Psychological Perspectives on Information & Communication Technologies (P00828)

? Credit Points : 20 ? SCQF Level : 11 ? Acronym : EDU-P-P00828

This module is a post-experience course aimed at teachers and other professional workers in education who wish to study the applications and implications of new technology. It forms part of the Modular Masters scheme of courses offered by the School of Education. This module is optional for the MEd and Diploma in Information Technology and Education.

Entry Requirements

none

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : Semester 1 (Blocks 1-2)

? Contact Teaching Time : 3 hour(s) per week for 10 weeks

All of the following classes

Type	Day	Start	End	Area
Lecture	Wednesday	18:30	20:20	Central

Summary of Intended Learning Outcomes

Through participation in this module it is intended that the course members will:
Develop an awareness of the range of psychological models which can help us to understand the dynamic relationships which exist between individuals and social groups, and the technologies which they develop and use
Understand something of the processes of innovation and development of technological artefacts
Understand something of the processes of design and evaluation, in particular developing an awareness of the importance of user-centred design and deployment
Cultivate skills in the use of a range of advanced technological devices and systems.

Assessment Information

The module is assessed on an A-F scale using a combination of essays and practical tasks. 1. research report based on library and on-line sources. Content equivalent to 3-4,000 words in length. 2. brief seminar paper to the group based around set reading on an agreed topic. 3. a small technical evaluation and produce a summary report. 4. plan, design and build a Web "home page" as a focus for their work on the course. 5. contributions to on-line class discussions will be assessed by a peer assessment strategy. While this will be a small element of the assessment it is intended to encourage and motivate participants. All of these tasks will be set and negotiated with participants at the outset of the course, such that participants will be able to pursue work on all of these projects in parallel across the period of the course.