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Module

Technology and Education Futures

Module titleTechnology and Education Futures
Module codeEFPM294
Academic year2022/3
Credits30
Module staff

Dr Judith Kleine Staarman (Convenor)

Duration: Term123
Duration: Weeks

10

Number students taking module (anticipated)

80

Description - summary of the module content

Module description

In this module you will explore the role of digital technology ineducation and education futures. You will interrogate some of the key concepts in learning and technology, such as digital literacies, gamification and datafication; and will use these ideas to critically consider emerging educational practice and new technologies and pedagogy. You will learn about the ways in which new technologies might be used in teaching and learning (such as VR/AR technologies, AI and coding; and we will focus on some of the key issues that have emerged in the networked age, such as fake news, ethical AI and automation.

Using a variety of digital tools, face-to-face seminars, hands-on and online activities, and drawing on a range of literature from educational technology, digital sociology and psychology, you will not only develop your critical understanding of issues around technology in education, you will also discuss, theorise and imagine, with other students, what probably, possible and preferable digital futures of education may look like.

Module aims - intentions of the module

Through an exploration and discussion of theoretical, professional and practical applications of new technology in education, the module aims to develop your critical understanding of how technology may shape the ways in which we think about teaching and learning, both now and in the future. There is a strong focus on the social nature of learning with new technology, digital literacies and creative practices with technology and you will familiarize yourself with a range of digital approaches for education, including social media, Augmented Reality and digital literacies. You will be strongly encouraged to reflect on and link back your ideas to your own practice and experiences.

Specifically the module will enable you to:

  • develop a conceptual, critical and experiential understanding of the social and creative nature of learning with new technology;
  • identify possible affordances of technological tools for teaching and learning;
  • identify and interpret educational theory and research and relate this to educational practice and educational futures with new technology;
  • identify and interpret evidence and discuss this in the context of academic and professional reading work independently and with originality;
  • develop a critical understanding of ethical issues involved in teaching and learning with new technology

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. demonstrate a systematic understanding of theoretical perspectives and practical concerns in the area of educational technology;
  • 2. demonstrate a critical understanding of the nature of learning processes around new technologies, with a specific focus on social and digital aspects of teaching and learning and around possible educational futures;
  • 3. demonstrate an ability to critically reflect on the affordances of technological tools for teaching and learning;
  • 4. demonstrate an ability to synthesise relevant theoretical perspectives and arguments in current debates about core dilemmas in educational technology;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 5. identify systematically and evaluate insightfully current research and advanced scholarship relevant to the field of educational technology, creativity and thinking;
  • 6. explore critically the multiple lenses through which the role of educational technologies for education, teaching and learning can be interpreted and developed;
  • 7. evaluate and critique ideas and concepts encountered within the specialism in the light of different theoretical approaches;
  • 8. apply theoretical insights, through critical reflection, to your study of the specialism;

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 9. demonstrate the ability to identify and critically discuss current issues related to educational technologies and education;
  • 10. demonstrate the ability to construct organised, structured, critically reflective and analytic writing;
  • 11. demonstrate the ability to manage time and engagement in the context of masters level study that has a high level of independent study;
  • 12. demonstrate the ability to take the initiative in contributing collaboratively in interactive learning contexts; and
  • 13. demonstrate communication skills both oral and written and in on-line contexts.

Syllabus plan

Syllabus plan

The precise structure of the module varies year by year, but in general, we will focus on some of the key concepts of digital education, for instance computer-supported collaborative learning, collective intelligence, affordance theory and augmented reality.. We will engage with these ideas through  a range of digital tools, hands-on workshops and seminars, as appropriate for the module.

 

In our sessions, we will aim to reflect on some of the  current issues around the role of technology in education. While these issues may vary from year to year, topics can include the promise of openness versus the threat of surveillance, the role of trust in a networked age, and the constant evolution of digital literacies.. There will be  opportunities to discuss your own experiences and ideas with fellow students.

 

We will also aim to incorporate practical experiences into the module, either through workshops or virtual activities. These may include work with educational games, AR/VR technology and coding, in order to further enhance your understanding of the links between digital technology, practice and pedagogy.

 

Throughout the module, you will participate in online activities, and online materials and digital tools will be made available for all students. You will be required to develop a digital portfolio, which will enable you to present your developing ideas to peers and to critically reflect on the module content and your own professional practice and the wider literature.

 

Contributions to online discussions and a reflection on your own learning will also form part of the work that will be assessed. There will be a variety of activities throughout the module, in which you will be asked to reflect, discuss and debate with other students.

 

This module is organised for both full and part-time students and the modes of delivery might differ for each of these groups.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
302700

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning and Teaching Activities30The teaching sessions will take on a variety of forms, including 30 hours of face to face and/or online seminars (1-3 hours) and online sessions via a range of collaboration tools (e.g. ELE)
Guided Independent Study120Engagement with specific online materials, videos, preparations for academic tutorials, preparing for seminar activities, responding to seminar, online activities and collaborative group tasks
Guided Independent Study100Preparation for assignments
Guided Independent Study50Set readings

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment500 words1-8, 9, 11, 13Written tutor feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Digital portfolio704,000 words 1-13Written summative feedback
Video blog (vlog)3010 minutes (1,000 words equivalent)2-3, 6-7, 11, 13Written summative feedback

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Digital portfolioDigital portfolio (4,000 words) 1-136 weeks
Video blog (vlog)Video blog (10 minutes /1,000 words)2-3, 6, 7, 11, 136 weeks

Resources

Indicative learning resources - Basic reading

Aiello, P., D’elia, F., Di Tore, S. & Sibilio, M. (2012). A Constructivist Approach to Virtual Reality for Experiential Learning. E–Learning and Digital Media, 9(3). PP.317-324.

Albion P.R., Tondeur J. (2018) Information and Communication Technology and Education: Meaningful Change through Teacher Agency. In: Voogt J., Knezek G., Christensen R., Lai KW. (eds) Handbook of 

Information Technology in Primary and Secondary Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-53803-7_25-1

Burnett, C. & Merchant, G. (2018). New Media in the Classroom. SAGE Publications.Craft, A. (2011). Creativity and Educational Futures.  Stoke on Trent: Trentham Books

DeFreitas, S. (2018). Are Games Effective Learning Tools? A Review of Educational Games. Journal of Educational Technology & Society, 21(2), pp. 74-84.

Facer, K., Craft, A., Jewitt, C., Mauger, S., Sandford, R., Sharples, M. (2011). Building Agency in the Face of Uncertainty. Outcome of ESRC Seminar Series on Educational Futures http://richardsandford.net/edfutures/wp-content/uploads/2011/06/Building-Agency-in-the-Face-of-Uncertainty-Thinking-Tool.pdf

Gee, J. P., & Hayes, E. R. (2011). Language and learning in the digital age. Routledge.

Gillen, J. & Barton, D. (2010). Digital literacies. London Knowledge Lab, London. Gilliard, C. (2017) Pedagogy and the logic of platforms. Educause Review, July/August 2017. http://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms

Granger, C. A., Morbey, M. L., Lotherington, H., Owston, R. D., & Wideman, H. H. (2002). Factors contributing to teachers' successful implementation of IT. Journal of Computer Assisted Learning, 18(4), 480-488.

Hillman, T., Bergviken Rensfeldt, A. & Ivarsson, J. (2020). Brave new platforms: a possible platform future for highly decentralised schooling. Learning, Media and Technology, 45(1), pp. 7-16. DOI: 10.1080/17439884.2020.1683748

Inayatullah, S. (2008).  Mapping Educational Futures.  In Bussey, M., Inayatullah, S., Milosevic, I. (eds). (2008). Alternative Educational Futures:  pedagogies for emergent worlds. Rotterdam/Taipei: Sense Publishers

Kukulska-Hulme, A.; Bossu, C.; Coughlan, T.; Ferguson, R.; et al. (2021). Innovating Pedagogy 2021: Open University Innovation Report 9. The Open University, Milton Keynes.

Lanchester, J. (2017). You are the Product. London Review of Books, 30(16): 3-10.

Pangrazio, L. & Selwyn, N. (2019). ‘Personal data literacies’: a critical literacies approach to enhancing understandings of personal digital data, New media & society, 21(2). pp. 419-437, doi: 10.1177/1461444818799523.

Pegrum, M. (2019) Mobile lenses on Learning: Languages and Literacies on the move. Singapore, Springer.

Provost, F., & Fawcett, T. (2013). Data science and its relationship to big data and data-driven decision making. Big data, 1(1), 51-59.

Reimers, F. M., Schleicher, A. & Anash, G. A (2020). Schooling disrupted, schooling rethought. How the Covid-19 pandemic is changing education. OECD.

Selwyn, N. (2019).  Should robots replace teachers? : AI and the future of education. Cambridge, Polity PressShaffer, D. W. (2007) How computer games help children to learn. New York: Palgrave/MacMillan

Slade, S. and Prinsloo, P. (2013) Learning Analytics: ethical issues and dilemmas. American Behavioral Scientist, 57(10): 1510-1529

Steinkuehler, C., Squire, K. & Barab, S. (Eds) (2012). Games, learning, and society : learning and meaning in the digital age. Cambridge, Cambridge University Press.

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market. Postdigital Science and Education, 1 - 16.

Wegerif, R. (2012) Dialogic: Education for the Internet Age. London, Routledge

Zawacki-Richter et al. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? Journal of Educational Technology in Higher Education 16:39 https://doi.org/10.1186/s41239-019-0171-0

Module has an active ELE page

Key words search

ICT, Educational Technology, Education Futures, Dialogic teaching and learning

Credit value30
Module ECTS

15

Module pre-requisites

None

Module co-requisites

None

NQF level (module)

7

Available as distance learning?

No

Origin date

2018

Last revision date

29/04/2022