Ed Education

Ed4001 Visions and models of curriculum design and management.

(3 0 12) Requieriment: NT Equivalence: NT

This course presents the educational main current positions, both theoretical and practical, towards the end of twentieth century in order to find an equilibrium between tradition and change and to elaborate a proposal suitable to the socio-cultural context where our student are practitioners. Planning, design and management of a course are studied from the point of view of current paradigms in Education. Problems related to curriculum, classroom, relation between learning and teaching, new and old role of teachers, innovations in different educational models (open, distance, online models) are topics to be discussed.

Bibliography:

Ed4002 Critical thinking strategies for educational research

(3 0 12) Requieriment:NT Equivalence: Ed97465,Ed98465

This course emphasizes the acquisition of the needed research skills in order to develop in the student a critical thinking about educational research. This critical thinking approach demands the student to be able to know the basic concepts and approaches of educational research, explain its meaning, locate reports, evaluate and write coherent essays which integrate several educational research studies about his or her interest area.

Ed4003 Distance education

(3 0 12) Requirement:NT Equivalence: NT

This course encourages students to know several models of distance learning, integration of communication technology in teaching and learning processes, and distance learning development in Mexican and international environments. It also analyzes long distance education outcomes, benefits, challenges and criteria applied for choosing technology.

Bibliography:

Ed4004 The use of new information technologies for distance learning

(3-0-12) Requirement: NT EquivalencE: Ed-98-101

This course trains the student in the use of the main computer tools used in the Virtual University courses and sensitizes them to the impact that such tools in particular and information technology in general have on society in general and specifically on the educational environment. The course includes word processors, electronic mail, the synchronous and asynchronous communication media, WWW navigators and file transfer protocols among others.

Basic Bibliography:

Additional Bibliography :

Ed4005 Teaching and learning sociological and cultural perspectives in the new societies

(3-0-12) Requirement: NT Equivalencia: Ed98151,Ed98151

This course encourages students to know and reflect around new postmodern societies development, problems and tendencies. Also it promotes students in building a new vision and holistic comprehension of education in the new societies, which let them the integration of new concepts and proposals as professional practitioners

Ed4006 Comparative education

The objective of this course is to provide students with the opportunity to explore educational systems in various parts of the world with the purpose of analyzing problems and solutions and comparing ways in which educational systems operate within their particular context within a particular point in time. Relationships between education and culture as well as education and time will be explored. They will look at historical trends or patterns in educational systems and how that history leads to the present and future. Students will explore models employed by different educational systems to define issues and create plans for development. This course will be passed on project-oriented learning, with students dealing with real situations occurring in Latin American countries. It is hoped that as a result of this experience, students will understand the many factors that come into play when decision makers develop plans, set and implement policy, and move towards educational reform movements.

Bibliography:

En este curso los alumnos y el profesor buscarán lecturas según los proyectos. No habrá un texto o antología específica.

Ed4008 Foundations of educational technology

(3-0-12) Requirement: NT Equivalencia: Ed98460

Some scholars claim the new connective technologies (e.g. the internet) constitute a paradigm shift so fundamental that earlier experiences with older technologies are irrelevant. Other scholars claim the continuities between new and older technologies outweigh discontinuities. The way technology works depends upon the discourse in which it is located. Hence, the purpose of this course is to understand social theory and, second, deploy it to better understand ways in which technology is used.

Basic Bibliography:

Additional Bibliography :

Ed4009 Design of technology-supported learning environments.

(3-0-12) Requirement: NT Equivalencia: Ed97463,Ed98463

An online seminar examining the literature reporting research and practice of current instructional methods that are recognized as effective in various educational settings, and investigating the application of these methods to the design of technology-mediated instruction. A variety of courses will be critically reviewed in light of their use or non-use of the target strategies. Students will design a technology-supported learning environment.

Basic Bibliography:

Ed4010 Organizational learning and educational change

Requirement: NT Equivalent: NT

The course provides the necessary elements for understanding and applying principals of organizational learning to change processes in educational institutions. The focus centers in the school as organizational unit, but includes the necessary interrelations between the school and the community and organizations of the context (government, businesses, associations, unions, etc). It emphasizes the role of the educational administrator in designing and maintaining structures and processes of support needed for the implementation and institutionalization of change projects in schools. Themes include: 1. Organizational learning understood as a process and as a structure, 2. Models of knowledge acquisition, 3) Models and difusión of knowledge, 4. Models of knowledge usage, 5. Organizational structures that are complimentary for organizational learning (for work, culture and information), 6. Theories of organizational change, 7. Collaborative modalities for bringing about change, 8. Stabilization and institutionalization of change in educational institutions, 9. Educational leadership based on organizational learning.

Participant Texts:

Support Bibliography for the Professor:

Professor´s Profile:
Doctoral level with specialty in education or educational administration. Practical experience in the schools.

Ed4011 Development of academic personnel

Requirement: NT Equivalent: Ed99523

This course will provide elements necessary for working in a collaborative way with educators in the process of innovation that require components of continuous learning and updating for design and implementation. A focus will be made on knowing, analyzing and evaluating a set of practices and actual strategies used successfully in programs that contribute to the profesional development of educators in different levels and institutions. Among the themes of the course: 1. Characteristics of educational work, 2) Educational practice as reflexive actino, 3) Adult learning, 4) Collaborative work among professionals, 5. Social and cultural aspects of professional education in Mexico, 6) The process of change at the personal level, 7) Best practices for the development of educational personnel: the professor as investigator, mentorships, process consulting, communities of practice, asynchronous models based on technology, competence based learning.

Participant texts:

Support Bibliography for Professor:

Professor's profile:
Doctoral level with specialty in education, educational administration. Practice in the schools.

Ed4019. The use of new information technologies for distance learning

(3-0-12) Requirement: NT
Equivalence: Ed 4004

This course trains the student in the use of the main computer tools required in the Virtual University courses and sensitizes them to the impact that such tools in particular and information technology in general have on society in general and specifically on the educational environment. The course includes word processors, electronic mail, the synchronous and asynchronous communication media, WWW navigators and file transfer protocols among others.

Basic Bibliography:
• Barker, Donald. I y Chia-Ling H. Barker. (1998). Get Started with Office 97! Illustrated Interactive Edition. Cambridge: International Thomson Publishing Company.
• Barker, Donald. I y Chia-Ling H. Barker. (1998). The World Wide Web Featuring Netscape Communicator 4 Software. Illustrated Standard Edition. Cambridge: International Thomson Publishing Company.
• Tapscott, Don. (1997). Growing up Digital: The Rise of the Net Generation. New York: McGraw-Hill. ISBN 0-07-063361-4.

Ed4021. Ethical formation of citizen

This program pretends develop, in participants, a reflection and the conscious about the big ethical problems that the citizen faces in the XXI Century.
It is described those problematic situations, as much in the global society as in the Mexican society that are constituted like risky in the diverse aspects of citizen life.
From this context of the present scene the ethical processes are analyzed and the citizen participation in those events.
Also the citizen formation is established from the education, in a wide sense, like formative process of man and, from an specific perspective, in the school and classroom context

Objectives
• Conceptualize those politics-economics and psychosocial tendencies in the present societies in order to obtain a complete approach to the topic of citizen ethics.
• Analyze the thinking lines about the development of ethics their reaches and limitations.
• To check ethical events in complex citizen situations in order to develop strategies for the analysis and intervention in those situations.
• To analyze the relation between ethics and education in no-formal and formal contexts in order to determine the educational and formative role of the community, family and particularly school and class, through the teachers.
Contents
• The actual topics about the relations between society and culture: Communities, family and person, in the present century.
• The development of the civic moral as a legacy of humanity learning.
• Education for coexistence and to accept the rules of actual coexistence in an specific group, based in equity and solidarity.
• School and ethical formation of teachers and students.

Teacher Profile: Professor with PhD in Philosophy, PhD in Humanities, PhD Anthropology, PhD in socio-cultural studies, PhD in sociology.

Ed5000. Adolescent development

(3-0-12)
Requirement: None
Equivalence: None.

Description

This course brings a general view about the adolescent phase of the human development. In a holistic perspective the course will cover the biological, psychological and social dimensions of the adolescent. The participant will identify the difficulties of this phase in life and get strategies to make an efficient intervention with the young students.

General Objectives

• To identify the characteristics of the adolescents in a holistic view.
• To identify the most common difficulties of the young people.
• To get strategies to make efficient interventions.

Specific Objectives

• To list the biological changes in the adolescent
• To list the changes in the psychological perspective and the adaptation that the adolescent do.
• To understand that young people change in his/her interpersonal relationships specially with the peers and with parents
• To identify the main difficulties that young people must to face during this time
• To get a set of strategies to make efficient interventions.

Content

1. Adolescent definition
2. Biological changes
3. Psychological changes a cognitive and affective perspectives
4. The social and moral development: the change in interpersonal relationships
5. The most common difficulties at this age: addictions, food dysfunctions, early pregnancy.
6. How to make an efficient interventions

Methodology

• To read classical material about the adolescent and research about it
• To discuss cases
• To write essay and other kind of written job

Bibliography

• Palacios, J. Álvaro, M. Y Cesar, C. (comp) (1998) Desarrollo psicológico y educación 1 . Madrid, Ed Alianza. Cuarta parte pp. 299 a 3 47.

• Psicología De La Adolescencia / Elizabet B. Hurlock
Autor: Hurlock, Elizabeth Bergner, 1898- México :Paidós, 2001

• Educating Minds And Hearts : Social Emotional Learning And The Passage Into Adolescence/ Edited By Jonathan Cohen ; Foreword By Howard Gardner
New York : Teachers College Press, c1999

• La Psicología De La Adolescencia / Marvin Powell
Autor: Powell, Marvin
México : Fondo de Cultura Económica, 1981

• Psicología Social De La Adolescencia / Robert J. Havighurst
Autor: Havighurst, Robert James, 1900-
Washington : División de Educación, Departamento de Asuntos Culturales, Unión Panamericana 1962

• Bullying in Early Adolescence: The Role of the Peer Group. ERIC Digest.
Espelage, Dorothy L.; EDO-PS-02-16; 200211

• Adolescent Coping: Theoretical and Research Perspectives. Adolescence and Society Series.
Frydenberg, Erica; United Kingdom England ; 1997

• Four Studies of Non-Kohlbergian Tasks To Assess the Development of Moral Autonomy during Adolescence.
Langford, Peter E.; Australia Victoria ; 1990

Ed5001 Models of teaching for the XXI century´s classroom

(3-0-12) Requirement: NT Equivalencia: Ed98152

In this course a repertoire of models will be explored. The models are geared towards both formal and non-formal classroom settings, utilizing a variety of technological tools. Classrooms can be virtual or traditional. The models of teaching create environments and provide general guidelines for designing and constructing teaching-learning situations according to determined objectives and types of content. The models of teaching can be grouped according to 5 theories. The first centers on the development of the individual personality. The second focuses on the group and its interpersonal abilities and social commitment. The third is oriented towards the development of investigation habits and intellectual capacity while the fourth and fifth apply models derived from conductivism and constuctivism respectively.

Suggested Bibliography:

Ed5002 Applications of learning theories to the analysis of instructional situations

This class is an examination of three prominent conceptual perspectives of how learning occurs (Behaviorist view, Cognitive view, Socio-Historic view) with emphasis in the practical application of these perspectives to instructional situations.

Bibliography:

Ed5003. Curricular projects design

This is a theoretical and practical course in that it analyzes the theoretical fundamentals and methods of curriculum design and then links that analysis to the actual processes of evaluation and curriculum development, with the purpose of maintaining an integrated vision of the curriculum. The study of curriculum design takes place in a context that considers the changes and innovation that schools, municipalities, the business world, and non-government organizations are undergoing. It is hoped that the course will guide not only those in educational institutions but those in other types of organizations as well as they develop curricular projects (training, extension, continuing education, non-formal instruction, etc.) using a variety of technologies. In this course the stages of curriculum development will be explored and specific methods will be elaborated based on the needs and demands of the context. The learning activities of this course will be focused on the "reality" of the participants so that they may respond to curriculum development needs in their specific workplace.

Bibliograhy:

Profile of the Professor:

Doctor in education o pedagogy, with specialty in the area of curricular design. Ability to establish integration between theory and practice in the area of curriculum. Experience in the design of curriculum and educational projects.

Ed5004. Inquiry and recuperation of educational practices

This course provides students an opportunity to reflect on teaching and the teaching practices from a philosophical and education's sciences perspective. It also promotes integration of knowledge about teaching with observation and reflection adding by doing research in the practice of daily work. This course also promotes a sensitiveness to student's and societies needs in the interest in contributing of solving problems of his/her societies.

Bibliography:

Ed5005 Educational and psychological measurement and evaluation.

Allyn and Bacon Modalities and Alternatives in the Evaluation of Learning

The fundamentals of the evaluation of learning are studied from the perspective of both evaluation through written exams as well as through performance. Concepts of measurement and evaluation, as well as the development of both traditional and alternative evaluation instruments (taking into consideration both validity and reliability) are studied. The learning activities in this course will be applied to the context of participants.

Suggested Bibliography:

Profile of the professor:

Doctor in education, pedagogy o educational psychology, with a specialty in evaluation of learning. Educational experience in evaluation, both traditional and alternative, is recommended.

Ed5006 Project I

In this course students have the opportunity to develop an educational project or a research project according to his/her preferences. These projects are required in order to get the master of education grade. The course provide students with methods, tools and learning activities to accomplish the educational or research proposal.

Bibliography

Ed5007 Project II

In this course the students will develop his/her educational project or research proposals. The final product should meet the established standards of the Graduate School of Education.

Bibliography:

Ed5008 Design of programs and learning environments

This course is based on the belief that educators need theory and tools that allow them to create environments conducive to learning. These learning-promoting environments are student centered as opposed to instruction or teacher centered. The course comes from a position that programs should be developed utilizing the following process: declaration of purposes of learning, and organization of content and activities that lead to the stimulation of students to explore and extend their understanding. The design of environments and programs takes place in both the formal and non-formal sectors of education, and may involve the use of a variety of technologies. The learning activities of this course will be applied within the particular context of each participant.

Suggested Bibliography:

Profile of Professor: Doctor in education or pedagogy, experience in instructional and curricular design. Areas of interest - innovative methodology and design for learning contexts

Ed5009 Strategic planning and management in educational institutions of the 21st century

Requirement: NT Equivalent: ED 98 464

An exploration of the importance of the planning process in educational institutions and a survey of processes that can be utilized according to the specific context and needs of the organization. Students will have the opportunity to investigate the role of planning in several institutions, to apply a planning process to their own context, and to gather and share information related to a number of facets related to the process. The course will include a special focus on the role that technology plays in the planning of educational institutions of the XXI century.

Bibliography:

Professor´s Profile:
Doctorate. Specialty: Administration, School Administration, Educational Technology

Ed5010 Theory and design of educational organizations

Requirement: NT Equivalent: Ed99521

Identification of the characteristics that explain organizational behavior. Common and innovative structure in the education field. Systems of information, systems of selection, programs for design, performance evaluation and compensation systems for the members of an educational organization. Organizational change.

Bibliography:

* Systems Focus

Senge, P., Roberts, C., Ross, R. B., Smith, B. J., & Kleiner, A. (1995). La Quinta Disciplina en la Práctica (Carlos Gardini,
Trad.). Barcelona: Granica.

Senge, P. M. (1992). La Quinta Disciplina: El Arte y Práctica de la Organización Abierta al Aprendizaje (Carlos Gardini,
Trad.). Buenos Aires: Vergara / Granica.

* Structural Focus

Mintzberg, H. (1983). Structure in Fives: Designing Effective Organizations. Englewood Cliffs, NJ, EUA: Prentice-Hall.

Nohria, N., & Eccles, R. G. (Eds.). (1992). Networks and Organizations: Structure, Form and Action. Boston: Harvard
Business School Press.

* Process Focus

Hammer, M. (1996). Beyond Reengineering: How the Process-Centered Organization is Changing Our Work and Our Lives.
Nueva York: HarperBusiness.

Hammer, M., & Champy, J. (1994). Reingeniería (Jorge Cárdenas N., Trad.). Bogotá: Norma.

* Organizational Life Cycles Focus

Adizes, I. (1994). Ciclos de Vida de la Organización (Carmen E. León, Trad.). Madrid: Díaz de Santos.

Miller, L. M. (1991). De Bárbaros a Burócratas: Estrategias para el Ciclo Vital de las Empresas (Joseba Biozdum, Trad.).
México, D.F.: Grijalbo.

* Multiple Perspective Approach

Bolman, L. G., & Deal, T. E. (1995). Organización y Liderazgo: El arte de la decisión (CDRH / IESA, Trad.). Wilmington,
DE, EUA: Addison-Wesley Iberoamericana.

Morgan, G. (1997). Images of Organization. (2a. ed.). Thousand Oaks, CA, EUA: SAGE

Professor´s Profile:
Doctorate in education or educational administration. Experience in educational institutions.

Ed5011. Using technology as a resource in teaching

Requirement: NT Equivalent: NT

An overview of how technology can be effectively used in learning environments to facilitate and enhance the performance of an educator. This course will allow those dedicated to teaching or training, to explore the existing technologies that will aid their job performance in planning, evaluating and communicating with stakeholders of a course. It will also explore teaching strategies for managing students in a computer enhanced learning environment. Students will be asked to adopt and apply several of these technologies and strategies to their own teaching practice. Important issues such as infusing the use of computers into education, advantages and disadvantages of information technology, intellectual property rights and protections, efficient use of limited resources, and students viewing sensitive material, are discussed.

Bibliography:

Ed5012 Educational technology project using constructivist teaching-learning strategies

Educational Technology Projects developed in this course are focused on improving some aspects of the teaching-learning process using constructivist strategies. The students will also apply the principles of interface design in the development of the project (web page or multimedia), and will then test, and evaluate it.

The project will be developed in teams of 4 students (or one student if he/she prefers to work alone). Each team will be asked to analyze a specific teaching-learning situation related to their practice or experience. They will design and develop a technological product using a constructivist teaching-learning strategy such as case method, collaborative learning, problem based learning and project oriented learning to improve this situation. The technological product could be a web page or a multimedia project. During the semester, students will design, develop, deliver and evaluate a pilot test

Bibliography::

Case Method:

Problem based learning

Project based learning

Sugested bibliography:

Ed5013 Strategic planning and management for educational institutions - moving forward into the technological era

(3 0 12) Requieriment: N t Equivalence: Ed9746,Ed98464

An exploration of the importance of the planning process in educational institutions and a survey of processes that can be utilized according to the specific context and needs of the organization. Students will have the opportunity to investigate the role of planning in several institutions, to apply a planning process to their own context, and to gather and share information related to a number of facets related to the process. The course will include a special focus on the role that technology plays in the planning of educational institutions of the XXI century.

Bibliography

Ed5014 Planning and managing learning technologies in higher education

This course is aimed at academics and instructors in post-secondary education, but of particular relevance to Deans, Vice-Presidents, and other senior managers. The course content covers the management of technology-based courses and projects, strategies for change needed at an institutional level to support technology-based teaching, and system-wide planning requirements at a provincial, state or national level to support and regulate distributed learning. The course uses the Internet and printed materials to enable participants to analyze and critique different management and planning strategies at various levels of technology-based operation.

Bibliografía:

Bates, A.W. (2000) Managing Technological Change: Strategies for College and University Leaders. San Francisco: Jossey Bass. ISBN: 0-7879-4681-8
Rowley, D. J., Lujan, H.D., and Dolence, M. (1998) Strategic Choices for the Academy San Francisco: Jossey Bass ISBN: 078790674.

Campion, M. (1995). 'The supposed demise of bureaucracy: implication for distance education and open learning - more on the post-Fordism debate.' Distance Education, 16 (2), pp. 192-215.

Conway, K. (1998). 'Designing classrooms for the 21st century', in Oblinger, D. and Rush, S. (eds.) The Future Compatible Campus. Bolton, MA: Anker, pp. 198-217.

Farnes, N. (1993). 'Modes of production: Fordism and distance education'. Open Learning 8 (1), pp. 10-20.

Finnegan, D. (1997) 'Transforming faculty roles', in Peterson, M., Dill, D., Mets, L.A. and Associates (eds.) Planning and Management for a Changing Environment San Francisco: Jossey Bass, pp. 479-501.

Fritz, R. (1989). 'Vision' in The Path of Least Resistance. New York: Columbine, pp. 122-138.

Graves, W., Henshaw, R., Oberlin, J. and Parker, A. (1997) 'Infusing information technology into the academic process'. In Peterson, M., Dill, D., Mets, L.A. and Associates (eds.) Planning and Management for a Changing Environment. San Francisco: Jossey Bass, pp. 432-452.

Kaufman, R. and Herman, J. (1997). 'Strategic planning, schooling and the curriculum of tomorrow', in Dijkstra, S., Seel, N., Schott, F. and Tennyson, R (eds.). Instructional Design:International Perspectives Mahwah, NJ: Lawrence Erlbaum, pp. 45-58.

Kennedy, D. and Rosenweig, R. (1998). 'Who owns lectures?' University Business March/April, pp. 19-20.

Kowalski, T. (1998). 'Program planning'. The Organization and Planning of Adult Education New York: State University of New York Press, pp. 87-107.

Moran, C. (1998). 'Strategic information technology planning in higher education'. In Oblinger, D. and Rush, S. (eds.) The Future Compatible Campus. Bolton, MA: Anker, pp. 36-52.

Noblitt, J. (1998). 'Making ends meet: a faculty perspective', in Oblinger, D. and Rush, S. (eds.) The Future Compatible Campus. Bolton, MA: Anker, pp. 151-163.

.Raggatt, P. (1993). 'Post-Fordism and distance education - a flexible strategy for change'. Open Learning 8 (1), pp. 21-31.

Renner, W. (1995). 'Post-Fordist visions and technological solutions: educational technology and the labour process'. Distance Education, 16 (2), pp. 284-301.
Ross, D. (1991). 'Project management in the development of instructional materials'. The American Journal of Distance Education, 5 (2), pp. 24-30.

Wilson, A. and Cervero, R. (1997) 'The song remains the same: the selective tradition of technical rationality in adult education program planning theory.' International Journal of Lifelong Learning 16 (2), pp. 84-108.

Ed5015 Indigeneity, technology, and education

This course explores central concerns of globalization and Indigenous people related to
educational policy and practice. As colonialism has expanded, it has taken new technological forms; native people have been uniquely positioned to both challenge technology and to utilize it for their own purposes of identity expression and political mobilization. This course raises questions about the problematics of cultural expression in a postmodern internet age while surveying the sites where Indigenous people have employed computer and distance learning technologies to reinvigorate languages, oral traditions, and art forms that were in decline previously. Both theoretical and practical issues will be discussed related to the protection of cultural property, Indigenous epistemology, the dilemmas of "place based" education, and the Native resistance to corporate hegemony. Students will develop a critical vocabulary on cultural responsiveness related to Indigenous cosmology and ways of knowing.

Bibliography:
Arnove, Robert F. and Torres, Carlos A. (1999) Comparative Education: The Dialectic of the Global and the Local, Oxford England: Roman and Littlefield.

Bernard, H. Russell, and Pelto Pertti (1987), Eds. Technology and Social Change, Prospect
Heights, Ill.: Waveland Press.

Bhaba, Homi. (1991) Nation and Narration, London: Routledge.

Bodley, John H. Ed. (1988) Tribal Peoples and Development Issues, Mountain View, California: Mayfield Publishing.

Cajete, Gregory. (1994) Look to the Mountain: An Ecology of Indigenous Education, Durango, Colorado: Kivaki Press.

Churchill, Ward. (1992) Fantasies of the Master Race: Literature, Cinema and the Colonization of American Indians, Monroe, Maine: Common Courage Press.

Collective Human Rights of Pacific Peoples (26 August, 1998). Conference proceedings and papers, Auckland: University of Auckland.

Bowers, C.A. (1997) The Culture of Denial: Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools. New York: SUNY Press.

Davis, Lynne. (200) "Electronic Highways, Electronic Classrooms: Distance Education in
Canada," In Aboriginal Education: Fulfilling the Promise, Castellano, Marlene B., Davis,
Lynne, and Lahache, Louise, Eds. Vancouver, BC: UBC Press, 224-251.

Deloria, Vine, Jr. (1990) "Higher Education and Self-Determination," Winds of Change, 6, 18-25.

Geertz, Clifford. (1973) The Interpretation of Cultures, New York: Basic Books.
Giese, Paula. (1995) Native American Resources, online:
http://indy4.fdl.cc.mn.us/~isk/mainmenu.html#mainmenutop.

Giroux, Henry. (1999 The Mouse That Roared: Disney and the End of Innocence, Oxford England: Rowman and Littlefield Publishers, Inc.

Grande, Sandy. (2000) "American Indian Geographies of Identity and Power: At the Crossroads of Indigena and Mestizaje," Harvard Educational Review, 70, 4, 467-498.

Hoover, John. (1996) Native American Community Alliance and Technology Project, online:
http://hanksville.phast.umass.edu/defs/independent/ElecPath/alliance.html.

International Cultural Property Society online: www.law.depaul.edu/snolley/cultprop.htm.

Kawagley, A. Oscar. (1995) A Yupiaq Worldview: A Pathway to Ecology and Spirit, Prospecti Heights Ill: Waveland Press.

Mander, Jerry. (1991) In the Absence of the Sacred: The Failure of Technology and the Survival of the Indian Nations, San Fransisco: Sierra Club Books.

Messenger, Phyllis M., Ed. (1999) Whose Property? Whose Culture?: The Ethics of Collecting Cultural Property, Albuquerque: University of New Mexico Press.

Russell, Dan. (2000) A People's Dream: Aboriginal Self-Government in Canada, Vancouver: UBC Press.

Said, Edward. (1993) Culture and Imperialism, London: Chatto and Windus.

Said, Edward. (1995) Orientalism, New York: Penguin.

Smith, Claire and Ward, Graeme K., Eds. (2000) Indigenous Cultures in an Interconnected World, Vancouver: UBC Press.

Smith, Graham Hingaroa. (2000) "Protecting and Respecting Indigenous Knowledge," In Reclaiming Indigenous Voice and Vision, Battiste, Marie, Ed. Vancouver, BC: UBC Press,
209- 225.

Smith. Linda. (1999) Decolonizing Methodologies, London: Zed Books, Ltd.

Vansina, Jan. (1985) Oral Tradition as History, Madison: University of Wisconsin Press. Wolf, Eric R. (1982) Europe and the People without History, Berkeley, University of California Press.

Vecsey, Christopher, and Venables, Robert W., Eds. (1980) American Indian Environments: Ecological Issues in Native American History, New York: Syracuse University Press.

Ed5016 The business of e-learning

An examination of the literature reporting research and practice of (a) current methods of cost-benefit analysis and (b) the commercialization of e-learning. Students will apply cost-benefit analysis to a particular e-learning environment and will analyse different e-learning contexts and the appropriateness of alternative funding methods for these contexts.

Bibliography:
Brown, John Seely, A. Collins, and P. Duguid (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. Online: http://www.slofi.com/situated.htm

Collins, Allan. (1990). The role of computer technology in restructuring schools, in K.

Sheingold & M. Tucker (Eds.) Restructuring for learning with technology, Center for Technology Education, Bank Street College.

Greeno, JG., Collins, A.M., Resnick, L.B., (1996). Cognition and Learning. In D.C.

Berliner & R.C. Calfee (Eds). Handbook of Educational Psychology. New York: McMillan.

Ed5017 Constructivist strategies for e-learning

This online seminar will study literature reporting current research and practice concerning modern face-to-face constructivist instructional methods that are recognized as effective in the school setting. These methods include but are not limited to project-based learning, authentic learning, and cooperative learning. The principles used in these strategies will be considered and applied to the problems of designing and delivering online instruction. Existing learning sites will be critically examined in light of their use or non-use of the target strategies and students will design an instructional site using principles discussed in the course.

Bibliography:
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369-398.
Blumenfeld, P.C., Krajcik, J.S., Marx, R.W., & Soloway, E. (1994). Lessons learned: A collaborative model for helping teachers learn project based instruction. Elementrary School Journal, 94, 539-551.

Bransford, J. D., Sherwood, R. D., Haselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction. Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.). Cognition, education and multimedia. Hillsdale, NJ: Lawrence Erlbaum Associates.

Brown, A.L. & Palincsar, A. S. (1989). Guided cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.). Knowing, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Brown, J.S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. Online: http://www.slofi.com/situated.htm

Chard, S.C. (1992). The project approach: A practical guide for teachers. Edmonton, Alberta: University of Alberta Printing Services.

Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.). Knowing, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Collins, A. (1990). The role of computer technology in restructuring schools, in K. Sheingold & M. Tucker (Eds.) Restructuring for learning with technology, Center for Technology Education, Bank Street College.

The Cooperative Learning Centre at the University of Minnesota. Co-Directors: Roger T. Johnson and David W. Johnson. Online: http://www.clcrc.com/index.html

Dodge, B (1995, rev 1997) Some thoughts about WebQuests. On-line: http://edweb.sdsu.edu/courses/edtec596/about_webquests.html

Dodge, B (1997). Building blocks of a WebQuest. On-line: http://edweb.sdsu.edu/people/bdodge/webquest/BuildingBlocks.html

Dodge, B (1999). WebQuest taxonomy: A taxonomy of tasks. On-line: http://edweb.sdsu.edu/webquest/taskonomy.html

Duit, R. (1995). The constructivist view: A fashionable and fruitful paradigm for science education research and practice. In L. P. Steffe & J. Gale (Eds.). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.

Genentech (1997), Access Excellence: Arctica. On-line: http://www.accessexcellence.org/arc/

Greeno, J.G., Collins, A.M., Resnick, L.B., (1996). Cognition and Learning. In D.C. Berliner & R.C. Calfee (Eds). Handbook of Educational Psychology. New York: McMillan.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Johnson, R.T. & Johnson, D.W. (2001). The Cooperative Learning Center at the University of Minnesota. Online: http://www.clcrc.com/.

Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., and Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25, 4, 12-21.

Jones, M.G. (1998). Creating engagement in computer-based learning environments. ITForum Paper #30. On-line: http://itech1.coe.uga.edu/itforum/paper30/disc30.html
Katz, L.G. and S.C. Chard. (1989). Engaging children's minds: the project approach. Norwood, NJ: Ablex.

Katz, L.G. (1994). The project approach. ERIC Digest: EDO-PS-94-6. Online: http://ericps.crc.uiuc.edu/eece/pubs/digests/1994/lk-pro94.html

Lepper, M.R., & Cordova, D.I. (1992). A Desire to be taught: Instructional consequences of intrinsic motivation. Motivation & Emotion, 16(3), 187-208.

Marcum, J.W. (1999). Engaging knowledge workers: Escaping the motivation complex. On-line: http://www.library.csi.cuny.edu/chief/engage/tsld001.htm

Marx, R.W., Blumenfeld, P.C., Krajcik, J.S., & Soloway, E. (1997). Enacting project-based science. Elementary School Journal, 97, 341-358.

Marzano, R.J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria VA: Association for Supervision and Curriculum Development.

Means, B. & Golan, S. (1998) Transforming teaching and learning with multimedia technology. SRI International. Online PDF: http://pblmm.k12.ca.us/News/Challenge2K.pdf

Meisels, S.J. (1997). Using work sampling in authentic assessments. Educational Leadership, 53: 4, 65.
Quinn, C.N. (1997) Engaging learning. ITForum Paper #18. On-line: http://itech1.coe.uga.edu/itforum/paper18/paper18.html

San Mateo County Office of Education. (2000). The Challenge 2000 Multimedia Project: Project-based learning with multimedia. Website Overview. Online: http://pblmm.k12.ca.us/projectOverview.html

Ed5018 Curriculum Issues in cultural and media studies

This course provides an introduction to the fields of cultural and media studies and their relationship to curriculum and schooling. The course will survey various frameworks for understanding the hybrid of culture and commodity form paying attention to socioeconomic relations in the production, consumption, and regulation of cultural artifacts and texts. The issues of globalization, internationalization of cultural and media forms, and imperialism will also be discussed. Media workshops will form a part of the course; no prior capability in the design of media is assumed. All work produced, including assignments, will be in non-print forms.

Bibliography:
Anselmi, William & Gouliamos, Kosta. (1998). Elusive Margins: Consuming media,ethnicity and culture. Toronto: Guernica. (P40.A58)

Bell, David & Kennedy, Barbara M. (Eds.). (2000). The cybercultures reader. New York: Routledge. (QA76.9.C66C933)

DuGay, Paul, Hall, Stuart, Janes, Linda , Mackay, Hugh & Negus, Keith. (1997). Doing cultural studies: The story of the sony walkman. Thousand Oaks, CA: Sage. (TK7881.6.D65)

Woodward, Kathryn. (Ed.). (1997). Identity and difference. Thousand Oaks, CA: Sage. (BF697.I346)

Selected Readings in Cultural and New Media Studies. (Cost recovery fee).

Texts (Optional):
Caldwell, John T. (Ed.). (1999). Electronic media and technoculture. New Brunswick, NJ: Rutgers University Press. (HM851.E54)

Dines, Gail & Humez, Jean. (Eds.). (1995). Gender, race, and class in media: A text reader. Thousand Oaks, CA: Sage. (P96.S452 U64)

During, Simon. (Ed.). (1999). The cultural studies reader. NY: Routledge. (HM101.C8928)
Marris, Paul & Thornham, Sue. (Eds.). (2000). Media studies: A reader. New York: New York University Press. (P91.M3794)

Sardar, Ziauddin & van Loon, Borin. (1997). Cultural studies for beginners. London: Icon Books.

Sardar, Ziauddin & van Loon, Borin. (2000). Introducing media studies. London: Icon Books.

Additional Selected Readings:
Articles & Chapters
Felski, Rita. (23 July 1999). Those who disdain cultural studies don't know what they're talking about. Chronicle of Higher Education. Available: http://www.chronicle.com

Swidler, Ann. (1986). Culture in action: Symbols and strategies. American Sociological Review, 51(2), 273-286.

Hall, Stuart. (1999). Cultural studies and its theoretical legacies. In Simon During, Ed., The cultural studies reader (pp. 97-109). New York: Routledge.

Petrina, Stephen. (in press). The political ecology of design and technology education. International Journal of Technology and Design Education. [On-Line]. Available: http://www.cust.educ.ubc.ca/wcourses/cultmediastudies (In Research Folder)

Castell, Suzanne & Bryson, Mary. (1998). Retooling play: Dystopia, dysphoria, and difference. In J.

Casell & H. Jenkins, Eds., From Barbie to mortal kombat (pp. 232-261). Cambridge, MA: MIT Press.

Goldman-Segall, Ricki. (1998). Connecting points of viewing. In R. Goldman-Segall, Points of viewing children's thinking (pp. 201-222). Mahwah, NJ: Erlbaum.

Orr, Jackie. (1995). Re/sounding race, re/signifying ethnography. In G. Brahm & M. Driscoll, Eds., Prosthetic territories (pp. 168-203). Boulder, CO: Westview.

Gouzouasis, Peter. (2000). Understanding music media. In B. Hanley & B. Roberts, Eds., Looking forward: Challenges to Canadian music education (pp. 225-250). Toronto: Candian Music Educators Association.

Gouzouasis, Peter. (1995). Music the medium: What's the message? Canadian Music Educator, 36(6), 15-20.

Morton, Charlene. (1996). Music is the medium: Why the dualistic message? Canadian Music Educator, 37(2), 25-27.

Klein, Naomi. (2000). Culture jamming. In N. Klein, No logo: Taking aim at the brand bullies (pp. 279-310). Toronto: Knopf Canada.

Giroux, Henry. (1997). Doing cultural studies: Youth and the challenge of pedagogy [On-line]. Available: http://www.gseis.ucla.edu/courses/ed253a/giroux/giroux1.html

Giroux, Henry. (1997). Is there a place for cultural studies in colleges of education? In

Henry Giroux with Patrick Hannon, Eds., Education and cultural studies (pp. 231-247). New York: Routledge.

Luke, Carmen. (1997). Technological literacy [On-line]. Available: http://www.gseis.ucla.edu/courses/ed253a/luke/techlit.html

Reference Books:
Cyberculture, Technoculture & STS
Aronowitz, Stanley, Martinsons, Barbara & Menser, Michael. (Eds.). Technoscience and cybercultre. New York: Routledge. (T14.5.T4464)

Bell, David & Kennedy, Barbara M. (Eds.). (2000). The cybercultures reader. New York: Routledge. (QA76.9.C66C933)

Biagioli, Mario. (Ed.). (1998). The science studies reader. New York: Routledge.

Brahm, G. & Driscoll, Mark. (Eds.). (1995). Prosthetic territories: Politics and hypertechnologies. Boulder, CO: Westview. (HM221.P74)

Gray, Chris Hables. (Ed.). (1995). The cyborg handbook. New York Routledge. (Q360.C93)

Haraway, Donna. (1997). Modest witness@second_millennium.femaleman_meets_oncomouse. New York: Routledge.

Kroker, Arthur & Kroker, MariLouise. (Eds.). (1997). Digital delerium. New York: St, Martin's Press.
Penley, Constance & Ross, Andrew. (Eds.). (1991). Technoculture. University of Minnesota Press. (T14.5.T48)
Stone, Allucqureé Rosanne. (1996). The war of desire and technology at the close of the mechanical age. Cambridge, MA: MIT Press. (QA76.9.C66S883)

Cultural Studies (General):
Adorno, Theordor & Horkheimer, Max. (1944). The culture industry. New York: Continuum.

Barthes, Roland. (1985). The Fashion system. (trans. by Matthew Ward and Richard Howard). London: Cape. (GT521.B313)

Baudrillard, Jean. (1995). Simulacra and simulation (translated by Sheila Faria Glaser). Ann Arbor: University Michigan Press. (B29.B3413)

Benjamin, Walter. (1996). Selected writings (edited by Marcus Bullock and Michael W. Jennings). Cambridge, MA: Belknap Press. (PT2603.E455A23)

Bourdieu, Pierre. (1993). The field of cultural production. London: Polity Press.

DuGay, Paul, Hall, Stuart, Janes, Lina , Mackay, Hugh & Negus, Keith. (1997). Doing cultural studies: The story of the sony walkman. Thousand Oaks, CA: Sage. (TK7881.6.D65)

DuGay, Paul. (Ed.). (1997). Production of culture/cultures of production. Thousand Oaks, CA: Sage. (HC79.C6P75)

During, Simon. (Ed.). (1999). The cultural studies reader. NY: Routledge. (HM101.C8928)

McKay, Hugh. (Ed.). (1997). Consumption and everyday life. Thousand Oaks, CA: Sage.

Phillips, Ruth & Steiner, Christopher. (Eds.). (1999). Unpacking culture: Art and commodity in colonial and postcolonial worlds. Berkeley: University of California Press. (N72.T68U57)

Ardar, Ziauddin & van Loon, Borin. (1997). Cultural studies for beginners. London: Icon Books.

Storey, John. (Ed.). (1996a). What is cultural studies? A reader. New York: Arnold. (HM101.W439)

Storey, John. (1996b). Cultural studies and the study of popular culture. Edinburgh: Edinburgh University Press. (HM101.S789)

Williams, Raymond. (1991). Sociology of Culture. New York: Shocken Books. (HM101.W454)

Education and Cultural/ Media Studies
Daspir, Toby & Weaver, John. (Eds.). (1999). Popular culture and critical pedagogy. New York: Garland. (LC196.P67)

Giroux, Henry with Shannon, Patrick. (Eds.). (1997). Education and cultural studies. New York: Routledge. (LC196.E38)

Giroux, Henry & Simon, Roger. (1989). Popular culture, schooling and everyday life. New York Bergin & Garvey Press.

Giroux, Henry, Lanksher, Colin, McClaren, Peter & Peters, Michael. (1996). Countenarratives: Cultural studies and critical pedagogies in postmodern spaces. New York: Routledge. (LC196.C68)

Jenkins Henry. (Ed.). (1998). The children's culture reader. New York: New York University Press. (HQ767.9.C4557)

McLaren, Peter & et al. (Eds.). (1995). Rethinking media literacy: A critical pedagogy of representation. New York: Peter Lang. (P91.3.R49 )

Potter, James W. (1998). Media literacy. Thousand Oaks, CA: Sage. (P96.M4P68)

Steinberg, Shirley R. & Kincheloe, Joe L.. (Ed.). (1997). Kinderculture: The corporate construction of childhood. Boulder, CO: Westview. (LB1139.25.K55)

Ecology and Cultural/ Media Studies:
Jagtenberg, Tom & McKie, David. (1996). Eco-impacts and the greening of postmodernity. Thousand Oaks, CA: Sage.

Merchant, Carolyn. (1994). Ecology. Atlantic Highlands, NJ: Humanities Press. (GF21.E25)

Merchant, Carolyn. (1996). Earthcare : women and the environment. New York Routledge. (HQ1233.M46)

Gender and Cultural/ Media Studies:
Ainley, Rosa. (Ed.s) (1998). New frontiers of space, bodies and gender. New York: Routledge. (HQ1154.S617)
Joseph A. Boon, et.al. (Eds.). (2000). Queer frontiers : millennial geographies, genders, and generations. Madison, WI: University of Wisconsin Press. (HQ76.25.Q37)

Cassell, Justine & Jenkins. (Eds.). (1998). Henry From Barbie to Mortal Kombat: Gender and computer games. Cambridge, MA: MIT Press. (GV1469.17.S63)

Dines, Gail & Humez, Jean. (Eds.). (1995). Gender, race, and class in media: A text reader. Thousand Oaks, CA: Sage. (P96.S452 U64)

Marchessault, Janine & Sawchuk, Kim. (Eds.). (2000). Wild science: Reading feminism, medicine, and the media. New York : Routledge.

Roman, Leslie G. & Christian-Smith, Linda K. with Ellsworth, Elizabeth. (Eds.). (1988). Becoming feminine : the politics of popular culture. New York: Falmer. (HQ1154.B37)

Woodward, Kathryn. (Ed.). (1997). Identity and difference. Thousand Oaks, CA: Sage. (BF697.I346)

Media (and Communication) Studies (General):
Benedetti, Paul & DeHart, Nancy. (Eds.). (1996). McLuhan: Forward through the rearview mirror. Toronto: Prentice Hall Canada. (P92.5.M24 F67)

Cobley, Paul. Ed. (1996). The Communication Theory Reader. New York: Routledge. (P90.C63357)

Grossberg, Lawrence, Wartella, Ellen & Whitney, D. Charles. (1998). MediaMaking: Mass media in a popular culture. Thousand oaks, CA: Sage. (P94.6 G76)

Marris, P. & Thornham, Sue. (Eds.). (1996). Media studies: A reader. Edinburgh: Edinburgh University Press. (P91.M3794)

Marris, P. & Thornham, Sue. (Eds.). (2000). Media studies: A reader. New York: New York University Press.

McLuhan, Marshall & Fiore, Quentin. (1967). The medium is the message. New York: Bantam Books. (P90.M258)

McLuhan, Marshall. (1997). Media research: Technology, art, communication (edited by Michel A. Moos). Australia: G & B Arts. (P94.6.M35)

Price, Stuart. (1996). Communication Studies. New York. Longmann. (P91.3.P754)

Real, Michael R. (1996). Exploring media culture: A guide. Thousand Oaks, CA: Sage. (P94.65 U6 R4)

Sardar, Ziauddin & van Loon, Borin. (2000). Introducing media studies. London: Icon Books.

Music and Cultural/ Media Studies
Biskind, Peter. (1998). Easy riders, raging bulls: How the sex-drugs-and-rock-'n'-roll generation saved Hollywood. New York: Simon & Schuster. (PN1998.2.B56)

Dettmar, Kevin& Richey, William. (Eds.). (1999). Reading rock and roll. Ney York: Columbia University Press. (ML3534.R3844)

Nehring, Neil. (1997). Popular music, gender and postmodernism. Thousand Oaks, CA: Sage.

Scott, Derek. B. (Ed.). (2000). Music, culture and society: A reader. New York: Oxford University Press.

Postcolonialism, Multiculturalism and Cultural/ Media Studies:
Anselmi, William & Gouliamos, Kosta. (1998). Elusive Margins: Consuming media, ethnicity and culture. Toronto: Guernica. (P40.A58)

Bhabha, Homi K. (1994). The location of culture. New York: Routledge. (PN761.H43)
Said, Edward. (1978). Orientalism. Routledge & Kegan Paul. (DS12.S24)

Spivak, Gayatri Chakravorty. (1999). A critique of postcolonial reason: Toward a history of the vanishing present. Cambridge: Harvard University Press. (JV51.S58)

Visual Culture:
Evans, Jessica & Hall, Stuart. (Eds.) (1999). Visual culture: The reader.Thousand Oaks, CA: Sage. (NX456 .V57)

Jenks, Chris. (Ed.). (1995). Visual culture. New York: Routledge.

Mirzoeff, Nicholas. (1999). An introduction to visual culture. New York: Routledge. (P93.5 M57)

Walker, John. A & Chaplin, Sarah. (1997). Visual culture: An introduction. Manchester: Manchester University Press.

Ed5019 Technology in the arts and humanities classroom

Technology without content is meaningless and empty. As we enter the new millennium, it seems new media and mass media are synonymous entities. The Arts and humanities are fundamental to culture, and as "content " many aspects of them have been impacted in the 20th century. This course focuses on the pivotal role the Arts and Humanities play in the development of all forms of communications media, and will entail a critical overview of the role of they play in media, with a focus on communications and learning theories in a variety of popular contexts. This will be achieved through the study of acoustic and visual media as they evolved from the late 1800s to present. We will critically look at how technologies both facilitated and negatively affected the development of various forms of those media, in both analog and digital contexts, in the 20th century and propose alternative, creative, arts-based learning and teaching solutions for the 21st century K-12 classroom.

Bibliografía:
McLuhan, M. (1964). Understanding media: The extensions of man. New York: McGraw-Hill.

McLuhan, M. & McLuhan, E. (1988). Laws of media: The new science. Toronto: University of Toronto Press.

Palloff, R. & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass Publishers.

Reading Packet of Articles.
Ascott, R. (1991). "Connectivity: art and interactive telecommunications." Leonardo, 24(2), 115-118.

Benedikt, M. (Ed.), (1992). Cyberspace: Some proposals. In Cyberspace: First steps. (pp. 119-224). Cambridge, MA: The MIT Press.

Brooks, P. (1984). Reading for the plot: Design and intention in narrative. Cambridge, MA: Harvard University Press.

Chatman, S. (1978) Story and discourse: Narrative structure in fiction and film. Ithaca: Cornell University Press.

Douglas, J.Y. (1994). "How do I stop this thing?: Closure and indeterminacy in interactive narratives." In G. P. Landow (Ed.), Hyper/text/theory. Baltimore: John Hopkins University Press.E

Eagleton, T. (1991). The ideology of the aesthetic. (2nd ed.). Cambridge, MA: Basil Blackwell.
Feenberg, A. & Hannay, A. (1995). Technology and the politics of knowledge. Bloomington: Indiana University Press.

Ferre, F. (1995). Philosophy of Technology. Athens: University of Georgia.

Gablik, S. (1991). The reenchantment of art (1st ed.). New York: Thames and Hudson.
Gouzouasis, P. (1995). Music the medium: What's the message? Canadian Music Educator, 36(6), 15-20.

Gouzouasis, P. (1995). Multimedia constructions of children: An exploratory study. Journal of Computing in Childhood Education, 5(3/4), 273-284.

Gouzouasis, P. (2001). Understanding music media: Digital (re)genesis of cultural meltdown in the 21st century. In B. Hanley and B. A. Roberts (Eds.) Looking forward: Challenges to Canadian music education (pp. 225-250). Victoria, BC: CMEA.

Gouzouasis, P. (2001, February). Authentic integration across the curriculum: A digital perspective. Poster session presented at the annual meeting of the Music Educators National Conference, Spokane, WA.

Gouzouasis, P. (2001). Fine Arts and new Media in Education (FAME): Playing with and creating new media with pre-service teachers, sponsors teachers, and elementary school children on the digital frontier. Education Canada, 41(2), 20-23.

Gouzouasis, P. and Green, B. (2001). The Interactive Guitar: Music achievement, technology, and motivation issues in distributive computer-mediated interactive instruction environments. In C. Spirou (Ed.), 2nd International Conference on Technology in Teaching and Learning in Higher Education (pp. 125-133). Athens, Greece: National and Kapodistrian University of Athens

Laurel, B. (Ed.) (1990). The art of human-computer interface design. Reading, MA: Addison Wesley.

Laurel, B. (1991). Computers as theatre. (1st ed.). Reading, MA: Addison-Wesley.

Noble, D. (1989). Mental material: The militarization of learning and intelligence in US education. In L.L. A. K. Robins (Eds.), Cyborg worlds: The military information society. (pp. 13-42). London: Free Association Books.

Postman, N. (1992). Technology: The surrender of culture to technology. (1st ed.). New York: Alfred A. Knopf.

Schechner, R. (1988). Performance theory. New York: Routledge.

Sillars, S. (1985). Visualization in popular fiction, 1860-1960: Graphic narratives fictional images. London: Routledge.
Stone, A. R. (1991). Will the real body please stand up?: Boundary stories about virtual cultures. In M. Benedikt (Eds.), Cyberspace: first steps. (pp. 81-118). Cambridge, MA: The MIT Press.

Stone, A. R. (1992). Virtual systems. In J. Crary and S. Kwinter (Eds.), Incorporations. New York: Utzone, Inc.

Stone, A. R. (1995). The war of desire and technology at the end of the mechanical age. Cambridge, MA: The MIT Press.

Turkle, S. (1995). Life on the screen: Identity in the age of the internet. New York: Simon & Schuster.

Ed5020 Technology in the mathematics and science classroom

This course explores the pedagogical potential and challenge of using technology in the mathematics and science classroom. Specifically, students examine purposes for using technology in the classroom through multiple perspectives and theoretical frameworks. Debates and issues related to using technology to enhance or design teaching and learning are explored. Particular emphasis will be placed on issues related to how technology influences what and how we teach as well as how students learn mathematics and science.

Bibliography:
Acker, S., & Oakley, K. (1993). Gender issues in education for science and technology: Current situation and prospects for change. Canadian Journal of Education, 18(3), 255-272.

Amend, R.R., Larsen, R. Y Furnstenau, R.P. (1990). Drawing relationships from experimental data: Computers can change the way we teach science, Journal of Computers in Mathematics and Science Teaching 10(1). 101-111.

Beeth, M. E.& Wagler, M. (1997). The Heron Network--changing the ways students learn science. Electronic Journal of Science Education, 2 (2).

Briano, R.& Midoro, V. (1998). Teaching environmental science via cooperative production of a hypermedia. Journal of Computer in Mathematics and Science Teaching, 17 (2-3), 223-237

Bryson, M., de Castell, S. (1999). Learning to make a difference: girls, tools, and schools. (http://www.educ.sfu.ca/gentech/diefdata.html).

Clements, D. H. (1999). Young children and technology. In G. Nelson (Ed.) Dialogue on early childhood science, mathematics, and technology education (pp. 92-1050. Washington D.C. American Association for the Advancement of Science.

Coleman, F. (1998). I think my body electric: Students use computer simulations to enhance their understanding of physiology. Learning-and-Leading-with-Technology, 25 (8), 18-21

Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11.

Confrey, J. (1990). A review of research on student conceptions in mathematics, science, and programming. In C. Cazden (Ed.) Review of Research in Education, Vol 16 (pp. 3-56). Washington D.C.: American Educational Research Association.

Denning, R.& Smith, P. (1997). Cooperative learning and technology. (1997). Journal-of-computers-in-mathematics-and-science-teaching, 1 (2-3), 177-200

DiSessa, A. (1988). Knowledge in pieces. In G. Forman & P. Pufall (Eds.), Constructivism in the computer age (pp. 49-70). Hillsdale, NJ: Lawrence Erlbaum Associates.

DiSessa, A. & Minstrell, J. (1998). Cultivating conceptual change with benchmark lessons. In J.G. Greeno & S. Godman (Ed.), Thinking practices. Mahwah, NJ: Lawrence Erlbaum Associates.

Donelevy, J.& Donelevy, T. (1997). Teachers, technology, and training. Implementing the national science education standards: identifying and removing barriers to success in all students. International-Journal-of-Instructional-Media, 24 (4), 273-86.

Dunham, P. & Dick, T. (1994). Research on graphing calculators. Mathematics Teacher, 87.

Fensham, P.J. Gunstone, R.F., & White, R.T. (1994). The content of science: A constructive approach to its teaching and learning. London:Falmer Press.

Ferguson, D.L. (Ed.). (1993). Advanced Educational Technologies for Mathematics and Science. Berlin: Springer-Verlag.
Flick, L., & Bell, R (2000). Preparing tomorrow's science teachers to use technology: Guidelines for Science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.

Frear, V & Hasrchbuhl, J.J. (1999). Does interactive media promote achievement and higher level thinking skills for today's science students? British Journal of Educational Technology, 30 (94), 323-29

Friedler, Y., Nachmias, R., & Songer, N.B. (1989). Teaching scienctific reasoning skills: A case study in a microcomputer-based curriculum. School Science Education, 89(1).

Goldman-Segall, R.(1998). Points of viewing children's thinking: a digital ethnographer's journey. Mahwah, NJ: Lawrence Erlbaum Associated, Inc.

Halpin, R. (1999). A model for constructivist learning in practice: computer literacy integrated into elementary mathematics and science education. Journal of Research on Computing in Education, 32 (1), 128-138

Jacobson, M. & Kozma, R. (2000). Innovations in math and science education: Advanced designs for technologies of learning. Mahwah, NJ: Erlbaum.

Kafai, Y., & Resnick, M. (Eds). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associates.

Kaput, J. (19920. Technology and mathematics education. In D. Grouws (Ed). Handbook of Research on Mathematics Teaching and Learning (pp. 515-556). Toronto, Ontario: Macmillan.
Khoo, G. S.& Thiam,S. (1998). Using visualization and stimulation tools in tertiary science education. Journal of Computers in Mathematics and Science Teaching, 17 (1), 5-20.

Lelouche, R. (1998). The successive contributions of computers to education: a survey, 23 93), 297-308.

Lewis, E.L, Stern, J., Y Linn, M.C. (1993). The effect of computer simulations on introductory thermodynamics understanding. Educational Technology, 33(1), 45-58
.
Linn, M.C. (1985). Gender equity in computer learning environments. Computers and the Social Sciences, 1(1), 19-27.

Linn, M.C. (1986). Computer as laboratory partner. Teaching, Thinking, and Problem Solving, 8(3), 5-12.

Linn, M.C. (1998). Affirmative Action in the 1990's: Next Steps. Educational Researcher, 27(9), 20.

Linn, M.C. (1998). The impact of technology on science instruction: Historical trends and current opportunities. In K.G. Tobin & B.J. Fraser (Eds.), International Handbook of Science Education, (Vol 1, pp. 265-294), The Netherlands: Kluwer.

Linn, M.C. & Hsi, S. (2000). Computers, teachers, peers. Science learning partners. Mahwah, N.J.: Lawrence Erlbaum Associates.

Marx, R. W. (1997). Enhancing project-based science. Elementary School Journal, 97 (4), 341-58.

Mayer-Smith, J.A., Pedretti, E.G., & Woodrow, J.E.J. (1998). An examination of science how teachers experiences in a culture of collaboration inform technology implementation. Journal of Science Education and Technology . 7(2), 127-134.

Mayer-Smith, J.A., Pedretti, E.G., & Woodrow, J.E.J. (2000). Closing of the gender gap in Technology Enriched Science Education: A case study. Computers & Education. 35, 51-63

Newberry, P.B. (1999). The untapped power of technology: its role in mathematics, science, technology, and engineering education. NASSP-Bulleting, 83(608), 46-56.

Papert, S. (1980). Mindstorms. New York, NY: Basic Books.

Pedretti, E.G., Mayer-Smith, J.A., & Woodrow, J.E.J. (1998). Technology, text and talk: Students' perspectives on teaching and learning in a technology enhanced secondary science classroom. Science Education. 82(5). 569-589.

Pedretti, E.G., Mayer-Smith, J.A., & Woodrow, J.E.J. (1999). Teaming Technology Enhanced Instruction in the Science Classroom and Teacher Professional Development. Journal of Technology and Teacher Education , 7 (2), 131-143.

Post, T. (1980). The role of manipulative materials in the learning of mathematical concepts. In M. Linquist (Ed.) Selected issues in mathematics education. Reston VA: National Council of Teachers of Mathematics.

Rock, B.N. (1996). K-12th Grade Students as Active contributors to research investigations. Journal of Science Education and Technology, 5 (4), 255-66.

Rodriguez, S. (1997). Fitness for purpose: a glimpse at when, why, and how to use information technology in science lessons. Australian Science Teachers Journal, 43 (2), 38-39.
Thorson, A. (2000). The reality of change. ENC-Focus, 7 (1), 23-40.

Tinker, R.F. (Ed.) (1997). Microcomputer based labs: Education research and standards (vol 156). Berlin: Springer-Verlag.

White, B.Y. (1993). ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1-100.

Woodrow, J.E.J., Mayer-Smith, J.A., & Pedretti, E.G. (1996). The impact of technology enhanced science instruction on pedagogical beliefs and practices. Journal of Science Education and Technology. 5(3), 241-252

Woolsley, K., Bellamy, R. (1997). Science education and technology: opportunities to enhance student learning. Elementary School Journal, 97 (4), 385-99.

Yazon, J. M.O. & Mayer-Smith, J. (June, 2000). A. Post-Secondary Science Learning in the New Millennium: University Students Experiences with Teaching and Learning Genetics in a Web-Based Course. Paper presented at the meeting of the Canadian Society for the Study of Higher Education, Edmonton, AB.

Yazon, J.M.O, Mayer-Smith, J.A., Redfield, R. (April, 2001) Does the medium change the message? The impact of a web-based genetics course on university students' perspectives on learning and teaching, Paper presented at Computers and Learning (CAL) 2001 meeting, Warwick, U.K.

Ed5021 Text technologies: The changing spaces of reading and writing

The rise of computerized writing through the latter part of the twentieth century has precipitated extensive debate over how text technologies modify reading and writing processes. Our writing tools-whether chisel and stone, reed pen and papyrus roll, press and vellum, typewriter and paper, or keyboard and computer screen-necessarily influence the way we compose and respond to text. As Snyder (1996) observes, "the space created by each writing technology permits certain kinds of thinking and discourages others" (p. 5). By way of example, she suggests that blackboards invite repeated modification, causal thinking and spontaneity, while pen and paper invite care, tidiness, and controlled thinking (p. 5). In the process of examining the evolution of text technologies from ancient times to the present, this course will offer students an opportunity to test such claims, and to consider the ways in which different technologies have influenced beliefs about, and approaches to, writing and reading.

Bibliografía:
Birkerts, S. (1994). The Gutenberg elegies: The fate of reading in an electronic age. New York: Fawcett Columbine.

Bolter, J.D. (2001). Writing space: The computer, hypertext, and the history of writing. Second edition. Mahwah, NJ: Lawrence Erlbaum.

Brantlinger, P. (1998). The reading lesson: The threat of mass literacy in nineteenth century British fiction. Bloomington: Indiana University Press.

Bush, V. (1945). As we may think. The Atlantic Monthly, 176(1), 101-108. Available: http://www.isg.sfu.ca/~duchier/misc/vbush/vbush.shtml

Douglas, J.Y. (2000) The end of books--Or books without end? Reading interactive narratives. Ann Arbor: The University of Michigan Press.

Frye, Northrop. (1964). The educated imagination. Bloomington: Indiana University Press.
Heim, M. (1987). Electric language: A philosophical study of word processing. New Haven: Yale University Press.

Landow, G.P. (1992). Hypertext: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins UP.

Manguel, A. (1996). A history of reading. London: Harper Collins.

McLuhan, M. (1972). The Gutenberg galaxy: The making of typographic man. Toronto: University of Toronto Press.

Miall, D.S. (1998). The hypertextual moment. English Studies in Canada 24, 157-174. Available: http://www.ualberta.ca/~dmiall/Moment.htm

Miall, D.S. (1999). Trivializing or Liberating? The Limitations of Hypertext Theorizing. Mosaic, 32, 157-172. Available: http://www.umanitoba.ca/publications/mosaic/backlist/1999/june/miall.htm

Morrison, B. (2000). The justification of Johann Gutenberg. London: Chatto & Windus.

Nunberg, G. (Ed.) (1996). The future of the book. Berkeley: University of California Press.

Snyder, I. (1996). Hypertext: The electronic labyrinth. New York: New York University Press.

Ed5033. Perspectives on adolescent development

This course offers a comprehensive description of the evolutionary stage called adolescence as a phase of humane development. From an integral perspective, the following dimensions will be covered: biological, psychological, emotional, intellectual, and social.

Main Objectives:
• To identify the characteristics which distinguish adolescent from a integral perspective of humane development.
• To identify the main problem that adolescent faced in order to take action efficiently in every case.
Spectific objectives:
• To describe psychological and biological changes in adolescent phase.
• To understand to adolescent attitudes towards the main figures surrounding him/er.
• To identify dilemmas faced by adolescent.
• To identify several strategies to be used in each critical case

Content

1. Adolescent stage of life
2. Biological development: puberty and adolescence
3. Human physiological development
4. Cogntive and affective development
5. Moral and Social development
6. Main problems faced in adolescence: drugs, bulimia, anorexia, early pregnancy, suicide.

Methodology
Reading of classic material and journals. Discussion of cases. Writing of essays.

Bibliography

• Palacios, J. Álvaro, M. Y Cesar, C. (comp) (1998) Desarrollo psicológico y educación 1 . Madrid, Ed Alianza. Cuarta parte pp. 299 a 3 47.

• Psicología De La Adolescencia / Elizabet B. Hurlock
Autor: Hurlock, Elizabeth Bergner,
México :Paidós, 2001

• Educating Minds And Hearts : Social Emotional Learning And The Passage Into Adolescence / Edited By Jonathan Cohen ; Foreword By Howard Gardner
Autor:
New York : Teachers College Press, c1999

• La Psicología De La Adolescencia / Marvin Powell
Autor: Powell, Marvin
México : Fondo de Cultura Económica, 1981

• Psicología Social De La Adolescencia / Robert J. Havighurst
Autor: Havighurst, Robert James, 1900-
Washington : División de Educación, Departamento de Asuntos Culturales, Unión Panamericana 1962

• Bullying in Early Adolescence: The Role of the Peer Group. ERIC Digest.
Espelage, Dorothy L.; EDO-PS-02-16; 2002

• Adolescent Coping: Theoretical and Research Perspectives. Adolescence and Society Series.
Frydenberg, Erica; United Kingdom England ; 1997

• Four Studies of Non-Kohlbergian Tasks To Assess the Development of Moral Autonomy during Adolescence.
Langford, Peter E.; Australia Victoria ; 1990

Teacher Profile: Professor with a PhD in Education, Counseling, Pedagogic, Psychopedagogic, Educational Psychology, or Human Development.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in Adolescent’s Psychology Programs, Psychology of Learning, Human Development. Participation in programs of communitarian development with adolescents, young people and parents.

Ed5034. Design of educational programs based on competitions.

Teacher Profile: Professor with a PhD in Education, Counseling, Pedagogic, Psychopedagogic, Educational Psychology, or Human Development.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in Adolescent’s Psychology Programs, Psychology of Learning, Human Development. Professional experience implementing tutor institutional programs. Participation in programs of curricular design areas in High School and College.

In this course are approached the basic concepts, expositions, interpretations, models and structures of a design focused on the competition development.
It’s approached the design of the participant’s formative project focused on teaching and learning which teachers and students work with the selection of conceptual, procedural and attitudinal contents to formulate curricular programs taking as reference the educational levels in which the participants are involved.
In this course are considered the principal theories of learning and the curricular design in order to get the necessary basis for a design of competitions that responds to the actual requirements of an opened and flexible curricular context.
Objectives:

At the end of the course it’s expected that the participant has developed the next specific competitions:

Capacity to adapt the curriculum to an specific educational context.
Capacity to identify the potential relations between the subject contents and their application to politics and educational contexts.
Capacity to guide the process of the student learning.
Capacity to use TIC (e-learning) and integrate them to the teaching and learning
process.
Capacity to evaluate the results of learning and yield in the students.
Be conscious of the different contexts in which learning can take place.
Be conscious of the different roles that participants do in the process of learning and their application to learning contexts.

Content
Topic 1. The teacher as manager of his educational practice and the idea of the educational project.
Topic 2. Analysis of necessities: curricular condition.
Topic 3. The objectives as expression of competitions which are desired to develop in the student.
Topic 4. Selection and structure of the course contents.
Topic 5. Selection and organization of the strategies for teaching-learning and the work environment.
Topic 6. Incorporation of new technologies and several resources.
Topic 7. Evaluation systems for Learning, personal attention to the student and support systems. Mechanisms for process revision.

Ed5035.Teaching and learning strategies for science

This course provides a general view of successful Science teaching and learning strategies. It emphasize also each approach strength and weakness. It includes a revision of the research on this kind of teaching and learning strategies.

General objectives:
To be aware that the specific content of science fields determines fully the kind of strategies used for teaching.

To analyze how the pedagogical and psychological approaches to teaching change according to different fields and educational levels.

To understand how organizational requirements, curricular design and human resources determine the use of certain strategies in the different disciplines.

To create alternative teaching and learning strategies according to different fields. in order to enrich curricular structure of educational institution.

To encourage educational research on learning and teaching strategies in order to develop skills such as location of information, creation, reflection and interpretation.

Content
1. Science teaching and learning models: historical debates and today’s perspective
2. Educational meaning of the teaching of science: traditions and changes
3. Psychological and pedagogical aspects of the teaching of science.
4. Teaching aspect: a review of the different models relevant to the teaching of science
5. The priorities of educational research on strategies for the teaching and learning of science.

Bibliography

Astolfi, Jean(2001): Conceptos clave en la didáctica de las disciplinas, España. Diada Edit.

Parra C e Saiz, I.(comp.) (2001) Didáctica de las matemáticas. Buenos Aires, Paidós educador

VI Congreso Nacional de Investigación Educativa(2003)México.Edit.Consejo Mexicano de Investigación Educativa.

Biehler, R. (Ed.). (1994) Didactics of Mathematics as a Scientific Discipline. Kluwer Academic Publishers.

Teacher Profile: Professor with a PhD in Education, Pedagogic or in College Teaching, PhD in Curriculum, PhD in the knowledge areas required for each one of the Strategy programs with proved experience Teaching these areas.

Ed5036.Strategies for the teaching and learning of natural sciences

This course provides a general view of successful Natural Sciences teaching and learning strategies. It emphasize also each approach strength and weakness. It includes a revision of the research on this kind of teaching and learning strategies.

General objectives:
To be aware that the specific content of Natural Sciences fields determines fully the kind of strategies used for teaching.

To analyze how the pedagogical and psychological approaches to teaching change according to different fields and educational levels.

To understand how organizational requirements, curricular design and human resources determine the use of certain strategies in the different disciplines.

To create alternative teaching and learning strategies according to the different disciplines with the purpose to enrich the curricular structure of the educational institution.

To encourage educational research on learning and teaching strategies with the purpose to develop skills such as location of information, creation, reflection and interpretation.

Content
1. Natural Sciences teaching and learning models: historical debates and today’s perspective
2. Educational meaning of the teaching of Natural Sciences: traditions and changes
3. Psychological and pedagogical aspects of the teaching of science.
4. Teaching aspect: a review of the different models relevant to the teaching of science
5. The priorities of educational research on strategies for the teaching and learning of Natural Science.

Bibliography

Astolfi,Jean(2001): Conceptos clave en la didáctica de las disciplinas, España. Diada Edit.

Giordano,M et al(1991)Enseñar y aprender ciencias naturales. Arg.,Troquel educación.

VI Congreso Nacional de Investigación Educativa (2003) México. Edit. Consejo Mexicano de Investigación Educativa.

Teacher Profile: Professor with a PhD in Education, Pedagogic or in College Teaching, PhD in Curriculum, PhD in the knowledge areas required for each one of the Strategy programs with proved experience Teaching these areas.

Ed5037.Strategies for the teaching and learning of social sciences

This course provides a general view of successful Social Sciences teaching and learning strategies. It emphasize also each approach strength and weakness. It includes a revision of research results on this kind of teaching and learning strategies.

General objectives:
To be aware that specific content of teaching of Social Sciences determines fully the kind of strategies used for teaching.

To analyze how the pedagogical and psychological approaches to teaching change according to different fields and educational levels.

To understand how organizational requirements, curricular design and human resources determine the use of certain strategies in the different disciplines.

To create alternative teaching and learning strategies according to the different disciplines with the purpose to enrich the curricular structure of the educational institution.

To encourage educational research on learning and teaching strategies in order to develop skills such as location of information, creation, reflection and interpretation.

Content
1. Language teaching and learning models: historical debates and today’s perspective
2. Educational meaning of the teaching of Language: traditions and changes
3. Psychological and pedagogical aspects of the teaching of Language.
4. Teaching aspect: a review of the different models relevant to the teaching of Language
5. The priorities of educational research on strategies for Language teaching and learning.

Bibliography

Astolfi,Jean(2001): Conceptos clave en la didáctica de las disciplinas, España. Diada Edit.

Carretero,M,Pozo,Juan I y Asensio M (1989): La enseñanza de las Ciencias Sociales.España,VISOR Edit

Aisenberg,B y Alderoqui,S (2001)Didáctica de las ciencias sociales. Arg. Paidós Educador

VI Congreso Nacional de Investigación Educativa (2003) México. Edit. Consejo Mexicano de Investigación Educativa.

Teacher Profile: Professor with a PhD in Education, Pedagogic or in College Teaching, PhD in Curriculum, PhD in the knowledge areas required for each one of the Strategy programs with proved experience Teaching these areas.

Ed5038. Strategies for the teaching and learning of languages

This course provides a general view of successful language teaching and learning strategies. It emphasize also each approach strength and weakness. It includes a revision of research results on this kind of teaching and learning strategies.

General objectives:
To be aware that the specific content of teaching of language determines fully the kinf of strategies used for teaching.

To analyze how the pedagogical and psychological approaches to teaching change according to different fields and educational levels.

To understand how organizational requirements, curricular design and human resources determine the use of certain strategies in the different disciplines.

To create alternative teaching and learning strategies according to the different disciplines with the purpose to enrich the curricular structure of the educational institution.

To encourage educational research on learning and teaching strategies with the purpose to develop skills such as location of information, creation, reflection and interpretation.

Content
1. Language teaching and learning models: historical debates and today’s perspective
2. Educational meaning of the teaching of Language: traditions and changes
3. Psychological and pedagogical aspects of the teaching of Language.
4. Teaching aspect: a review of the different models relevant to the teaching of Language
5. The priorities of educational research on strategies for Language teaching and learning.

Bibliography:

Astolfi,Jean(2001): Conceptos clave en la didáctica de las disciplinas, España. Diada Edit.

VI Congreso Nacional de Investigación Educativa (2003) México. Edit. Consejo Mexicano de Investigación Educativa.

Teacher Profile: Professor with a PhD in Education, Pedagogic or in College Teaching, PhD in Curriculum, PhD in the knowledge areas required for each one of the Strategy programs with proved experience Teaching these areas.

Ed5039. Foundations and models of counseling and guidance

This course covers the nature, purpose and philosophical bases of main theories and concepts of counseling. Also, implementation of those theories is revised. The historical background of each theory and concept will be discussed.
This course includes contemporary issues such as: advising, limits of counseling, ethics and counseling, prevention programs, etc.

Bibliography

• James, R.K. & Gilliland, B.E. (2003). Theories and strategies in counseling and psychotherapy. Allyn & Bacon.
• Corey, Gerald (2001). Theory and Practice of Counseling and Psychotherapy. Wadsworth Brooks/Cole Publishers, Inc. (6th edition)

Teacher Profile: Professor with a PhD in Education, Counseling, Instructional Design, Pedagogic, Psychopedagogics, Educational Psychology, or Human Development.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in Adolescent’s Psychology Programs, Psychology of Learning, Human Development. Professional experience implementing tutor institutional programs. Participation in programs of communitarian development with adolescents, young people and parents.

Ed5040. Counseling for life and career development

This course revises theories and techniques applied to life and career development. The following techniques are taught: role playing, psychodrama, value clarification decision making strategies. All these techniques will be used in his/er work.

Bibliography

• Brown, D. (2003). Career choice and development (4th ed.). San Francisco: Jossey-Bass.
• Brown, S. D. et al. (2003). Critical ingredients of career choice interventions: More analyses and new hypotheses. Journal of Vocational Behavior, 62, 411-428.
• Gore, P. A., Jr. & Hitch, J. (in press). Occupational classification and sources of occupational information. In S. D. Brown & R. W. Lent (Eds.). Career development and counseling: Putting theory and research to work. NY: Wiley.

Teacher Profile: Professor with a PhD in Education, Counseling, Pedagogic, Psychopedagogics, Educational Psychology, or Human Development.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in Adolescent’s Psychology Programs, Psychology of Learning, Human Development. Professional experience implementing tutor institutional programs. Participation in programs of curricular design areas in High School and College.

Ed5041.Teaching and learning sociological and cultural perspectives in the new societies

This course encourages students to know and reflect around new postmodern societies development, problems and tendencies. Also it promotes students in building a new vision and holistic comprehension of education in the new societies, which let them the integration of new concepts and proposals as professional practitioners

Objectives:
• Develop the concept of education and its relationship to culture in post-modern societies.
• Know and reflect upon modernity crisis, post-modernity principles of change and their outcomes in education.
• Know the role of educational systems and institututions in the social and economic government development
• Know and reflect upon the impact of new societies in today’s educational process.
• Know and reflect upon educational problems, challenges and tendencies of education in the Mexican and international contexts.

Content:
1. Post-modernity: interrelationships among society, culture and education concepts in the new societies.
2. Education and educational systems organization elements: structure, organization, planning, teaching and learning processes.
3. Professions’ social perspective and the role of education in the social and economic models of contemporary societies.
4. Impact of new societies on: teaching & learning processes: social, cultural and technological changes.
5. Mexican education system problems.
6. International educational systems problems and globalization
7. Reflections upon educational challenges

Teacher Profile: Professor with a PhD in Education with experience in educational sociology, as well as in the research of social areas applied to education, and experience in distance education.

Ed5042.Counseling practice; students, groups and family

This course consist on the discussion of cases about alcoholism, smoking, bulimia, anorexia, early pregnancy , drug abuse and conflicts when career choice. This is a practicum course which includes group discussion, supervision. Special emphasis is put on critical analysis, humanistic perspective, ethic and social commitment.

Bibliography

• Berk, L. (2001). Development Through the Lifespan. Boston: Allyn & Bacon.
• Brigman, G. (2001) Group Counseling for School Counselors: A Practical Guide. J Weston Walch. Washington.
• Costa, M. y López E (2001). Consejo Psicológico. Piados Síntesis Editorial, Bs As.
• Goldhaber, D. E. (2000). Theories of Human Development. Mountain View,CA: Mayfield.
• Thompson, R.(2001) School Counseling: Best Practices for working in the School. Brunner-Royutledge. N.Y.
• Tyson, L. (1999) Critical Incidentes in School Counseling. Amer Conuseling Assn; 2nd edition. N:Y.
• Sánchez, A. (2000). ¿Qué es el Counseling?. Paidós, Ed. Lectour. Bs As
• Reynolds. E. (2001) Ethics in Counseling and Psychoterapy: Standard, Research, and Emerging Issues. E Wadsworth Publishing; 2 edition. N.Y. Palacios, J. Álvaro, M. Y Cesar, C. (comp) (1998) Desarrollo psicológico y educación 1 . Madrid, Ed Alianza. Cuarta parte pp. 299 a 3 47.
• Rodríguez, M. (2001). El asesoramiento en educación. Piadós Bs As.
• Psicología De La Adolescencia / Elizabet B. Hurlock
Autor: Hurlock, Elizabeth Bergner, 1898-
México :Paidós, 2001
• Educating Minds And Hearts : Social Emotional Learning And The Passage Into Adolescence / Edited By Jonathan Cohen ; Foreword By Howard Gardner
Autor: New York : Teachers College Press, c1999
• La Psicología De La Adolescencia / Marvin Powell
Autor: Powell, Marvin
México : Fondo de Cultura Económica, 1981
• Psicología Social De La Adolescencia / Robert J. Havighurst
Autor: Havighurst, Robert James, 1900-
Washington : División de Educación, Departamento de Asuntos Culturales, Unión Panamericana 1962
• Bullying in Early Adolescence: The Role of the Peer Group. ERIC Digest.
Espelage, Dorothy L.; EDO-PS-02-16; 200211
• Adolescent Coping: Theoretical and Research Perspectives. Adolescence and Society Series.
Frydenberg, Erica; United Kingdom England ; 1997
• Four Studies of Non-Kohlbergian Tasks To Assess the Development of Moral Autonomy during Adolescence.
Langford, Peter E.; Australia Victoria ; 1990

Teacher Profile: Professor with a PhD Counseling, Psychopedagogics, Educational Psychology, Clinical Psychology or Human Development.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in Adolescent’s Psychology Programs, Psychology of Learning, Human Development. Participation in programs of communitarian development with adolescents, young people and parents.

Ed5043.Counseling techniques and procedures in classroom

This is an introduction to techniques and procedures used during counseling such as: interview, observation, skill of communication. These procedures are essential to establish support based on listening and empathy.

Bibliograhy:

• Ivey and Ivey, Intentional Interviewing and Counseling, Facilitating Client Development in a Multicultural Society, (Fifth Edition)
• Eagan, G. The Skilled Helper, Brooks/Cole.
• H. Thompson Prout and Douglas T. Brown (1999) Counseling and Psychotherapy with Children and Adolescents, third edition,John Wiley & Sons, Inc.
• Golden, Larry B (200). Case studies in child and adolescent counseling. Merrill Prentice Hall Publishers, Inc. (3rd edition).

Teacher Profile: Professor with a PhD in Education, Counseling, Pedagogic, Psychopedagogics, Educational Psychology.
Professional practice in Vocational Guidance Area and/or Educational Guidance to young people and adolescents. Educational practice in any area of knowledge in High School and College. Participation in programs of communitarian development with adolescents, young people and parents.

Ed6001 Transformative learning

(3 0 12) Requirement: NT Equivalent: NT

The course "Transformative Learning" will provide students with the opportunity to: reflect upon their own experiences as learners, explore the learning experiences of other adults, examine and evaluate theories regarding why and how adults learn, and investigate adult learning in their own country. It is hoped that students will become more empowered as learners and that they will enhance their ability, as professionals, to facilitate positive and productive learning for others. It is also hoped that the course will model an effective and enriching formal adult learning process. Throughout the course participants will share experiences as learners and teachers, explore the literature, talk with adults who are involved in the learning process, investigate questions of importance to the field of adult education, construct personal "schema" related to the adult learning experience, and generate plans for making change in selves and others. This course will be based on a constructivist philosophy with the goal of facilitating an active learning experience that transforms perceptions and influences actions in the future.

Bibliography:

Profile of Professor:
The professor that works with this course must have a doctoral degree and should have experience working with adult learners. This degree can be in Education or in related areas (such as psychology, education administration, etc.).

Ed 6002 Education and social change

(3 0 12) Requirement:NT Equivalent: NT

Education and Social Change is a course aimed at providing the participant with a broad view of the main sociological perspectives which contribute to understand education as a social practice, and to allow the participant to become familiar with current sociological literature relevant to the field of interest regarding educational innovation (technology, administration, or curriculum studies) in which the participant intends to focus his/her doctoral work. The participant will interact with other peers who share his/her field of interest, and will begin to develop skills to participate in an academic community, by means of open and public discussion of structured presentations using standard academic formats. The participant is expected, at the end of the course, to have enough elements at his/her disposal to consider the effects that different social aspects may have on innovation initiatives, and to take them into account in the research projects s/he realizes in the future. The course also aims to provide a setting in which participants value the contributions that the social sciences have to offer to educational innovation initiatives, and the importance of a multidisciplinary perspective when defining problems related to the field.

Bibliography:

Profile of Professor:
The professor that works with this course must have a doctoral degree and should have experience working with adult learners. This degree can be in Education or in related areas (such as psychology, education administration, etc.).

Ed6003 Design and diffusion of change

(3 0 12) Requirement: NT Equivalent: NT

The aim of the Design and Diffusion of Change course is to provide participants with the necessary elements to develop a personal reference frame which will enable them to establish their future contribution, as researchers, to the change process in educational organizations and systems. The participant will become acquainted with the most recent conceptual perspectives regarding educational change, with a strong emphasis on innovation, and how research contributes to this endeavor. Participants are expected to start developing basic skills to work with specialized research related to their field of interest in education (finding, analyzing, evaluating and disseminating academic and professional literature, in printed and electronic formats). In addition, participants will be asked to reflect on the importance of their active, critical, and collaborative involvement in the knowledge community the will eventually become a part of, starting with their own reference group as doctoral students, with their peers and the faculty of the Graduate School of Education.

Bibliography:

Professor Profile:
The professor teaching this course should have an earned doctorate, and experience in educational change projects. Doctorate should be in education, in any field of specialization. The course's orientation requires that this course be taught by a full-time faculty member of the Graduate School of Education.

Ed6004 Educational systems and policy development

(3 0 12) Requirement: NT Equivalent: NT

The objective of this course is to provide students with the opportunity to explore educational systems in various parts of the world with the purpose of analyzing problems and solutions and comparing ways in which educational systems operate within their particular context within a particular point in time. Relationships between education and culture as well as education and time will be explored. They will look at historical trends or patterns in educational systems and how that history leads to the present and future. Students will explore models employed by different educational systems to define issues and create plans for development. This course will be passed on project-oriented learning, with students dealing with real situations occurring in Latin American countries. It is hoped that as a result of this experience, students will understand the many factors that come into play when decision makers develop plans, set and implement policy, and move towards educational reform movements.

Bibliography:
In this course there will not be a specific text or anthology. Students and professor will seek out readings according to the projects for the semester.

Profile of the Professor:
The professor of this course must have a doctoral degree and should have experience working with educational systems. The degree may be in education or in related areas such as educational administration, educational policy making, etc…

Ed6005 Seminal of quantitative investigation

(3 0 12 48) Requirement: NT Equivalent: ED 97 476

This course will allow participants to gain skills as both users and producers of quantitative investigation in the area of educational innovation, with a focus on educational administration, knowledge management, teaching and learning, and educational technology. Throughout the semester, they will examine actual studies, focusing on the development of the problem, the theoretical framework, the selection and description of the methodology, the creation of instruments or procedures for gathering data, the organization and analysis of data, and the writing of conclusions and recommendations. In addition, they will practice, themselves, following these same research steps (developing the problem, determining the theoretical framework, etc.). It is hoped that upon completion, they will have experienced all aspects of the quantitative investigation process and that they will be capable of distinguishing between quality and non-quality research as well as deciding when and how to use quantitative methods.

Suggested Bibliography:

Profile of the professor:
The professor of this class should have a doctoral degree in areas such as: education, educational administration, change and innovation, knowledge management, educational technology. He or she must have participated successfully in educational investigation and should actually be involved in such.

Ed6006 Seminar of qualitative investigation

(3 0 12 48) Requirement: NT Equivalent: Ed 97 468

In this course, participants will learn about the uses of qualitative investigation. They will read and discuss actual investigations, looking for the strong and weak points of each. They will learn the process of qualitative investigation and will practice mini-investigations of this type. They will especially focus on how to determine whether a qualitative approach is appropriate and how to guarantee the rigor of this investigation through strong documentation, triangulation, etc.. They will follow the qualitative process from start to finish - generating a problem; setting a theoretical framework; selecting and explaining the methodology; determining how data will be gathered, organized and analyzed; and the presentation of results, conclusions and recommendations for future study.

Suggested Bibliography:

Profile of the professor:
The professor should have a doctoral degree in an area such as: education, educational administration, change and innovation, knowledge management, or educational technology. He or she should have participated, with success, in investigations of this type and should actually be involved in investigation.

Ed6007Dissertation proposal

(3 0 12 48) Requirement: To have approved all the matters, except Ed 6008 and Ed 6009
Equivalence: Ed 97 497

In this course the student will work on his or her dissertation, arriving at a defendable proposal, which will include the context, the problem or research questions, the theoretical base and the methodology. Successful "passing" of this class means that the student defends and is approved by the committee.

Bibliography:
There is no specific bibliography. It depends on the student's research focus.

Profile of the professor:
The professor should have a doctoral degree in an area such as: education, educational administration, change and innovation, knowledge management, or educational technology. He or she should have participated, with success, in investigations of this type and should actually be involved in investigation. The person should be willing and able to provide individualized, high quality advisement and committed to the dissertation process from start to finish.

Ed6008 Dissertation investigation

(3 0 12 48) Requirement: To have approved Ed 6007 Equivalence:Ed 97 498

In this course, the student, along with his or her advisor, will structure and conduct the actual investigation. At this time, he or she will gather data, organize this data and begin the process of analysis.

Bibliography:
There is no specific bibliography. This depends on the student's area of research.

Profile of the professor:
The professor should have a doctoral degree in an area such as: education, educational administration, change and innovation, knowledge management, or educational technology. He or she should have participated, with success, in investigations of this type and should actually be involved in investigation. The person should be willing and able to provide individualized, high quality advisement and committed to the dissertation process from start to finish.

Ed6009 Dissertation conclusions

(3 0 12 48) Requirement: To have approved Ed 6008 Equivalence: Ed 97 499

In this course, the student, along with his or her advisor, will finalize the process, analyzing the data, arriving at conclusions and recommendations and writing up the final document. Successful completion of this course is approval of the final dissertation defense.

Bibliography:
This will depend on the research focus of the individual student.

Profile of the professor:
The professor should have a doctoral degree in an area such as: education, educational administration, change and innovation, knowledge management, or educational technology. He or she should have participated, with success, in investigations of this type and should actually be involved in investigation. The person should be willing and able to provide individualized, high quality advisement and committed to the dissertation process from start to finish.

Fecha de la última actualización: 20 de septiembre de 2004 (M)