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This course examines the educational possibilities of digital media, asking what and how we know is reshaped, re-mediated and altered by technology tools and their affordances. The course focuses primarily on the design, development and practical implementation of technologies for learning, in close relation with pedagogical theory and technology studies.

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Famously, Friedrich Schiller (1794) claimed that persons were ‘most human’ when they were at play. More recently, digital media and learning theorists have suggested that learners may learn best when they are ‘at play’, where serious play and educative/learning action coincide.

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Multimodal Literacies examines the changing face of literacy in our networked worlds, exploring contemporary literacy shapes, sites and practices. The course invites diverse theoretical and pedagogical perspectives on multimodal literacies, and contemplates ‘new basics’ in 21st century literacy education.

2

In EDUC 5860, we examine a broad and ever-changing range of social, cultural and pedagogical issues arising from the use of digital technologies for education and learning (in and outside schools).

2

TECH 4051 Teaching Design Thinking within Technology Frameworks course description coming soon.

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This course will explore new media technologies and literacies prevalent in contemporary culture and of increasing importance in educational contexts. An array of new media technologies and emergent literacies will be explored theoretically, critically, and through hands-on applications in order to consider their pedagogical, curricular, and sociocultural implications.

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Students will work and play with the goal of creating dynamic digital artefacts, learning through making, and documenting process and practice. By the end of this course, you will have learned a practice.

2

This course explores issues in popular culture, cultural studies, and education, critically examining how popular culture texts rhetorically position young people today, mediate our identities and our aspirations, and function to narrate our our lives, worlds, and social possibilities. We will critically situate popular culture within its social, political, economic and educational contexts – and within the everyday lived worlds of students. You will also participate in the production of critical counter-narratives that speak back to problematic or limiting mainstream media representations.

2

The aim of Teaching English in the Intermediate/Senior Division is to provide foundations for critical reading, interpretation, and textual production – engaging diverse texts, genres, and media forms (including the digital) – to support your future teaching practice.