MODULE SPECIFICATION TEMPLATE

MODULE DETAILS

Module title / ICT, Society & Learning Lives: Implications for Teacher Education
Module code / EI232
Credit value / 10
Level
Mark the box to the right of the appropriate level with an ‘X’ / Level 4 / Level 5 / X / Level 6 / Level 7 / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
Specify in terms of module codes or equivalent / None
Co-requisite modules
Specify in terms of module codes or equivalent / None
Module delivery
Mode of delivery / Taught / X / Distance / Placement / Online
Other
Pattern of delivery / Weekly / X / Block / Other
When module is delivered / Semester 1 / Semester 2 / Throughout year / X
Other
Brief description of module content and/ or aims
Overview (max 80 words) / The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.
This module provides students with the opportunity to examine the influence of ICT on social, economic and cultural aspects of society, develop an understanding of the contexts in which children and young people encounter the use of ICT within and beyond educational settings, and evaluate the implications for teacher education in their chosen phase and context.
Module team/ author/ coordinator(s) / Avril Loveless
School / School of Education
Site/ campus where delivered / Falmer
Course(s) for which module is appropriate and status on that course
Course / Status (mandatory/ compulsory/ optional)
BA (Hons) Key Stage 2/3 Education with QTS – ICT / Compulsory

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims / The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study.
This module provides students with the opportunity to examine the influence of ICT on social, economic and cultural aspects of society, develop an understanding of the contexts in which children and young people encounter the use of ICT within and beyond educational settings, and evaluate the implications for teacher education in their chosen phase and context.
Learning outcomes / In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 5 study, by the end of the module students should be able to:
1.Demonstrate an awareness, informed by research, reports and commentary, of key and contemporary issues relating to ICT in a range of economic, social or cultural contexts
2.Evaluate the implications for education of the influence of ICT in society
3. Reflect upon the implications of the influence of ICT in developing personal and professional knowledge both within and beyond formal education systems.
Content / ·  ICT in Society: affordances, constraints, opportunities and anxieties, myths and misunderstandings;
·  ICT in Education: policies and practices for learning and teaching with ICT;
·  Digital Inclusion: individual, local and global inclusion;
·  ICT and Cultural Change: children, young people and ICT in and out of formal education;
·  Learning Environments in the 21st Century: design, space, purpose and tools for learning;
·  Personal and professional knowledge: experiences and reflections on the influence of ICT in teacher knowledge.
Learning support / Books:
Buckingham, D. (2007) Beyond Technology: Children’s Learning in the Age of Digital Culture London: Polity Press
Buckingham, D. & Willett R. (2006) Digital Generations: Children, Young People and the New Media Lawrence Erlbaum Associates Inc,US
Carvin, A. (2002) ‘Literacy and Content: Building a Foundation for Bridging the Digital Divide’ in Loveless, A & Dore, B (eds) ICT in the Primary School Buckingham: Open University Press
Gee, J. (2003) What video games teach us about language and literacy New York & London: Palgrave Macmillan
Helsper, E.J., & Eynon, R. (2010) Digital natives: where is the evidence? British Educational Research Journal, 36, 3, 503-520
Lucas, B. & Claxton, G. (2010) New Kinds of Smart, Maidenhead, Open University Press.
Loveless, A.& Williamson, B.(2013) Learning identities in a digital age: rethinking creativity, education and technology London & New York: Routledge
Shaffer, D.W. (2006) How computer games help children learn New York ; Basingstoke : Palgrave Macmillan
Thomas, M (2011) Deconstructing digital natives: young people, technology, and the new literacies London:Routledge
Journals:
British Journal of Educational Technology
Journal of Computer Assisted Learning
Technology, Pedagogy and Education
Learning, Media and Technology
Electronic Sources: (accessed December 2013)
A core source of updated materials and publications are available and will be updated regularly using the University of Brighton Library Aspire reading list facility.
Paul Howard-Jones on Neuroscience and Games
http://www.youtube.com/watch?v=aKFjoF-YO20
Jane McGonigal on Gaming can make a better world…
http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html
Ken Robinson’s TED talk about ‘Do Schools Kill Creativity?’ http://www.youtube.com/watch?v=iG9CE55wbtY
Kirby Ferguson TED talk about ‘Embrace the Remix’ http://is.gd/iaBwBj
Lawrence Lessig talk about ‘Creative Commons’ and implications for creativity and media production http://www.youtube.com/watch?v=7Q25-S7jzgs
‘Digital Identity Matters’ 2010 report http://is.gd/Vl5Vqr
Teaching and learning activities
Details of teaching and learning activities / Contact Time: Lectures, small group discussions and student presentations.
Non-contact Time: Self-study practical and reading. Use of ICT to research, communicate and present work.
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits. / 20
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. / 80
PLACEMENT / The placement is a specific type of learning away from the University. It includes work-based learning and study that occurs overseas. / 0
TOTAL STUDY HOURS / 100
Assessment tasks
Details of assessment on this module / Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following task:
Task 1 (Weighting 100%) 2000 words equivalence
An essay presenting a reflective and analytical discussion of the implications of ICT in society in the development of personal and professional teacher knowledge. The essay may be presented in a multimedia, hypertext or traditional text mode.
Referral task: Reworking of the original task.
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / 100%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise

EXAMINATION INFORMATION

Area examination board / SoE Combined Area Examination Board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name / Position and institution / Date appointed / Date tenure ends
TBC

QUALITY ASSURANCE

Date of first approval
Only complete where this is not the first version / June 2008
Date of last revision
Only complete where this is not the first version / January 2014
Date of approval for this version / May 2014
Date this version first taught (implementation) / September 2014
Version number / 2
Modules replaced
Specify codes of modules for which this is a replacement / N/A
Available as free-standing module? / Yes / No / X

Module descriptor template
version 15082013

[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.