In this issue . . . .

* REMINDER: SUBWAY SUMMIT Tomorrow, Friday, Feb 27

* REMINDER: Summer Session 2009

SUBWAY SUMMIT ON COGNITION & EDUCATION RESEARCH

TOMORROW: Friday, February 27, 2009

As announced in the Valentine's Day issue of ECT DETAILS, tomorrow is the second annual gathering of faculty and graduate students from major "local" universities with interests in cognition, educational technology, and research. It is being held at the Lincoln Center campus of Fordham University. This is an excellent way to bring together our professional community in the City, and a great opportunity to learn about each other's work.

See the pdf program attached, with a map on page 2.

9:30 - 10:00 Coffee and Welcome

10:00 Sessions begin, with NYU-ECT faculty and students starting at 10:00

* New York University
* Columbia University
* CUNY Graduate Center
* Fordham University

Fordham, Lincoln Center
113 West 60th Street, Columbus Avenue (at 60th Street)
Lowenstein Building, 12th Floor Lounge

RSVP with a short email to William B. Whitten II, Ph.D., Distinguished Research Scholar, Graduate School of Education, Fordham University
"William B. Whitten II"

SUMMER SESSION 2009

This is a reminder that, for planning purposes, it is essential for students to inform us which of the following courses (if any) you are considering for Summer Session 2009. If you have not yet done so, please send a reply to Professor Shuchat Shaw, francine.shaw@nyu.edu, with a simple list of your choices by March 1.

Also, you may see your faculty advisor to register for summer at any time, the earlier the better.

E19.2251 Educational Design for the World Wide Web
June 29 to August 7, Mondays and Wednesdays, 4:55 to 7:25
Pre-requisite to E19.2177, Advanced World Wide Web Design Lab
Prepares students to design instructional systems and environments for the World Wide Web, based on principles drawn from instructional design models and cognitive and constructivist perspectives on learning and instruction. Students develop an understanding of the unique design potential and challenges of web-based instructional materials. Students develop skills in HTML, Javascript, and Flash to design Web sites and incorporate multimedia content into sites.

E19.2018 Integrating Media and Technology in the K-12 Curriculum
June 29 to August 7, Tuesdays and Thursdays, 4:55 to 7:25
Currently being revised. Content will include:

1. This course addresses the role, value, integration and use of media and technologies in K-12 classrooms;

2. We examine how technology-based learning materials and activities may be designed and used in ways the enhance and advance a wide range of learning goals; these goals may be discipline-specific; or they may cross the curriculum, relating to higher order cognitive strategies such as critical thinking, problem solving, media literacy (other versions include computer literacy), or relating to hierarchies of types of knowledge and learning;

3. We also examine how the use of media and technology in schools and classrooms is influenced by educational perspectives ranging from constructivist to instructivist, and how media and technology may be selected and integrated to support diverse teaching methods and strategies. In these contexts, we use many examples to illustrate:

* the use of discipline-based media by teachers and students;
* to demonstrate student uses of media and technology for research and presentation, communication and collaboration;
* to explore the value of student uses of such applications as databases and spreadsheets both as analytic tools in the disciplines and as cognitive tools that challenge and exercise wide-ranging thinking and organizing skills.

4. Students also have hands-on introductions to:

* multimedia learning with animations, simulations and games;
* opportunities for learning through use of social networking tools such as blogs, vlogs, wikis, forums and podcasts;
* course management systems;
* online student portfolios;
* repositories of teaching materials and resources, such as iTunesU, YouTube, curriki; teacher education organizations, all types of arts museums, science and technology centers, and historical and cultural societies;
* extensions of learning experiences through uses of hand-held, portable, wireless and remote technologies.

E19.2197 Media Practicum: Field Internship180 hours: 3 credits. Hours Arranged. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.

Students are placed in internships in the educational media and technology field. ECT regards internships as essential to professional development and places students in excellent settings throughout New York City that match their interests and goals. Interns, as apprentices, learn through supervised participation to design, produce, use and evaluate educational media and technology-based learning environments.

E19.2198 K-12 Student Teaching in Educational Technology(strictly for students doing internships in schools).180 hours: 3 credits. Hours Arranged. Prerequisite: Permission of Internship Coordinator. Restricted to ECT students. Includes fieldwork and seminar on campus. Repeatable to a maximum of 6 credits. May be taken a maximum of two times.

Students are placed in elementary, middle, or high school settings for student teaching experiences in diverse practices in educational media and technology. These might include, for example, practices in technology integration and implementation, coordination and leadership in technology-related reform efforts, support to teachers for curricular and instructional uses of media and technology to improve learning, support to teachers and students in media design and production as well as in media education and literacy.