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The Integration of Moral Development in Experiential Technology Education: A Case Study of a Postsecondary Computer Technology Course Incorporating Community Service Projects
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, Univ. of Illinois at Urbana-Champaign, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Service learning pedagogy has been widely advocated in public education because of its democratic characteristics. However, it is considerably difficult to foster student critical inquiry, conceptual change, and also commitment to action for social change through experiential technology education incorporating community service. Instead of having values development sensitively integrated into the curriculum, experiential learning can be easily limited to its skill and cognitive development within the individualistic and exclusive culture of technology. This is a study of a postsecondary computer technology course, whose instructor has worked for years to foster student confidence in becoming social leaders through experience serving low-income communities with information systems and networks. In reconsidering technological literacy, this qualitative research probed student learning of technology along with the course curriculum analysis, in terms of community building, communication, inquiry, commitment to action, and the continuity of the learning experience.

Citation

An, J. (2007). The Integration of Moral Development in Experiential Technology Education: A Case Study of a Postsecondary Computer Technology Course Incorporating Community Service Projects. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2910-2916). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2020 from .

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