Welcome to Open EDUC! This project represents the work of a team of faculty members, graduate students, and instructional designers at The University of Georgia funded by a Textbook Transformation Grant from Affordable Learning Georgia. Here you will find free, open-source reading materials, learning objectives, suggested readings and resources, and activities organized into content modules for undergraduate Foundations of Education courses. Specific courses included here are EDUC 2110: Investigating Critical and Contemporary Issues in Education and EDUC 2120: Exploring Socio-cultural Perspectives on Diversity, which are required for teacher certification in the state of Georgia. All course content included here is aligned to the Area F Course Competencies approved by the Board of Regents of the University System of Georgia.
How to Use Open EDUC Materials
For Students:Students may use Open EDUC content in several ways.
- To access course readings for education courses. Instructors may assign specific readings from the course modules that students can access on any internet-capable device. If students prefer to have a hard copy of the content, print-friendly views are available.
- To learn more about a specific topic or area. Some students may choose not to purchase a traditional textbook; or, if they have purchased one, they still may want to use this module content as a reference tool to expand on course topics that may have otherwise been confusing or unclear.
For Faculty:Faculty may use Open EDUC content in several ways.
- To replace a traditional textbook in undergraduate Foundations of Education courses. There are a plethora of modules addressing a range of topics faculty may find align with content they were already covering.
- To facilitate course development. Faculty may be tasked with teaching a new course or wanting to improve their course, and these modules offer a framework for structuring undergraduate Foundations of Education courses. Resource lists are also included that may assist in developing additional readings for Foundations students.
- To allow remixing and redistribution of Foundations course content. All Open EDUC content is licensed under a Creative Commons Attribution-NonCommerical 4.0 International License, which means faculty may take the content here and adapt and share it to meet their own course needs.
Because this is open content, the extent to which it is used is ultimately up to you!
Observations and analyses of critical educational issues influencing the social and political contexts of educational settings in Georgia and the United States. Students examine the teaching profession, the meaning of education and schooling in a diverse culture, and the moral and ethical responsibilities of teaching.
The fundamental knowledge of understanding culture and teaching children from diverse backgrounds. Examination of the nature and function of culture, development of individual and group cultural identity, definitions and implications of diversity, and the influences of culture on learning, development, and pedagogy. This course has a required field experience component.
Area F Course Competencies
|Competency: Students will:||EDUC 2110||EDUC 2120|
|a. Analyze historical and philosophical influences as they have an impact on current school trends, policies, and practices.||X|
|b. Critique the constitutional, legal, and ethical requirements, and dispositions of the education profession.||X|
|c. Use sociocultural perspectives to analyze the nature and function of culture and social class in schooling.||X|
|d. Articulate ethical strategies for observing, analyzing, and comparing differences related to ethnicity, race, class, persons with exceptionalities, gender and sexual identity, religion, and language used to develop a culturally responsive classroom.||X|
|e. Compare and contrast neurological research and various learning theories (e.g., Behaviorism, Social Learning, Cognitive Learning, Constructivism, and Information Processing) as they apply to classroom practice.||EDUC 2130||EDUC 2130|
|f. Explore how sociocultural differences impact use of technology in classrooms, and the ethical use of technology.||X||X|
|g. Define effective instructional design and delivery (including planning, organizing, and assessment), and differentiate between effective & ineffective instruction.||EDUC 2130||EDUC 2130|
|h. Identify major cognitive and socio-emotional/psychosocial developmental milestones in children and adolescents related to the learning process.||EDUC 2130||EDUC 2130|
|i. Define, identify, and use the concept of academic language within the context of educator preparation and schooling.||X||X|
|j. Demonstrate reflective writing and critical thinking within the context of educator preparation||X||X|
|k. Engage in field experiences.||X|