The instructor facilitates candidates' developing a personal philosophy of educational technology and independent expertise. Educational software usable with a diverse student population is reviewed and critiqued. Candidates critically examine cultural and socioeconomic differences relative to use of and access to technology. Various uses of information technology and the experiential nature of teaching with educational technology are explored. Candidates develop the knowledge and skills to integrate technology into the classroom and motivate diverse students with different abilities and learning styles, and accessibility issues.
Students develop familiarity with how systems operate and perpetuate themselves.
The structural, political, cultural, and symbolic dimensions of schools are identified and critically analyzed. Each student conducts an organizational analysis of a school. Particular emphasis is placed on the roles teachers can take in education organizations. The role of schools in a capitalist society is contrasted with alternative models. Students' basic assumptions about schools are deconstructed.