Postgraduate Module Descriptor

EFPM317: Educational Technology in Practice

This module descriptor refers to the 2019/0 academic year.

Module Aims

The aim of the module is for you to a) to create links between theory and practice in teaching and learning with new technology within a context of design science and b) learn about the role of new technology in practice

 

Specifically the module will enable you to:

develop a conceptual and practical understanding of the nature of effective learning environments with new technology;

develop a practical understanding of methodologies to plan and develop learning environments with new technology;

identify the possible impacts of technological tools for learners’ understanding;

develop skills to design and implement learning activities and units which reflect on theoretical underpinnings of teaching and learning with new technology;

critically evaluate existing digital practices in education

 

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. demonstrate a critical awareness of theoretical perspectives and practical concerns in technology as applied to education informed by your reading and professional practice;
2. demonstrate a critical understanding of the processes and methodologies of designing learning environments with new technology;
3. demonstrate the ability to design, implement and reflect on effective learning environments with new technology;
4. demonstrate an ability critically construct a theoretical framework to analyse and reflect the teaching and learning with new technology;
Discipline-Specific Skills5. identify systematically and evaluate insightfully current research and advanced scholarship relevant to the field of educational technology, creativity and thinking;
6. evaluate and critique ideas and concepts encountered on the pathway in the light of different theoretical approaches;
7. evaluate critically existing learning environments with new technology, and design own learning environments which reflect on theoretical ideas encountered on the pathway;
8. apply theoretical insights, through critical reflection, to evaluate professional practice;
Personal and Key Skills9. demonstrate the ability to identify and critically discuss current issues in educational technology;
10. demonstrate the ability to reflect independently, critically and creatively on professional practice;
11. demonstrate the ability to construct organised, structured, critically reflective and analytic writing;
12. demonstrate the ability to manage time and engagement in the context of masters level study that has a high level of independent study;
13. demonstrate the ability to take the initiative in contributing collaboratively in interactive learning contexts;
14. demonstrate communication skills both oral and written and in on-line contexts.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Balacheff, N., & Gaudin, N. (2003). Conceptual framework. In S. Soury-Lavergne (Ed.), Baghera Assessment Project: Designing a hybrid and emergent educational society (pp. 3–22). Grenoble, France: Laboratoire Leibniz-IMAG.

Buckingham, D. (2007) Beyond Technology: Children’s Learning in the Digital Age. Cambridge: Polity Press.

Cross, N. (2001). Designerly ways of knowing: design discipline versus design science. Design issues, 17(3), 49-55.

Crook, C. & Lewthwaite, S. (2010) Technologies for formal and informal learning, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.

Hakkarainen, K. (2010) Learning communities in the classroom, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.

Hutchby, I and Moran-Ellis, J. (2001) Children, Technology and Culture: The Impacts of Technologies in Children's Everyday Lives. London: Routledge .

Loveless, A. (2003) Creating Spaces in the Primary Curriculum: ICT in creative subjects. The Curriculum Journal, 14:1, 5-21.

Rasmussen, I. & Ludvigsen, S. (2010) Learning with computer tools and environments: A sociocultural perspective, in K. Littleton, C. Wood & J. Kleine Staarman, The International Handbook of Psychology in Education. Bingly, UK: Emerald Group Publishing Limited.

Sefton-Green, J. (2004). Literature review in informal learning with technology outside school.

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

Simon, H. A. (1996). The sciences of the artificial. MIT press.

Veen, W. and Vrakking, B. (2006). Homo Zappiens: Reshaping learning in the digital age. London: Network Continuum Press.

Wegerif. R. (2007) Dialogic, Educational and Technology: Resourcing the Space of Learning. New York: Springer-Verlag

Wegerif, R. (2013) Dialogic: Education for the Internet Age. London, Routledge