Undergraduate Course: Information and Communications Technology (EDUA10041)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course supports students to develop the knowledge and skills required to critically analyse the use of ICT in the teaching and learning of primary education. |
| Course description |
This option will focus on the role ICT may play in teaching and learning in Primary schools. The broad aim of the course is to help students become more knowledgeable, confident, critical and creative users of technology in their planning of teaching and learning. Practical work with ICT will be combined with consideration of relevant findings from educational research, with emphasis on exploratory and expressive uses of technology underpinned by current theories of learning. Policy issues relating to ICT will be discussed in the light of critical literature. By the end of the course students should be able to critically evaluate ICT developments and plan novel forms of pedagogy that can exploit appropriate technology to enrich the classroom environment.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
Information for Visiting Students
| Pre-requisites | Qualifications required for the B.Ed. (Hons.) Primary and normally completion of years 1 and 2 of an undergraduate programme |
| High Demand Course? |
Yes |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate knowledge and understanding of how to operate and evaluate ICTs in primary education
- Demonstrate knowledge and understanding of the potential impact, connections and discontinuities between theoretical aspects and the application of ICT in educational policies and practice.
- Critically analyse the design and deployment of classroom ICT systems from a perspective of theories of teaching and learning, and research
- Offer professional insights, interpretations and solutions to trends in educational policy and practice relating to ICT
- Work with others to bring about change, development and new thinking in relation to ICT practice within primary education
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Reading List
Zhao.Y, Pugh.K, Sheldon.S & Byers. J.L. (2002). Conditions for Classroom Technology Innovations. Teachers College Record, 104 (3), 482-515.
Wikan, Gerd , Mølster, Terje , Faugli, Bjørn and Hope, Rafael(2010) 'Digital multimodal texts and their role in project work: opportunities and dilemmas', Technology, Pedagogy and Education, 19: 2, 225 ¿ 235
Beauchamp, Gary, (2006) "New technologies and 'new teaching': a process of evolution?" from Webb, Rosemary (ed), Changing teaching and learning in the primary school pp.81-91
Cuban, Larry, (2001) "Making sense of unexpected outcomes" from Cuban, Larry, Oversold and underused: computers in the classroom pp.131-175
Hammond, Michael , Crosson, Sue , Fragkouli, Elpiniki , Ingram, Jennifer , Johnston-Wilder, Peter ,
Johnston-Wilder, Sue , Kingston, Yvette , Pope, Melanie and Wray, David (2009) 'Why do some student teachers make very good use of ICT? An exploratory case study', Technology, Pedagogy and Education, 18: 1, 59 ¿ 73
Carrington, V., (2009) "From wikipedia to the humble classroom wiki: why we should pay attention to wikis" from Victoria Carrington and Muriel Robinson (eds), Digital literacies: social learning and classroom practices pp.65-79
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Additional Information
| Graduate Attributes and Skills |
Research & Enquiry: Students will be encouraged to assume the role of enquiring and transformative professionals within the teaching community/peer group.
Communication: Students will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning.
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| Additional Class Delivery Information |
Weekly three hour workshops over ten-week semester.
Week six is independent/collaborative group study in preparation for week seven presentations. |
| Keywords | Not entered |
Contacts
| Course organiser | Mrs Jennifer Kirkwood
Tel: (0131 6)51 6103
Email: Jennifer.Kirkwood@ed.ac.uk |
Course secretary | Miss Jenna Mcculloch
Tel: (0131 6)51 5469
Email: Jenna.McCulloch@ed.ac.uk |
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