Issues & Trends in Learning Technologies – EDUC 730

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/04/2022

Course Description

A study of technology practices as they impact the teaching and learning process in any context.  Specifically, this course will examine personal, professional and pedagogical engagement of technology; especially those technologies associated with digitally-based communication, collaboration, engagement, interactivity, problem-solving, as well as current trends and future perspectives.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


Over the last few decades there has been an unmistakable increased interest and adoption of learning technologies for online and face-to-face learning environments. This course seeks to develop research-based understandings and awareness of trends and issues in the broad area of learning technologies to address that need. As part of the required components of the course, students explore learning technologies from a scholarly view point and develop instructional assets integrating technology.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the Course Requirements Checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the candidate is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 500 words, demonstrate course-related knowledge, and include at least 3 research articles. In addition to the thread, the student is required to reply to the threads of at least 2 classmates with a substantive response. Each reply must be at least 300 words. (CLO: A, B, F)

Leaders, Legends, Learners, and Lessons Paper

In this 8-12 page paper the candidate will outline the historical development of the field of educational technology, its definition, leaders, significant events, and theories; noting these across each of six time periods. Legends that have had the most significant impact on the field, lessons learned through time about how technology can best be leveraged to support teaching and learning, and current issues with a significant focus on what is meant by the digital divide, why this divide exists, and how it might best be addressed are also covered. (CLO: A, B, F)

STEM, Robots, Codes, and Maker's Spaces Overview

Maker’s spaces and personal manufacturing present a fascinating future for education with some tantalizing possibilities. The barriers to adoption are real, but worth overcoming for the potential benefits.  STEM, Robots, Codes, and Maker’s Spaces are increasingly seen as ubiquitous with the educational experience in classrooms. In this assignment the candidate will explore each of these four topics from a local context perspective, examining significance, barriers, practices, and implications for teaching and learning. (CLO: A, B, F)

Collaboration and Communication Apps Review

Collaboration and communication apps have become ubiquitous with everyday life but there can be both risks and benefits to using these web based tools, especially for children and teens. Apps noted as dangerous for children and teens include Snapchat, Whisper, Blendr, and WhatsApp, yet several of these apps are used to good advantage by many. In this assignment you will identify 5 or more apps that are of particular concern for educators and parents, revealing both the perceived benefits and the possible or likely risks and publish your findings to the web in blog type or newsletter form with descriptions and hyperlinks. (CLO: C, E, F)

Technology Integration: Problem-Based Learning Plan

Using a Problem-Based Learning approach the candidate will design a technology integrated learning plan for a specific audience of learners using the ASSURE model for instructional design, the Technology Integration Matrix, and the ISTE standards. Plan preparation involves determining the focus problem, outlining the learning experiences, and selecting digital resources, interactives, or simulations. The learning plan must include questioning strategies and assessments. (CLO: A, B, D, E, F)

Instructional Video Project

Instructional videos provide on demand learning opportunities and are an important aspect in personalized learning. The candidate will develop an instructional video that is 4-6 minutes in length. in which the candidate is explaining, demonstrating, or teaching a skill. The video must be uploaded to YouTube. The link to the video will be submitted as with the planning template. (CLO: A, B, D, E, F)

Challenges and Possibilities Paper

In this 8-10 page paper the the candidate will explore emerging themes in the field of educational technology and elucidate educator perspectives in order to project future directions while grappling with several current issues facing the field. Additionally, the candidate will use the Horizon Report, Gartner’s Hype cycle, and recent scholarly literature to map the current landscape, look into the future, and predict three trends that are likely to have significant impact in the future and what these trends will likely mean for teachers and for students. (CLO: B, E, F)

Reflection Paper

In this 2-3 page paper the candidate will reflect on the understandings gained through the course in light of biblical principles, specifically reflecting on the admonition in Philippians 4:8 to think on things that are true, noble, right, pure, lovely, admirable, excellent, and praiseworthy and how this admonition relates to technology integration in today’s classrooms.  (CLO: B)