Curriculum Vitae MICHELE KNOBEL, PhD.

proficient at using a range of digital applications and services (e.g., blogging, video
editing, digital image manipulation, services that support collaborative writing, digital
file conversion, among others).
MEDI 521: Design of Innovative Curriculum Resources. This is the culminating course
for the Graduate Certificate in New Literacies, Digital Technologies and Learning. In this
course, students draw together their theoretical understanding, their technical expertise
with digital technologies, their understandings of how deep learning can be facilitated
using a range of open-ended, easily-accessed and ubiquitous online programs, services
and affinity spaces in creating a detailed, literacy-focussed curriculum project.
Doctoral courses:
ELRS 820: Qualitative Methods for Educational Research I. This course introduces
students to the design logic and practices of qualitative inquiry. This course aims at
supporting students in developing the skills and know-how to critically analyze and
evaluate qualitative studies of education. This course also aims to be a pragmatic, handson
introduction to theoretically framing, designing, and writing up their own qualitative
research studies.
TETD 810: Literacy and Technology in Schools and Teacher Education. This course
provides a context in which future teacher educators develop the knowledge and skills
needed for supporting pre-service and in-service teachers by means of exploring a range
of ‘new’ literacies. As part of this, students engage with theories about the relationships
among literacy, digital technologies, and learning; examine changing conceptions of
effective literacy practices in everyday settings; and consider the relationship between
new literacies and school-based literacy education. They develop practical know-how to
make efficacious use of digital technologies in literacy teaching (and other areas of the
curriculum). Students develop criteria for evaluating and critiquing new literacies
programs and for making judgments about how and when to use different aspects of new
literacies for classroom-based educational purposes. Students explore strategies for
working with teachers and teacher education students in a range of settings—including
more and less resource-rich classrooms.
Courses taught at the University of California, Irvine:
2002-2003
Doctoral courses:
ED290/291: Seminar in Field Research in Education and Directed Field Research in
Educational Administration. This course addressed conceptual frameworks and literature
relevant to qualitatively researching effective school leadership and management. This
course focused on designing, conducting, analyzing and interpreting field research in
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