Technologies in Teaching and Learning

Published:

This is a guide for the convenience of students and staff. Formal Ordinances and Regulations are given in the University Calendar (www.reading.ac.uk/calendar/), in the Programme Specification (available at www.reading.ac.uk/progspecs/) and in relevant module descriptions (http://www.info.rdg.ac.uk/module/); should there be, or appear to be, any conflict between statements in this handbook and the full Ordinances, Regulations, Programme Specifications or module descriptions, the latter shall prevail.

Although the information in this Handbook is accurate at the time of publication, aspects of the programme and of School practice may be subject to modification and revision. The University reserves the right to modify the programme in unforeseen circumstances, or where the process of academic development and feedback from students, quality assurance processes or external sources, such as professional bodies, requires a change to be made. In such circumstances, revised information will be issued. Information provided by the School in the course of the year should therefore be regarded, where appropriate, as superseding the information contained in the handbook.

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Please keep this handbook in a safe place as you will need to refer to it throughout your programme.

Date of publication 14 September 2009.

1. INTRODUCTION

Module Aims:

The overall intention of the module is to enable participants enrich their professional expertise in the use of digital technologies in teaching and learning in the light of various theoretical perspectives and emerging research. More specifically, during the module the participants will:

consider the role of digital technologies in new curricula and educational reforms;

evaluate critically the use of digital technologies in supporting student engagement and interaction;

analyse modes of assessing curricular and administrative use of ICTs at schools;

reflect on the role of ICTs in building and maintaining effective virtual and physical learning environments;

examine issues around e-assessment;

discuss the application of design methodologies in the selection, use and evaluation of digital solutions;

Intended learning outcomes:

Assessable outcomes

By the end of the module participants will be able to

enrich their skills in using a range of projection technologies, digital resources as well as digital communication and collaboration tools;

access and develop interactive learning materials;

collect and analyse school data on an ICT intervention

demonstrate understanding of the use of ICT as a tool for research and an object of research;

produce an action plan based on a synthesis of theory and evidence that relates to their setting and professional development.

Additional outcomes

Participants will be:

able to engage critically with concepts and their own role as educational practitioners;

able to work creatively with ideas and become more confident in using research to evaluate use of digital technologies;

identify and locate sources of information;

present an outline of an ICT problem or solution to the course group.

1.1 Welcome

We would like to welcome you to this module. This Handbook provides you with useful information about the module. If you have any questions you should consult the module leader or the course administrator.

1.2 Contact details

Module Leader

The Module Leader is Dr Yota Dimitriadi and her contact details are as follows:

Location: Room BG126 Myra McCulloch Building,

Telephone: 0118 378 5924

email: Y.Dimitriadi@reading.ac.uk

Module Administrator

The administrator for the module is Rosemary Jones.

Location: B144

Telephone: 0118 378 8869

Email: r.k.jones@reading.ac.uk

1.3 Timetable synopsis

Module Leader:

Yota Dimitriadi

Term:

Autumn

Day and time:

Thursday 17:00 - 20:00

Room:

Credits:

B130D/E

20 credits

Duration:

10 weeks

1.4 Session synopsis

Session

Date

Session title

Tutor

1

8 October

Introduction

This session will provide an overview of the module; we will consider the role of ICTs in the educational context, policies and frameworks; discuss the use of e-portfolios and relevant web 2.0 resources.

Dr Yota Dimitriadi

2

15 October

Learners' voice, engagement and digital participation

This session will focus on developing activities and evaluating the use of resources for pupil participation (e.g. digital video, podcasting); discuss the myth of the digital natives.

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Dr Yota Dimitriadi

3

22 October

Safeguarding young people

In this session we will focus on issues around e-safety, look at your digital footprint and evaluate educational resources developed to promote e-safety awareness.

Dr Yota Dimitriadi

4

29 October

Half term/independent study

Opportunity for e-presenting our ideas/problem-based learning TBA

Dr Yota Dimitriadi

5

5 November

Digital learning spaces and assessment

This session will focus on the use of e-learning environments and e-assessment as well as discussing the use of ICT for assessment and the literature of assessing ICT innovations and interventions.

Dr Judith Davies

Dr Yota Dimitriadi

Ms Kate Legg

6

12 November

Designing software for education

In this session you will be considering principles of design and will be involved in designing a resource.

Dr Aris Protopsaltis

7

19 November

Inclusion and ICT

In this session we will look at the use of assistive technology as well as evaluate the use of digital resources to support inclusion (with some emphasis on SEN and disabilities)

8

26 November

Learning with ICT in out-of-schools contexts

In this session the role of ICT to promote learning and links with

Dr Jonathan Allen

9

3 December

Citizenship and technology

This session will examine leadership and management at levels below headship: Delegation and dispersed leadership

Dr Trevor Davies

10

10 December

Games in education

This session will consider the use of games in teaching and learning and explore robotic technology.

Prof. Shirley Williams

Dr Yota Dimitriadi

Module reading

There is a list of readings given for each session. You will be given guidance about these lists to meet your particular background, interests and needs each week.

In addition to the suggested readings for each session, participants are advised to consult the journal collection in the library as well as the electronic journals and databases information on the library web-pages. These can be used to search the educational technology literature, read abstracts on screen, and download papers from online journals to which the library subscribes.

You will find that the following books and articles provide useful general reading to inform the module. More resources will be found on Blackboard.

The following literature reviews from futurelab:

Davies,C, Hayward, G and Lukman, L (2005). 14-19 and digital technologies. Department of Educational Studies, Oxford University (2005)

Abbott, C (2007). E-inclusion: learning difficulties and digital technologies. Kings College, London

Crawford, M (2002). Enhancing school leadership: Evaluating the use of Virtual Learning Communities. Educational Management Administration Leadership; 30(4), 431-445

Carmichael, P (2007). Introduction: Technological development, capacity building and knowledge construction in education research. Technology, Pedagogy and Education: 16(3), 235-247

1.6 Assignment

This assignment must be completed by Thursday 25 February 2010 but you are recommended to complete it by 31 December 2009.

It must be concerned with some aspect of leadership or management in school with which you are or have been involved. This should involve the process of decision-making of some kind. The style of decision-making should be investigated.

The assignment requirements are:

Identify your focus for the development of the electronic portfolio;

Briefly set the school context and your role in the issue/topic;

Navigation should be clear and tags, hyperlinks functional;

Collate/develop a series of (digital) artefacts and evaluate them critically referring to the appropriate literature;

Use a range of multimedia resources appropriately;

Demonstrate the development of your thinking/ progress of ideas on working on the topic;

Involve the collection of some empirical data/evidence from others involved in the process/topic (as appropriate);

Contain a statement of personal learning/self-reflections about the use of digital technologies and the investigation process;

The assignment should be referenced properly (APA Style) with a complete list of references.

If you choose to submit a written assignment its length (excluding appendices) should be about 4-5000 words.

Two copies of the written assignment, each with a completed 'Statement of Original Authorship' form stating the number of words used, should be submitted to Rosemary Jones (Room B144) by 4.00 p.m. on 24 February 2010 (after the Spring half term/start of term 4) although you are advised to complete it by 31 December 2009 if possible).

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In addition you should submit an electronic version and this should be sent as an attachment to r.k.jones@reading.ac.uk with the module number in the subject line of the email. The attachment should have the file name of the document in the form of the module code number and your surname e.g. EDM040 Bloggs.

If you are to submit an electronic portfolio, then you will need to send a link to it to Rosemary Jones as well as to the module leader.

Notes of guidance for writing assignments and bibliographic conventions can be found in the general handbook.

Reading on research methods

Bell, J. (2005). Doing Your Research Project: A guide for first time researchers in education and social science (4th ed.). Buckingham: Open University Press.