Hello,
You are about to undertake an "educational hike" that will force you to think using technology. This hike may be difficult for you because you might be uncomfortable with what you discover about your technology skills. Learning with technology has been around for 3 decades but many schools have not prepared you to learn with technology. They prepared you, maybe, to learn about technology. Do not let the technology interfere with your learning, I am here to help.
If you are afraid of learning with technology, you are not alone, many of my students are. I have taught the following courses at Buffalo State and the University at Buffalo. I have helped hundreds of scared students over the past 10 years turn on the “light,” so relax.
You are about to undertake an "educational hike" that will force you to think using technology. This hike may be difficult for you because you might be uncomfortable with what you discover about your technology skills. Learning with technology has been around for 3 decades but many schools have not prepared you to learn with technology. They prepared you, maybe, to learn about technology. Do not let the technology interfere with your learning, I am here to help.If you are afraid of learning with technology, you are not alone, many of my students are. I have taught the following courses at Buffalo State and the University at Buffalo. I have helped hundreds of scared students over the past 10 years turn on the “light,” so relax.
Undergraduate Courses Taught at Buffalo State
EDU 312 The Teaching Of Mathematics And Science In The Elementary School - As part of Buffalo State’s elementary education requirements, this six-credit course is designed to provide an integrated, holistic experience that will better prepare pre-service teachers for the complex task of educating children. This experience is intended to be one phase of a path toward professional growth and development. This course integrates university assignments and hours of classroom field experience in Professional Development Schools. For all junior participants, each day at the PDS Site may consist of observing, planning teaching, reflecting, learning and sharing.
EDU 313 Teaching Science In Early Childhood And Childhood Settings - Explore the teaching of science to elementary students guided by learning theory and current practices. Effective science instruction strategies guided by current standards, will be developed and practiced
EDU 316 Teaching Elementary School Mathematics - Students participate in classroom practice while exploring in-depth curricular, theoretical, and practical educational frameworks. Students plan, implement, and evaluate lessons incorporating the NYS standards for mathematics; practice and evaluate assessment tools and processes; become reflective practitioners; demonstrate effective techniques for instructional organization in a professional development school.
EDU 375, Integration Of Technology In Education - As part of Buffalo State’s elementary education requirements, this three-credit course is designed to provide an integrated, holistic experience that will better prepare pre-service teachers for the complex task of educating children. This experience is intended to be one phase of a path toward professional growth and development.
Graduate Courses Taught at Buffalo State
EDU 513, Theory, Research And Practice In Literacy Instruction - Review of the research and literature pertaining to the basic concepts underlying reading methods, materials, testing devices, and management programs; the reading process from readiness for reading to mature, effective reading skill. The course material is designed for both large and small group instruction
EDU 530, Creative Teaching and Learning in Formal and Informal Settings - Current best practices to facilitate creative teaching and learning in formal education settings and informal education initiatives in organizations such as museums and clubs. Strategies to enhance creativity education, engage in creative learning and utilize technology to support students’ creative activities. Design creativity curriculum and align with appropriate assessment procedures.
In this course we’ll explore current best practices to facilitate creativity to improve learning and teaching. We will examine everyday creativity, called mini-c creativity, (Kaufman and Beghetto, 2009) as it manifests itself in your classroom and school. In the classroom, in your peer meetings, in your leadership roles, in your volunteer work outside of school and even in your daily life at home, expanding your understanding of yourself as a creative person and the ways you can effectively influence others will be the focus. So, although this course focuses on educators and education leaders, it is also applicable to others who wish to think more effectively and lead others in a variety of contexts. In 530, you’ll examine foundational creativity concepts, reasons to study creativity, blocks and barriers to creativity, practice tools for creative and critical thinking, assessment options of creativity in your classroom, examine your talents related to creativity and design a lesson, a training and/or a presentation episode using the Torrance Incubation Model (TIM) coupled with Creative Problem Solving (CPS). In this course, you will improve your understanding of the ways individuals are creative so that rather than saying “Am I creative?” you will encourage others to ask, “How am I creative?” You will gain a scholarly view of creativity and understand the foundational theories and research that allow you to be a “wise consumer” of creativity materials and assessments.
EDU 535 Teaching Writing: B-12 - EDU 535 will present a student-centered, process approach to the teaching of writing in the elementary school. It is based on the premises that children need to write; and, in appropriate settings, children want to write. The course will focus on the personal writing of the participants as well as instructional strategies for the classroom. Topics to be explored as they relate to writing in the elementary school include: the writing process, the relationship between reading and writing, conferencing, classroom management, evaluation, and writing across all areas of the curriculum.
In this course we’ll explore current best practices to facilitate creativity to improve learning and teaching. We will examine everyday creativity, called mini-c creativity, (Kaufman and Beghetto, 2009) as it manifests itself in your classroom and school. In the classroom, in your peer meetings, in your leadership roles, in your volunteer work outside of school and even in your daily life at home, expanding your understanding of yourself as a creative person and the ways you can effectively influence others will be the focus. So, although this course focuses on educators and education leaders, it is also applicable to others who wish to think more effectively and lead others in a variety of contexts. In 530, you’ll examine foundational creativity concepts, reasons to study creativity, blocks and barriers to creativity, practice tools for creative and critical thinking, assessment options of creativity in your classroom, examine your talents related to creativity and design a lesson, a training and/or a presentation episode using the Torrance Incubation Model (TIM) coupled with Creative Problem Solving (CPS). In this course, you will improve your understanding of the ways individuals are creative so that rather than saying “Am I creative?” you will encourage others to ask, “How am I creative?” You will gain a scholarly view of creativity and understand the foundational theories and research that allow you to be a “wise consumer” of creativity materials and assessments.
EDU 609, Literacy Instruction In The Upper Grades - Review of the research and literature pertaining to the basic concepts underlying reading methods, materials, testing devices, and management programs; the reading process from readiness for reading to mature, effective reading skill. The course material is designed for both large and small group instruction.
EDU 612 Developing Literacy Through Literature - Implications of research and practice in the areas of correlating reading/writing instruction with children's literature; choosing appropriate methodology; familiarity with genre and instructional elements; multiple-word identification, comprehension, and writing strategies; integrating literature across the curriculum; organizing and managing a program; assessing growth and needs; involving parents.
EDU 671 Theory, Research, And Practice In Science Instruction - Construction of science ideas in informal and formal social settings; demonstration and evaluation of exemplary science teaching methods; research focusing on elementary students' formal and naive science understanding.
EDU 672 Advanced Educational Technology For K-6 Classrooms - Application and integration of microcomputers in the instructional program; proficiency in the educational uses of microcomputers; tool-based software use; software evaluation; curricular integration; educational skill; process enhancement through microcomputers; communication tools; professional development; the Internet and electronic mail; issues and ethics surrounding technology in schools; lesson and unit design incorporating computer applications; technology for students with disabilities.
EDU 690 Masters Project - Production of a curriculum or research-based project in a topic of special interest to the student; the project must be approved by the instructor prior to execution. The final product must follow APA guidelines in its written form.
SPF 689 Research Methods In Education - Background of educational research; selection and development of research problems; sources of information and data; methods, tools, and techniques; collection, treatment, application, and interpretation of research data; organizing and writing a research report.
Graduate Courses Taught at the University at Buffalo
LAI 532, Computers (ICTs) in Early and Primary Education* - Information and communication technologies (ICTs) are inundating the daily lives of young children. In this course, we will explore various issues related to ICT and young children’s learning and development, and help you develop knowledge and competencies in teaching with ITC in PreKindergarten through Grade 3
LAI 573, Technology as a Social Practice* - This course aims to clarify the roots of, and identify what is at stake in, contemporary conflicts over the development and use of technology. The first half addresses the problem of conceptualizing technology so as best to elucidate its social nature and its involvement in political and cultural processes; the second half applies this conceptual work by analyzing the way technologies and social structures mutually shape one another in a variety of specific institutional settings.
