Educational Technology in Practice
| Module title | Educational Technology in Practice |
|---|---|
| Module code | EFPM317 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Dr Taro Fujita (Convenor) |
| Number students taking module (anticipated) | 10 |
|---|
Module description
In this module, you will explore and critically evaluate the nature of teaching and learning practice with new technologies. You will design learning environments with new technology, create links between theory and practice and develop skills to plan, implement and critically evaluate teaching and learning with new technology. There are no pre-requisite skills for this module although you will need to engage with digital teaching practices.
Module aims - intentions of the module
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)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. 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;
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. 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;
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 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.
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 activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| 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 |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Video/online presentation of ICT setup/infrastructure in own/local educational practice | 10-15 minutes presentation/edited video | 1-15 | Written peer assessment and tutor feedback |
| Constructive comments/discussion on presentations/videos from peers | No fixed word length | 1-15 | Written peer assessment and tutor feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Theorised reflection/accompanying statement on ICT resources/ practice, revised on the basis of peer comments | 45 | 3,000 words | 1-15 | Written summative feedback |
| Critical evaluation of the role of technology for informal learning | 45 | 3,000 words | 1-15 | Written summative feedback |
| Contributions to online discussions | 10 | 500 words | 1-15 | Written summative feedback |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Theorised reflection | Re-submission of theorised reflective statement | 1-14 | 6 weeks |
| Critical evaluation | Resubmission of critical evaluations | 1-14 | 6 weeks |
| Contributions to online discussions | Reflection on online discussion experience (500 words) | 1-14 | 6 weeks |
Re-assessment notes
Re-assessment of the online discussion contributions will be undertaken by means of a 500 word written reflections of your own online discussion experience.
Indicative learning resources - Basic reading
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
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 26/06/2013 |
| Last revision date | 01/09/2014 |
