Use the Tab and Up, Down arrow keys to select menu items.
This course is designed to study change with digital technologies in education. In this course, students will discover principles and approaches that prompt complex changes affecting society and education today and explore their roles in leadership and change. This course has three complementary elements: technology diffusion, shared leadership and models of change. Students will lead online seminars, conduct field observation and engage in project work to prompt and understand change within their own contexts. The course aims to help each student gain experience as a change agent using digital technologies reflectively and responsibly to support educational change.
On the successful completion of this course, participants will be able to:Review the diversity of educational, social, cultural and technical factors impacting the diffusion of Information and Communication Technologies (ICT) Analyse and evaluate using multiple perspectives on ICT in education, including: the innovation, the classroom, the school, the region, and global perspectivesCritically evaluate theoretical models of change with the diffusion of innovations and related literatureCritically examine case studies and related research Demonstrate knowledge of change with ICT in education and training contexts and be able to apply this knowledge within familiar ecosystem(s)
Subject to the approval of Head of School
Niki Davis
Aegrotat considerations (students should refer to Regulation H of the General Course and Examination Regulations.)http://www.canterbury.ac.nz/exams/aegrotats.shtml, please see Course links.
Required Texts and ReadingsProvided online through UCLearn and/or UC Library including:1. Davis N.E. (2010). Global interdisciplinary research into the diffusion of IT innovations in education. In McDougall, A. (ed.), Researching IT in Education: Theory, Practice and Future Directions. (142-149) London: Routledge.2. Dutton, William (2004). Social transformation in an information society: Rethinking access to you and the world. Paris: Paris: UNESCO. Retrieved 9 June 2009 from http://portal.unesco.org/ci/en/ev.php-URL_ID=12848&URL_DO=DO_TOPIC&URL_SECTION=201.html3. Ely, D. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education, 23(2), 298-305. 4. Sherry, L. & Gibson, D. (2000). New Insights on Technology Adoption in Schools. THE Journal. Accessed 9 June 2009 from (http://www.thejournal.com/articles/14594)Recommended Reading Provided online or with guidance on borrowing from UC library for online students. Students will be guided on readings to suit their needs. Indicative readings are:5. Bolstad, R. & Gilbert, J. (2006). Creating digital age learners through school ICT projects: What can the Tech Angels project teach us? Wellington: New Zealand Council for Educational Research. 6. Bolstad, R. & Gilbert, J. (2006). Zooming in on learning in the digital age: a literature review. Wellington: New Zealand Council for Educational Research.7. Clark, J., Bossange, J., Erb, C., Gibson, D. Nelligan, B. Spencer, C. & Sullivan, M. (2000). Dynamics of change in high school teaching. A study of innovation in five Vermont professional development schools. No. d10175 Providence, RI: The Education Alliance at Brown University. Retrieved 9 June 2009 from http://www.lab.brown.edu/db/ea_catalog.php 8. Chickering, A. and Ehrmann, S. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, Oct:3-69. Cuban, L. (2001) Oversold and underused: Computers in the classroom. Harvard University Press, Cambridge, MA, USA.10. Davidson, J. (2003). A new role in facilitating school reform: The case of ed tech. Teachers College Record, 105(5), 729-752.11. Davis, N.E. (2008). How may teacher learning be promoted for educational renewal with IT? In J. Voogt and G. Knezek (eds.), International Handbook of Information Technology in Primary and Secondary Education, 507–520.12. Fullan, M. (2005). The Meaning of Educational Change: A Quarter of a Century of Learning. Dortrecht: Springer.13. Greenwood, J., Te Aika, L.H. & Davis, N.E. (2010, in press). Māori virtual marae – bicultural adoption of digital technologies within Aotearoa New Zealand: Cultural reconstruction and hybridity. In P.R. Leigh (ed.) International Explorations of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives. Charlotte, NC: Information Age Press. 14. Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press. 15. Rogers, E.M. (2003). Diffusion of innovations. (5th ed.). New York, NY: The Free Press. Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J.,& Kleiner, A. (2000) Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Doubleday/Currency. 16. Siemens, G. & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. [online] Accessed 19 June 2008 from http://www.elearnspace.org/blog/2009/03/11/handbook-of-emerging-technologies-for-learning/ 17. Somekh, B. (2004). Taking the sociological imagination to school: An analysis of the (Lack of) impact of ICT on educational systems. Journal of Technology, Pedagogy and Education, 13(2), 161-177. 18. Somekh, B. & Lewin, C. (2009). Transforming students learning: How digital technologies could be used to change the social practices of schools. In R. Krumsvik (Ed.). Learning in the networked society and the digitized school. Nova Science Publishers, Inc.19. Strudler, Neal (1995-96). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Journal of Research on Computing in Education, 28 (2), 234-257. 20. Zhao Y., Pugh, K., Sheldon, S., & Byers, J.L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.21. Zemsky, R. and Massy, W.F. (2004) Thwarted innovation: What happened to e-learning and why. The Learning Alliance, University of Pennsylvania http://www.irhe.upenn.edu/WeatherStation.html
Library portalhttps://ucstudentweb.canterbury.ac.nz https://www.learn.canterbury.ac.nz http://www.canterbury.ac.nz/exams/aegrotats.shtml
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. Students may be required to use software to detect plagiarism.
The course is assessed according to the 5 generic assessment dimensions of the Masters programme. 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 coherenceThe dimensions which apply to each assignment will be notified by the course lecturer with the details of the assignment topic. These five dimensions do not apply equally to every assignment. The rubrics posted online in the Learn course show the relative application of each dimension with credit points. APA citations and full references are required.The final grade will depend on factors such as the actual % earned, evidence of particular insight or flair, and the surmounting of particular difficulties.All assessed items must be passed, unless an alternative is negotiated.
As this is course is online and the work is mainly asynchronous. The attendance requirements are met by regular particpation that is visible within the online course in UCLearn. Particpation in discussions, group activities and other tasks including the individual reflective journal is expected and graded within the assessed items (see above).
In addition to formative evaluation, summative evalution includes an independent survey. Peer review was also applied to the first offering of this course in 2009.
Assessed items with a grade below C will be moderated by another member of faculty, plus a representative sample of other grades.
• This is the second time this course is offered from New Zealand. It has previously been offered in the USA at Iowa State University.• The due dates for assessed items may be negotiated with the class during the first 2 weeks, if necessary.Before the course starts:Students update their ICT skills and office software before the course starts, including use of the Help resources in the home page of UCLearn. Reading and making study notes from the following book before the course starts is also strongly recommended: Lynch, M.M. (2004). Learning online: a guide to success in the virtual classroom. London: Routledge.
All work submissed in this course should be completed using APA format where relevant.Conduct as an educational professional is expected.
A request for an extension should go in the first instance in email and by post to the lecturer responsible for the course. Genearlly it is possible to have an extension of up to 2 weeks following the published date, providing this is requested before the due date.
One resubmit is allowed for each assignment; 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.
All work in this course will be submitted online as directed in the assessed items’ guidance.
Domestic fee $1,449.00
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.
This course will not be offered if fewer than 9 people apply to enrol.
For further information see School of Educational Studies and Leadership .