Academic Portfolio on the changes in digital technology within educational research

LO 1

Critically evaluate a wide range of technological
devises with a detailed insight to education.

Ø  What technology can
help with education of today?

Ø  What limitations does
technology have on research potential?

What positives for the future does technology
have.

https://www.google.co.uk/books/edition/Critical_Understandings_of_Digital_Techn/nsyxDwAAQBAJ?hl=en&gbpv=1&dq=digital+technology+in+education&printsec=frontcover

LO 2

Analyse and present information of a variety of technology
devises in appropriate forms

Ø  What counts as
technology?

Ø  When do we use
technology?

Ø  Could we do without
technology?

Future of technology

https://www.google.co.uk/books/edition/Critical_Understandings_of_Digital_Techn/nsyxDwAAQBAJ?hl=en&gbpv=1&dq=digital+technology+in+education&printsec=frontcover

    LO 3

Demonstrate
clear knowledge of problems by clarifying and considering alternatives to
research technology.

Ø  What are the
alternatives to research in education.

Problems
within education of research with technology

LEARNING
RESOURCES FOR THIS MODULE

Arnott, L.
(ED)(2017) Digital Technologies and Learning in the Early Years. London,
Sage

Beetham and Sharpe (2019) (3^rd
edition). Rethinking pedagogy for a digital age: Principles and Practices of
Design. Abingdon, Oxon, Routledge.

Buckingham, D. (2007). Beyond technology:
Children’s learning in the age of digital culture. Cambridge, Polity Press.

Facer, K.L. (2011). Learning futures:
Education, technology, and social change. London, UK., Routledge.

Ito, M., (2013). Hanging out, messing
around, and Geeking out: Kids living and learning with new media.
Cambridge, Mass., MIT Press.

Kafai, Y., Heeter, C & Denner, J.
(eds.) (2011). Beyond Barbie(r) and mortal Kombat: New perspectives on
gender and gaming. Cambridge, MA, MIT Press.

Lankshear, C & Knobel, M. (2011). New
literacies: Everyday practices and classroom learning. 3rd ed., Maidenhead,
Open University Press.

Littleton, K, Wood, C & Staarman, J.
(eds.) (2012). International handbook of psychology in education. United
Kingdom, Emerald Group Publishing.

Lpveless, A & Williamson, B. (2013).
Learning identities in a digital age: Rethinking creativity, education and
technology. United Kingdom, Taylor & Francis.

Squire, K, Gee, J & Jenkins, H.
(2011). Video games and learning: Teaching and participatory culture in the
digital age. New York, Teachers’ College Press.

Sakr, M. (2019) Digital Play in Early
Childhood. London, Sage

Starkey, L. (2012). Teaching and
learning in the digital age. Abingdon, Oxon., Routledge.

Sutherland, R, et al. (2008). Improving
classroom learning with ICT. London, Taylor & Francis.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/996470/Education_Technology__EdTech__Survey_2020-21__1_.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf

https://digitalcommons.liu.edu/cgi/viewcontent.cgi?article=1012&context=post_honors_theses

For this module students will critically and analytically engage with technology
and identify where and how far technology has evolved over time. Students will
also be provided with the opportunity to investigate and research technology
from past and look at how this has changed whilst enhancing children and youth
knowledge.

This module will provide students with continuous up to date knowledge
of technology in a fast pace technological changing universe. Whilst bringing
technology to the education establishments, having a theoretical perspective on
education will be evaluated to find conclusions.

The module requires students to research the process of technology and
select appropriate sources of technology that will enhance education of the
future. Through a detailed investigation of technology from the past, students
will compare and contrast a variety of electronic devices that all enhance
children’s educational knowledge.

v 
Educational policy – E-Safety – legislations

v 
Implications of technology

v 
Explore changing parenting and pedagogic approaches
to children in distinct global contexts.

v 
Social learning theory

v 
How childhood is constructed

LEARNING, TEACHING AND ASSESSMENT STRATEGY

v 
The learning philosophy for this module aims to
develop practitioners that are prepared for the changing environments with the utilisation
of technology. Students should be able to work independently to undertake
relevant research in order to inform the investigation of technology advances
over time. Students will collate information to produce a critical, analytical
evaluation of the changes in technology to inform the changes in the digital
age.

v 
Throughout this module the application of
independent study, research activities and discussion will be used to develop
students’ individual research areas and interests. Assessment will take
the form of a portfolio of academic standard of devices that is a structured
response to the changes in technology over time.

ASSESSMENT
INFORMATION

v Verbal formative
feedback is provided throughout the unit, and written feedback is provided once
for portfolio in order to provide support for the final submission. Draft copy
of 10% will be allowed and written feedback given on one occasion. 

https://www.google.co.uk/books/edition/Critical_Understandings_of_Digital_Techn/nsyxDwAAQBAJ?hl=en&gbpv=1&dq=digital+technology+in+education&printsec=frontcover