| Unit name | Teaching and Learning with Technology |
|---|---|
| Unit code | EDUCM0043 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Oldfield |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one | |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit will critically examine how technologies are used in different teaching and learning contexts, with emphases on linking theory and practice and reflecting on students’ own experiences and digital practices. Discussion will focus on developing an understanding of the core concepts of technology, teaching and learning; critically appraising the use of technology in formal and informal learning contexts; examining how technologies can support different conceptualizations of learning; and considering the multiple factors that influence the use and impact that technology has in learning contexts.
The aims of this unit are:
On completion of this unit, students will be able to demonstrate that they can:
1. Conduct a review of relevant research literature, taking a critical approach to analysing different technologies used in education and show an understanding of the underlying learning processes;
2. Critically reflect on their own experience of learning and teaching with technology and how they might evaluate and improve practice in the future;
3. Make links between theory and the use of technology in learning settings.
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, critical analysis of key readings, discussions and group work.
Summative assessment for this unit consists of two parts:
Part 1 (25%): Reflective essay (1,000 words) - For this essay, students will conduct a critical analysis of their own previous experiences of using technology for teaching and/or learning in relation to different learning theories. The essay may draw on students' experiences using technology as a teacher or learner in an informal or formal context. Importantly, the essay should make substantive links between this experience and relevant or appropriate learning theories. Thus, students' critical reflections of their own personal or professional experiences should be well supported by relevant academic literature and theoretical frameworks. (ILO 2, 3)
This essay will be submitted halfway through the unit, which will also provide students with additional formative feedback for the final submission.
Part 2 (75%): Academic essay (3,000 words) - This part of the assessment asks students to critically examine how technology can be used for learning or teaching. To do this, students should choose a particular type of technology and examine how it can be and is used in a particular learning context. The technology could be - but does not have to be - one that has been examined in lectures. As with Part 1, the learning context could be either a formal, educational one or a more informal learning environment.
The aim of this part of the assessment is to take a critical in-depth look at how technologies relate to learning in a particular context. The essay should be supported by concepts drawn from relevant and up-to-date literature around the chosen topic, and by a theoretical framework that systematically relates teaching and learning with technology. (ILO 1)
This essay will be submitted at the end of the unit.
Formative assessment
To support this summative assessment, formative feedback will be provided through classroom discussion and activities, peer group work and individual feedback as appropriate and possible.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0043).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
