2016/17 Taught Postgraduate Module Catalogue

EDUC5259M Technology, Education and Society

30 creditsClass Size: 30

Module manager: Dr Aisha Walker
Email: s.a.walker@education.leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2016/17

Pre-requisite qualifications

Normally, at least two years relevant postgraduate professional experience.
Ability to use basic digital technology (email, www, office software).

This module is mutually exclusive with

EDUC5251M

Issues in ICT and Education

Module replaces

EDUC5251M Issues in ICT and Education

This module is approved as an Elective

Module summary

The module introduces key issues and debates in the areas of digital learning and the use of digital technologies in formal and informal education and in society more widely.

Objectives

To enable students to consider, explore and discuss current issues and debates relating to digital technologies, education and society. Students will become aware of the wide range of issues in the area and the contested nature of commonly used phrases such as 'digital natives' or 'digital literacies'.

Learning outcomes
- Awareness of current areas of debate about digital technologies, education and society
- Understanding of key theoretical and philosophical ideas about technology and society
- Understanding of how digital technologies may prevent or enable inclusion and access
- Awareness of the political, economic and institutional forces affecting educational technology

Syllabus

Indicative Content:
1. Popular and scholarly views of technology, education and Society: evaluating research and discourses (AW)
2. Theoretical and philosophical perspectives on technology, Education and Society (CP)
3. Political and Economic Contexts for Educational Technologies (CP)
4. Institutional strategy, policy and managing change (NM)
5. Reading week
6. Literacy, competence and creativity and coding: what should children learn about digital technologies and how should they learn it? (AW)
7. Social media and the ecology of relationships: empathy and antipathy in online communication (including trolling and cyberbullying) (AW)
8. Home, school and transition: the impact of digital technologies on home/school relationships and on the transitions between educational phases (AW)
9. Inclusion, access and the digital divide: the impact of digital technologies on social and educational inclusion (AW)
10. The quantified self: who owns, manages and monitors digital tools and data? What are the implications for individuals and society? (CP)
11. Assessment in the digital age: what are the implications of technology for what is assessed, how and why? (CP)
12. Student presentations and discussion of the assignment (AW)

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminars	12	1.00	12.00
Group learning	12	3.00	36.00
Lecture	12	1.00	12.00
Seminar	12	1.00	12.00
Tutorial	2	0.50	1.00
Independent online learning hours			107.00
Private study hours			120.00
Total Contact hours			73.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be provided each week with online 'lectures' in written and audio formats together with supplementary readings, material, tasks and activities. Students will also be expected to undertake directed reading of academic papers; to post reviews of these papers on an online discussion forum and to respond to reviews that other students have written.

Opportunities for Formative Feedback

Each participant will be expected to make a contribution of between 500-1000 words per unit, about a specific topic, in the asynchronous discussion. Each person will be expected to contribute to (and occasionally facilitate) the weekly synchronous online seminar. Each student will have two individual tutorials to discuss progress.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	1 x 6000 words	100.00
Total percentage (Assessment Coursework)		100.00

For the assignment students will negotiate a title that considers appling one of the module themes to their own professional contexts. For example, a student working with pupils who have special educational needs might look in depth at how technology might facilitate or inhibit access to education.

Reading list

The reading list is available from the Library website

Last updated: 17/06/2015

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