EDEM630-13S2 (D) Semester Two 2013 (Distance)

Change with Digital Technologies in Education

30 points

Start Date: Monday, 8 July 2013
End Date: Sunday, 10 November 2013
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 19 July 2013
  • Without academic penalty (including no fee refund): Friday, 4 October 2013


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.

Learning Outcomes

  • 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 perspectives
  • Critically evaluate theoretical models of change with the diffusion of innovations and related literature
  • Critically 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

Course Coordinator / Lecturer

Wayne Mackintosh


Assessment Due Date Percentage  Description
Participation 12 Aug 2013 50% Participation with reflective journal and Paper ready for submission or published in a professional publication
Review 07 Oct 2013 50% Review of change model / or case study and Scenario building project

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.

Textbooks / Resources

Students will be guided on readings to suit their needs. Indicative readings are:

AERA Educational Change Special Interest Group (2012). Lead the Change Series, Q&A with Michael Fullan. Retrieved from http://www.michaelfullan.ca/media/13514675730.pdf

Bolstad, R. & Gilbert, J. et al. (2012). Supporting future-oriented learning and teaching - a New Zealand perspective. Wellington: New Zealand Council for Educational Research. Retrieved from http://www.educationcounts.govt.nz/publications/schooling/109306 and other recommendations on http://elearning.tki.org.nz/Research-and-readings#digital-tech

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.

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.

Davis, N.E. (2012). 2016 scenario guide to effective tertiary education in New Zealand. Wellington: Ako Aotearoa.  Retrieved from http://akoaotearoa.ac.nz/projects/2016-scenario-guide-effective-tertiary-education-new-zealand

Dutton, W. (2004). Social transformation in an information society: Rethinking access to you and the world. Paris: Paris: UNESCO. Retrieved http://portal.unesco.org/ci/en/file_download.php/7364b6dd37bccc23a9038e48cb7f956dcorpus-1-144.pdf

Fullan, M. (2005). The Meaning of Educational Change: A Quarter of a Century of Learning. Dortrecht: Springer.

Greenwood, J., Te Aika, L.H. & Davis, N.E. (2010). 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.

Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.

Marshall, S. et al. (2012). Understanding and Supporting Organisational Change in e-Learning. Wellington: Ako Aotearoa.  Retrieved from http://akoaotearoa.ac.nz/organisational-change-e-learning

Pachler, N. & Daly, C. (2011). Key issues in e-Learning. Research and practice. London: Continuum.

Rogers, E.M. (2003). DIFFUSION OF INNOVATIONS. (5th ed.). New York, NY: The Free Press.  
Sherry, L. & Gibson, D. (2000). New Insights on Technology Adoption in Schools. THE Journal. Retrieved http://thejournal.com/Articles/2000/02/01/New-Insights-on-Technology-Adoption-in-Schools.aspx?Page=1

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/

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.

Zhao Y., Pugh, K., Sheldon, S., & Byers, J.L. (2002). Conditions for classroom technology innovations. TEACHERS COLLEGE RECORD, 104(3), 482-515.
Zemsky, R. & 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

Additional Course Outline Information

Academic integrity

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.

Assessment and grading system

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 literature
2. Engagement in theoretical critique and debate
3. Engagement in reflective praxis
4. Active involvement in research
5. A high level of communication skills and overall coherence

The 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.

Grade moderation

Assessed items with a grade below C- will be moderated by another member of faculty, plus a representative sample of other grades.


• This course may be offered in parallel with the OERu
• The due dates for assessed items may be negotiated with the class during the first 2 weeks, if necessary.

Other specific requirements

All work submissed in this course should be completed using APA format where relevant.
Conduct as an educational professional is expected.

Requests for extensions

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.

Where to submit and collect work

Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm 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.

Indicative Fees

Domestic fee $1,567.00

* 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.

Minimum enrolments

This course will not be offered if fewer than 9 people apply to enrol.

For further information see School of Educational Studies and Leadership .

All EDEM630 Occurrences

  • EDEM630-13S2 (D) Semester Two 2013 (Distance)