology teachers or specialists with experience in K-12 schools. Students are also assigned university supervisors who complete classroom observations and final written evaluations. Students meet every other week in the seminar to discuss and study teaching practices and current issues in instructional technology. Students focus on applying knowledge of pedagogy to instructional technology. For their final projects, students produce an electronic portfolio. Prerequisites: open to students who have successfully completed EDUC E-200a, the prepracticum, and the communication and literacy skills portion of the MTEL. Once registered for the course, students submit a summary log to the Master of Liberal Arts in Educational Technologies Office. (4 credits)

EDUC E-210 Graduate Research Methods and Scholarly Writing in Educational Technologies (13194) (Website) (Printable version)
Catalina Laserna, DPhil, Lecturer on Anthropology, Harvard University. Mary Casey, EdD.
Graduate proseminar. Course tuition: graduate credit $1,725. Limited enrollment.
Fall term: Wednesdays beginning Sept. 17, 5:30-7:30 pm, 51 Brattle Street, Room 121.

This proseminar guides students through the process of qualitative research design, which culminates in writing a detailed thesis proposal. Students learn how to define a theoretical context for their research on technologies of education; formulate researchable questions; select a research site; and pick sampling, data collection, and analysis techniques. Students critically examine validity threats and alternative explanations to their research. Prerequisites: successful completion of five Master of Liberal Arts in Educational Technologies courses and a satisfactory score on the test of critical reading and writing skills. (4 credits)

EDUC E-599 Capstone Course in Educational Technologies (22925) (Website) (Printable version)
Stacie Cassat Green, MEd, Principal, 64 Crayons. Denise M. Grey, ALM, Instructional Web Developer/Analyst, Harvard Law School.
Course tuition: graduate credit $1,725.
Spring term: Mondays beginning Jan. 26, 5:30-7:30 pm, 51 Brattle Street, Room 121.

In this culminating course, students demonstrate their mastery of the content presented in the Master of Liberal Arts in Educational Technologies program by completing a project of their own design. This project allows students to synthesize their learning by directly applying their understanding to their professional practice. The seminar environment of this course supports students in the design, development, and evaluation process of their projects. Students present projects to the faculty and other students in the program. Additionally, students submit an e-portfolio that represents their learning throughout the program. Prerequisite: eleven Master of Liberal Arts in Educational Technologies courses. (4 credits)