Unit information: Education in a Time of Social and Technological Change in 2018/19

Unit name	Education in a Time of Social and Technological Change
Unit code	EDUCM0064
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

Sociotechnical changes create a wide range of challenges and opportunities for educators and those who support learning around the world. Digital technologies (such as credit-card sized computers, digital games, mobile devices, massive online open courses, robots, social media, tangible technologies) are increasingly becoming embedded in our societies and being used for a wide range of purposes in educational settings. At the same time we are seeing growing global economic inequalities, increasing environmental and resource crisis, rapid demographic and political change and changing learning ecologies where traditional institutions are increasingly seen as ‘unfit’ for purpose. This unit will provide a critical introduction to debates about the relationship between social and technological change and education.

This unit assumes that we cannot understand the current educational landscape without considering social and technological change, and that this requires careful theoretical reflection. The unit therefore explores a range of theoretical approaches concerning technological and social change. This includes the analysis of current debates about technology in education and debates about how social change and technological change are intertwined. The unit then applies these theories in a variety of learning contexts, in educational policies and in practices. The underlying assumption is that social and technological change cannot be understood without engaging in critical inquiry using a wide-ranging literature.

The aims for this unit are:

• To introduce key theories relating to education in a time of social and technological change;
• To provide students with an understanding of sociotechnical change and its various effects on and in learning contexts, broadly defined;
• To provide students with conceptual and methodological tools to understand current practices and policies surrounding digital technologies and their various ‘effects’ in education and other settings;
• To enable students to analyse specific uses of technology practices and policies in education and other settings in the light of the perspectives introduced in the unit.

Intended Learning Outcomes

On completion of this course unit students will be able to:

1. Critically assess theories relating to education in a time of social and technological changes;
2. Utilize a range of new technologies to undertake independent research, conduct effective group work and critically reflect on their learning (including blogging);
3. Produce multimodal, coherent and critical reflective learning accounts;
4. Utilise a range of theories relating to sociotechnical change in the context of changing educational landscapes to understand the various ‘effects’ of social and technological change;
5. Choose appropriate theories and put these theories to work in critically analyzing specific uses of technology in educational and other settings.

Teaching Information

Teaching will adopt a blended approach involving a mix of face to face lectures with group work and activities provided on-line. Social media will also be used to support learning. Reflective practice is key to the teaching and learning experience – students will be asked to keep a reflective learning diary that will become their reflective critique at the end of the course unit.

Assessment Information

For this course unit students are required to submit two pieces of work which are both assessed as 50% of the final marks for the course unit:

Part 1: A weekly critical reflection via a course blog on the theories, concepts and methods introduced on the course and their application in a range of settings – at least 2000 words. Students will be given guidelines on blogging throughout the course and it will be made clear that students must go beyond description to critically reflect on their own learning and understanding throughout the course unit. (50%) (ILO 1-3)

Part 2: A 2000 word academic essay theoretically examining an example of sociotechnical change and it’s various ‘effects’ in a chosen educational context. Students will be expected to critically apply theories and concepts learnt on the course. (50%) (ILO 4&5)

Reading and References

Biesta, G., Feld, J, Hodkinson, P., Macleod, F. and Goodson, I. (2011) Improving Learning through the Lifecourse. London: Routledge

danah boyd & Kate Crawford (2012) Critical questions for Big Data, Information, Communication & Society, 15:5, 662-679, DOI:10.1080/1369118X.2012.678878

Facer, K. (2012) Learning Futures: Education, technology and social change. London: Routledge

Elkjaer, B. (2009) A learning theory for the future. Chapter 5 in Illeris, K. (2009) Contemporary Theories of Learning: Learning Theorists - In Their Own Words, London: Routledge. [electronic resource]

Livingstone, S. and Sefton-Green, J. (2016) The Class: Living and Learning in the Digital Age. New York University Press:New York

Loveless, A. and Williamson, B. (2013) Learning Identities in a Digital Age: Rethinking Creativity, Education and Technology. London: Routledge

Selwyn, N, (2011) Education and Technology: Key Issues and Debates. London: Routledge

Selwyn, N. & Facer, K. (2013) The Politics of Education and Technology. London: Routledge.