EDUC59330: Digital Technologies and Education: Critical Perspectives

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• This module offers a theoretical and research-based perspective on the effects and impact of digital technologies on education practice. It does so by focusing on different themes related to critical understanding of digital education.

• Examples of module content include:
• Debunking assumptions of digital technologies;
• Digital experiences and literacies, curriculum design with technology;
• Digital inequalities; and future trends in digital education.

Subject-specific Knowledge:

• At the end of the module successful students will have developed:
• Critical knowledge and understanding of the effects of digital technologies on different societal contexts (global north and global south);
• Critical knowledge and understanding of digital technologies in relation to societal issues of economic development, gender and equity, and ex/inclusion;
• Critical knowledge and understanding of contemporary digital practices and their implications to teaching and learning in different contexts.

Subject-specific Skills:

• By the end of the module students will be able to:
• Critically evaluate literature in the field of digital education;
• Critique digital education frameworks with the support of key theories;
• Analyse the issues affecting digital learning from intersectional perspectives;
• Reflect critically on digital practices and their relationship with education.

Key Skills:

• Transferable Skills:
• Engage with academic literature reflectively and critically;
• Evaluate and engage with different primary and secondary source materials;
• Develop study skills, information retrieval, and the capacity to plan and manage learning, and to reflect on own learning;
• Use written and spoken communication skills to develop academic arguments;
• Participate and communicate effectively in online spaces.

• Structure: Teaching will involve a number of sessions taught via a combination of lectures, online seminars and discussions in a network site. The module runs in a blended format with some sessions online and some face-to-face. The tutor will introduce key concepts/theories pertaining the topics of the class and invite students to debate the session topic with reference to readings and materials shared for that purpose. All the sessions will rely on interactive participation and critical discussions by the students. Group work activities and discussion will facilitate a more in-depth student engagement with the themes and issues covered in the module.
• Independent Study: Students are expected to spend 300 hours in total on the module. In addition to the taught sessions, students are expected to work independently on each module. This 'out of class' work can include readings relevant to the next session, preparation for a discussion or presentation, developing your portfolio, providing and receiving peer feedback.
• Virtual Learning Environment (VLE): There is a VLE site associated with this module, and it is essential that you check this site regularly. The site contains important documentation relating to the module and links to useful sources of information. It is your responsibility to ensure that you check VLE site regularly for announcements relating to the module. It is important to remember that this system will be used to supplement sessions and not replace them. Thus, students are expected to keep their own files of subject. All assessment announcements (including assessment deadlines) will be available on VLE site (section: Assessment).

1. Students will be given guidance on how to participate online, including a reading card to guide critical discussion. The tutor will also have an active participation online, providing guidance and feedback as and when needed. 2. 1-2-1 session with tutors: students will have 1-2-1 10 minute session with the tutor to discuss developments of their reflective essay. Students are expected to submit a one-page outlining the structure of the essay prior to the meeting.

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