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for a past academic year. Please see the current academic year for up to date information.
| 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 |
Professor. Manchester |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit will provide an introduction to key technologies developed for or being applied to teaching and learning, with an emphasis on linking theory and practice through critical reflection. Discussion will focus on developing an understanding of teaching and learning; critically appraising the use of technology in formal and informal learning contexts, and considering the impact of technology on teachers and learners.
The aims of this unit are:
- to introduce participants to key technologies developed for or being applied to teaching and learning
- to introduce participants to theories in the cognitive sciences and education of relevance to the use of technology in educational settings
- to introduce participants to the academic research of technology in formal and informal learning contexts
- to relate practical uses of technology in educational settings to appropriate theories of teaching and learning.
Intended Learning Outcomes
On completion of this unit, students will be able to demonstrate that they can:
- 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;
- conduct a small scale research project using appropriate research methodology and technologies into the use of ICT in either formal or informal learning settings;
- make links between theory and the use of technology in learning settings.
Teaching Information
The course will be taught face-to-face but will be supported by a virtual online learning environment (Blackboard) and a wiki that will be developed by the students. Students will work in groups to research various technologies used in education, and will be encouraged to participate in collaborative learning, discussing and feeding back on relevant academic papers and assignment ideas.
Contact Hours:
20 hours
Assessment Information
Summative assessment:
Students will choose a learning situation and undertake a mini empirical study. The write up of the study (4,000 words) will draw on relevant literature for the theoretical framework.
The overall aim of this assignment is for students to:
- engage with a learning situation which incorporates the use of technology
- engage with literature of relevance to a chosen learning situation
- develop a framework that relates to the learning outcomes and in which analyses the chosen learning situation
- produce a paper that enables the use of theoretical ideas to critically engage with the chosen learning situation.
Reading and References
- Beckman, K, Bennett, S & Lockyer, L, 2014. Understanding students’ use and value of technology for learning. Learning, Media and Technology, 39(3), pp.346–367.
- Fisher, R, 2007. Dialogic teaching: Developing thinking and metacognition through philosophical discussion. Early Child Development and Care, 177(6-7), pp.615–631.
- Graesser, A, 1999. AutoTutor: A simulation of a human tutor. Cognitive Systems Research, 1(1), pp.35–51.
- Oliver, M & Pelletier, C, 2006. Activity Theory and Learning From Digital Games: Developing an Analytical Methodology. In D. Buckingham & Willett, R, eds. Digital generations: children, young people, and new media. Routledge, pp. 67–88.
- Pea, R.D, 1993. Practices of distributed intelligence and designs for education. In Distributed Cognitions, Psychological and Educational considerations,. Cambridge: CUP.
- Selwyn, N, 2011. Education and Technology: Key Issues and Debates, London: Continuum.
- Triggs, P & Sutherland, R, 2008. A holistic approach to understanding teaching and learning with ICT. In R. Sutherland, S. Robertson, & John, P, eds. Improving Classroom Learning with ICT. Abingdon, Oxon: Routledge, pp. 49–69.
