Unit name | Research Methods and ICT |
---|---|
Unit code | EDUCM5805 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Olivero |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
In this unit students engage critically with the processes involved in researching ICT in education. Students are introduced to the various components of the research process (e.g. identifying a research area within ICT in educational settings, focusing upon a question/hypothesis, developing a sound and ethical methodology, selecting appropriate methods of data collection and analysis, and drawing evidence-based conclusions) as well undertaking small-scale research themselves. Within this unit, an overview of the philosophies underpinning the dominant methods of data collection and analysis, and the differing views of social reality they give rise to, will be studied in relation to new technologies and the social world in general. New technologies are rapidly becoming an integral element of research - both as an object of a researcher's interest and as a tool used by the researcher. This unit introduces students to the methodological and theoretical questions raised by researching on and also with technologies.
Aims:
At the end of this unit, students will be able to:
The course will be taught face-to-face, but will be supported by a virtual online learning environment. All students will be required to use the VLE as standard, to communicate with fellow students, with the lecturing staff, to obtain administrative details about the course, to access course materials and, in some instances, for submission of coursework. Students will be encouraged to work in groups to support collaborative learning and to provide user feedback on design ideas. The principle teaching and learning methods will include the following:
The assignment will arise from an account (4000 words or equivalent) in which students critically reflect upon research methodology in the context of one or more particular research question(s) or hypothesis/hypotheses. For example, students may be asked to:
A)develop and evaluate their own methodology for small-scale research project in their chosen area of interest involving the use of ICT in an educational setting
or
B)compare methodologies used by different researchers when approaching a particular area of interest to the student, that involves the use of ICT in educational settings. Within their chosen context, students will be required to demonstrate their understanding of concepts covered in the unit such as reliability/specificity, ethics and validity.
Bogdan, R & Biklen, S (2002) Qualitative Research for Education, Boston: Allyn& Bacon (4th Edn.)
Burton, D. (Ed.) (2000) Research training for social scientists: a handbook for postgraduate researchers. London: Sage.
Greene, S. and Hogan, D. (2005) Researching Children's Experience: Approaches and Methods, London: Sage
Hewson, C. , Yule, P., Laurent, D. and Vogel, V. (2002) Internet Research Methods, London: Sage
Mackay, H., Maples, W., Reynolds, P. (2001) Investigating the Information Society, Routledge and OU: London.
Somekh, B (Ed) and Lewin, C. (2004) Research Methods in the Social Sciences, London: Sage