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Technology and Education Futures

Module titleTechnology and Education Futures
Module codeEFPM294
Academic year2021/2
Module staff

Dr Judith Kleine Staarman (Convenor)

Duration: Term123
Duration: Weeks


Number students taking module (anticipated)


Description - summary of the module content

Module description

In this module you will explore the trajectory and possible future implications of digital technology for education. You will engage with some of the key concepts in learning and technology, such as creativity, ubiquity and digital literacies; and will use these ideas to critically consider emerging educational practice and new technologies and pedagogy. Using a variety of digital tools, face-to-face seminars and/or online activities, and drawing on a range of literature from educational technology, e-learning and psychology, you will not only develop your critical understanding of issues around technology in education, you will also discuss, debate and theorise with other students what 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 technology, 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 educational technology 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 in educational technology;
  • 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, such as computer-supported collaborative learning, communities of inquiry, affordance theory, augmented reality and blended learning. We will engage with these ideas through engagement with a range of digital tools appropriate for the module.

In our sessions, we will reflect on some of the core issues around the role of technology in education, such as the promise of openness versus the threat of surveillance, the role of trust in a networked age, the loss of literature versus new digital literacies and creativity and education futures. There will be further opportunity to discuss experiences and ideas with fellow students through digital media.

We will aim to incorporate practical experiences into the module, either through workshops or virtual activities. These may include work with educational games, AR technology and other interactive technology, 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

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


Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Written assignment1,000 words1-8, 9, 11, 13Written tutor feedback
Critical reflection and discussionThroughout the module (500 words)2-3, 7, 9, 11-12Written and oral peer feedback and oral tutor feedback

Summative assessment (% of credit)

CourseworkWritten examsPractical exams

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Digital portfolio705,000 words 1-13Written summative feedback
Video blog (vlog)2010 minutes (1,000 words)2-3, 6-7, 11, 13Written summative feedback
Reflective summary of contributions to online discussions10500 words2-3, 6-13Written summative feedback


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 (5,000 words)1-136 weeks
Video blog (vlog)Video blog (10 minutes /1,000 words)2-3, 6, 7, 11, 136 weeks
Reflective summary of contributions to online discussionsEssay (500 words)2-3, 6-136 weeks


Indicative learning resources - Basic reading

Craft, A. (2011), Creativity and Educational Futures.  Stoke on Trent: Trentham Books

Craft (2012) Childhood in a digital age: creative challenges for educational futures. London Review of Education.     Vol. 10, No. 2, July 2012, 173–190

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

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

Gillen, J. & Barton, D. (2010). Digital literacies.

Inayatullah, S. (2015). What works: Case studies in the practice of foresight. Taipei: Tamkang University Press.

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

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

Selwyn, N. (2019).  Should robots replace teachers? : AI and the future of education. Cambridge, Polity Press

Shaffer, D. W. (2007) How computer games help children to learn. New York: Palgrave/MacMillan

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

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

Module has an active ELE page

Key words search

ICT, Educational Technology, Futures, Dialogic

Credit value30
Module ECTS


Module pre-requisites


Module co-requisites


NQF level (module)


Available as distance learning?


Origin date


Last revision date