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The course focuses on developing a critical awareness of the pedagogical issues involved in the integration of information and communication technologies to support learning in early childhood, school and tertiary settings. Exemplars of curriculum based activities involving a variety of digital strategies will be related to theories of learning and relevant academic research. Participants will develop their digital skills as well as investigate, analyse and evaluate contemporary theories and predictions related to the effective use of technology in education.
locate, analyse and evaluate relevant data in order to identify present and future trends for the use of digital technologies in education;demonstrate knowledge of and familiarity with a broad range of digital tools and analyse and evaluate how their use can support and extend student learning;develop, implement and critically evaluate strategies for the effective integration of digital technologies in education drawing on relevant pedagogical, cultural, social or learning theory literature, and demonstrating intellectual independence and analytical rigoranalyse and evaluate research in the field of e-learning in order to identify pedagogical, cultural and social issues involved in the use of digital technologies as teaching and learning toolsapply different theories of learning to technology assisted activities; analyse and evaluate the learning theory underpinning the activity; critically analyse and evaluate how the use of digital technologies within different teaching strategies can be used to supplement, support or extend students’ learning;select and critique current research on selected aspects of the educational applications of digital technologies, analyse and synthesise this research identify and critically evaluate some of the cultural, pedagogical and social issues involved in the use of digital technologies as teaching and learning tools; identify and analyse the ways in which these issues can act as barriers or enhancers to the implementation of e-learning strategies
Subject to approval of the Head of School
EDTL891
Niki Davis
Glynne Mackey
American Association of Colleges for Teacher Education; Handbook of technological pedagogical content knowledge (TPCK) for educators ; Published by Routledge for the American Association of Colleges for Teacher Education, 2008.
Bolstad, Rachel. , New Zealand Council for Educational Research, New Zealand; The role and potential of ICT in early childhood education : a review of New Zealand and international literature ; Ministry of Education, 2004 ().
Coiro, Julie; Handbook of research on new literacies ; Lawrence Erlbaum Associates, 2008.
Denzin, Norman K. , Lincoln, Yvonna S; The SAGE handbook of qualitative research ; 3rd ed; Sage Publications, 2005.
Hall, David; The ICT handbook for primary teachers : a guide for students and professionals ; Routledge, 2010.
Haythornthwaite, Caroline. , Andrews, Richard N. L; E-learning Theory and Practice ; SAGE Publications, 2011.
Jonassen, David H; Computers as mindtools for schools : engaging critical thinking ; 2nd ed; Merrill, 2000.
Jonassen, David H; Learning to solve problems with technology : a constructivist perspective ; 2nd ed; Merrill, 2003.
Mills, Geoffrey E; Action research : a guide for the teacher researcher ; 2nd ed; Merrill/Prentice Hall, 2003.
Mutch, Carol. , New Zealand Council for Educational Research; Doing educational research : a practitioner's guide to getting started ; NZCER Press, 2005.
Noffke, Susan E. , Somekh, Bridget; The SAGE handbook of educational action research ; SAGE, 2009.
Richardson, Will; Blogs, wikis, podcasts, and other powerful web tools for classrooms ; 2nd ed; Corwin Press, 2009.
Roblyer, M. D. , Doering, Aaron Herbert; Integrating educational technology into teaching ; 5th ed; Allyn & Bacon, 2010.
Siraj-Blatchford, J., & Whitebread, D; Supporting information and communications technology in the early years ; Berkshire: Open University Press, 2003.
Siraj-Blatchford, John , Siraj-Blatchford, Iram., British Association for Early Childhood Education; A guide to developing the ICT curriculum for early childhood education ; Trentham, 2006 ().
Somekh, Bridget; Action research : a methodology for change and development ; Open University Press, 2006.
Somekh, Bridget; Pedagogy and learning with ICT : researching the art of innovation ; 1st ed; Routledge, 2007.
Townsend, Tony. , Bates, Richard J; Handbook of teacher education : globalization, standards and professionalism in times of change ; Springer, 2007.
Recommended ReadingDavis, N.E., Eikelmann, B. Zaka, P. (2013) Restructuring education systems in the digital age.Journal of Computer Assisted Learning, 29 (15) 438-450.See the Course Reader for required readings.There are no other set texts however readings and links to relevant articles will be provided online in the course Learn site.
http://learn.canterbury.ac.nz/ https://ucstudentweb.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml http://library.canterbury.ac.nz
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39A Pass is 50 marks or over.The EDEM627 course is assessed according to the 5 generic assessment dimensions. These are:1. Depth and breadth of knowledge base and literature2. Engagement in theoretical critique and debate3. Engagement in reflective praxis4. Active involvement in research5. A high level of communication skills and overall coherence• Course participants are expected to participate actively in the online learning environment. • Full assessment details will be provided in the online site, and assessment activities may be tailored to suit different educational contexts.• Presentation of assignments should adhere to the APA referencing format.
As this course is online and the work in the course done asynchronously, the attendance requirements are met by regular participation. Participation in discussions and group activities is expected and contributes to the final grade.Distance students must participate in the course via Learn to meet the learning outcomes. Participation will enhance your understanding of issues and allow for discussion and clarification of complex issues. Online activity will ensure all students can discuss, debate and reflect.
Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide informal feedback during the course.
As part of its commitment to offer high quality courses, the School undertakes moderation processes to ensure that assessment is fair, equitable, consistent and manageable. It is also a process for ensuring the consistency of assessment.
Work that is turned in after the due date is considered late unless an extension has been negotiated with the lecturer before the work is due. The lecturer reserves the right not to mark late work.
Course participants will be required to plan, implement and evaluate a mini research project in a centre, school or other educational context. Course participants will need access to a suitable context and approval from the organisation's management to complete the course requirements. If this is likely to be problematic please discuss this issue with the Course Coordinator as soon as possible.
All work submitted in this course should be completed using APA formatting where appropriate.
Requests for extensions should go in the first instance in writing to the lecturer responsible for that activity. Generally it is possible to have an extension of up to 1 week following the published date. After that date an application is required to be submitted to the MEd coordinator for approval on the ‘request for approval form.’
One resubmit (for the course) may be allowed where an assignment does not meet the expected standard; however no grade higher than a C will be awarded to resubmitted work. Work that is to be resubmitted will be due one week after being returned to the student unless other arrangements are requested and granted by the lecturer.
Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.
Domestic fee $1,630.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .