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Education

EDUC E-101 Improving Education Systems in Developing Countries (13447)

Fall term

Fernando Reimers, EdD, Ford Foundation Professor of International Education, Harvard Graduate School of Education.

Course tuition: noncredit and undergraduate credit $950, graduate credit $1,850.

Online only, beginning Sept. 1. 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 use 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 fall 2008 Harvard Graduate School of Education course A-801. (4 credits)

EDUC E-102 Exploring Educational Technologies (11986)

Fall term

Denise M. Grey, ALM, Instructional Web Developer/Analyst, Harvard Law School.
Stacie Cassat Green, MEd, Principal, 64 Crayons.

Class times: Saturdays, beginning Sept. 12, 10am-4pm.

Course tuition: noncredit and undergraduate credit $1,100, graduate credit $1,800.

Limited enrollment.

How can technology best support teaching and learning? Through hands-on projects, we explore and evaluate a variety of software packages and 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 projects to meet their needs. (4 credits)

EDUC E-104 Theory and Practice of Web Pedagogies (22893)

Spring term

Catalina Laserna, DPhil, Lecturer on Anthropology, Harvard University.

Class times: Tuesdays beginning Jan. 26, 5:30-7:30 pm. Optional sections to be arranged.

Course tuition: noncredit and undergraduate credit $1,150, graduate credit $1,850.

Online option available.

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 (23339)

Spring term

Elizabeth Grady, EdD, Consultant.
Diane Tabor, EdD, Consultant.

Class times: Tuesdays beginning Jan. 26, 7:35-9:35 pm. Optional sections to be arranged.

Course tuition: noncredit and undergraduate credit $1,100, graduate credit $1,800.

Writing-intensive course.

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-129 Emerging Models of Professional Development (23156)

Spring term

Ann Koufman-Frederick, PhD, Lecturer in Extension, Harvard University and Superintendent, Watertown Public Schools.
Jill Souza Norton, MEd, Executive Director, The Rennie Center for Education Research and Policy.

Class times: Wednesdays beginning Jan. 27, 5:30-7:30 pm.

Course tuition: noncredit and undergraduate credit $1,100, graduate credit $1,800.

Students understand the scope of emerging technologies for professional development through engagement with these technologies, including participation in an on-site and online learning community. The focus is to understand and apply a range of effective professional development strategies commonly used in schools and businesses. At the beginning of the semester, students are expected to introduce preliminary ideas about the professional development project they intend to design. Throughout the semester, the ongoing design process is informed by learning and development theory, research in professional development, and study of exemplary professional development programs in schools and businesses. Programs are designed using a web-based collaborative tool and the Teaching for Understanding method. Prerequisites: EDUC E-102, or permission of the instructor. (4 credits)

EDUC E-210 Graduate Research Methods and Scholarly Writing in Educational Technologies (13194)

Fall term

Catalina Laserna, DPhil, Lecturer on Anthropology, Harvard University.
Mary Casey, EdD.

Class times: Wednesdays beginning Sept. 2, 5:30-7:30 pm.

Course tuition: graduate credit $1,800.

Graduate proseminar. Limited enrollment.

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 Graduate Program 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)

Spring term

Denise M. Grey, ALM, Instructional Web Developer/Analyst, Harvard Law School.
Stacie Cassat Green, MEd, Principal, 64 Crayons.

Class times: Mondays beginning Jan. 25, 5:30-7:30 pm.

Course tuition: graduate credit $1,800.

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 submit an e-portfolio that represents their learning throughout the program and present their projects to the faculty and other students. Prerequisite: eleven Graduate Program in Educational Technologies courses. (4 credits)



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