Module EFPM317 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM317: Educational Technology in Practice
This module descriptor refers to the 2019/0 academic year.
Module Content
Syllabus Plan
The module will be delivered through a programme of lectures and seminars, including peer presentation, (online) group work, peer discussions and support, interactive activities, workshop-type sessions and visits to reflect the ILOs.
Supervision of directed and independent work will be through email, moderation of discussion forums and instant messaging/chat programmes. You will use a range of online platforms to support your learning.
A number of sessions will adopt the ‘Lesson study approach’ in which you work in small teams, carefully and collaboratively crafting lesson plans and then analysing the outcomes.
In the first cluster of sessions, you will be introduced to key concepts and methodologies related to the planning, implementation and evaluation of educational practice with new technology.
The second cluster of sessions will consider the role of educational technology in educational practice, focusing on key theories and tools. You will also be working in pairs to plan, implement and evaluate your own practice with educational technology. Distance students are expected to implement your practice in an educational setting in your own locality.
The last cluster of sessions will consider a critical reflection of professional practice and discuss wider issues in design, implement and evaluations of new technology in educational settings. Peer presentations will be held to share and evaluate practice. Distance students are expected to undertake a group presentation via ELE.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 10 in-class sessions (3 hours) including lectures, seminars and tutorials with equivalent on-line provision for distance students |
| Guided independent study | 50 | Directed reading related to topics discussed in the module |
| Guided independent study | 120 | Directed study e.g. planning and implementing designed activities, analysing your own practice, preparing group presentations, writing blog entries. |
| Guided independent study | 100 | Preparation for assignments, further independent readings, contributions to online discussions and commenting on peer blogs |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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
