| CODE | MSL4201 | |||||||||||||||
| TITLE | Teaching and Learning in the Digital Age | |||||||||||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | |||||||||||||||
| MQF LEVEL | 6 | |||||||||||||||
| ECTS CREDITS | 4 | |||||||||||||||
| DEPARTMENT | Leadership for Learning and Innovation | |||||||||||||||
| DESCRIPTION | The study-unit is constructed around five complimenting themes. Theme 1:The Socio-economic and educational objectives for implementing and integrating Learning Technologies in schools This study-unit will commence by contextualising terms of digital literacy and the meaning and the importance of 21st century education. This will include notions of the digital divide based on the differences underlying the digital natives (those who were born in, and take technology for granted and natural) and the digital immigrants (those who were born before the onset of the Internet and mobile communication, and who have to learn to adapt to the new technologies). Students will also be introduced to the political and philosophical issues underlying the schools. Reference will be made to EU and local ICT policies that have envisaged the integration of ICT in schools and the needs underlying the integration of ICT in the learning process and the sustainment of 21st Education. Such arguments will revolve around the importance of supporting effective use of ICT in class by naturalising and integrating these new technologies for everyday use in the same way as we have done with pen, paper and the mobile phones. Theme 2: Classroom technologies Introducing the Interactive Board. While the focus will not be on the instructional use of the tool, there will be a brief familiarization exercise of the tool to be immediately followed by the ways the IWB can be used on activities that integrate activities in and out of the classroom with the opportunity of linking it to web based activities. This will include modes of use of the Interactive board through its various applications that will motivate students to become creators of knowledge, moving away from the book approach as receivers of information to builders of new knowledge. The issue and functionality of the IWB as a window of opportunity will extend to include the introduction to Virtual Learning Environments and the importance of virtual learning platforms in the 21st century learning process. Theme 3: Publishing and presenting. Self Expression in the Digital age. New media literacies have changed the way we handle information and build knowledge. The focus of this theme will invoke a critical analysis underlying the potential of the internet and various web based platforms for the acquisition of communication, publishing and participatory skills through the publishing of personal and group writing, imagery and videos. The nature and characteristics of these applications will define the importance of learning through reflection, the acquisition of participatory skills and the augmentation of individualism within and between groups. Theme 4: Socialising the Class The internet has the potential of bringing individuals and dispersed groups together. It is also known that the use social networking and related Web 2.0 technologies have changed the Internet and modes of living and communication. While this theme will complement the others it is aimed in encouraging communication, interaction, learning and self-expression in a global context. This theme will focus on online collaboration, social networks, games and online games community. It aims in replicating popular cultural trends in educational contexts and make reference to fora, and other online social platforms and mobile technologies. Theme 5: Designing Learning Resources through games. Learning is a complex process that may be interpreted in various traits such as learning through games in context of Investigation, Exploration, Mapping and Modeling. In this last theme, game based learning will be investigated. Methodologies that employ the various ICT introduced before will be utilized to design learning resources with the possibility of producing authentic learning experiences that connect online with offline circumstances enhancing classroom-based interactions. Study-unit Aims: • Increase awareness of a range and nascent ICT applications and the ways they can be used in the classroom to enhance learning and teaching. • Reflect on and critically evaluate the role of ICT in learning. • Review and create strategies to incorporate ICT across curricula. • Develop skills and confidence in using a range of educational software applications. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Critically evaluate educational ICT applications and be able to select the proper ones in context of the situations that they will be working in. • Understand the role of ICT in learning and its implications for the classroom. • Become aware of a range of contemporary ICT resources suitable for the classroom. • Understand how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and develop the ability to produce engaging and challenging activities. • Understand how to use ICT in the classroom to facilitate learning, in particular critical skills such as information skills, analysis, problem-solving and decision-making. • Provide opportunities for students to be engaged in ICT-enriched activities that essentially are self-regulating and cooperative. • Enhance personal proficiency in using ICT and in applying them to create authentic learning environments and situations. 2. Skills: By the end of the study-unit the student will be able to: • Work with various technologies in educational contexts. • Develop more engaging and focused units of work that integrate technologies as an integral part of the learning process. • Use Selected ICT applications with greater confidence and competence. • Incorporate ICT effectively into curriculum. • Develop awareness on how the classroom environment can be managed to empower students’ use of ICT. • Critically evaluate educational ICT applications and be able to select the proper ones in context of the situations that they will be working in. Main Text/s and any supplementary readings: • Ahrenfelt, J., Watkin, N (2008). Innovate with ICT Enhancing Learning Across the Curriculum. Continuum. • Barnes, SB. (2012). Socialising the Classroom. Social Networks and Online Learning. Lexington books. UK • Gage, J. (2006). How to use an interactive whiteboard really effectively in your secondary classroom. London: David Fulton Publishers. • Goodyear, P and Retalis S. (Eds) (2010).Technology-Enhanced learning. Design Patterns and Pattern Languages. Sense Publishers • Jonassen, D., Howland, J., Marra, RM., Crismond, D (2008). Meaningful Learning With Technology. Merill Education Products. Pearson • Kent, P. (2010). Secondary Teaching With Interactive Whiteboards. South Yarra, Australia: MacMillan Education. • Luehmann, A., Borasi, R. (Eds). (2011). Blogging as Change. Transforming Science & math Education Through New Media Literacies. Peter Lang. • Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other powerful Web Tools for Classrooms. Corwin, SAGE. • Solomon, G. Schrum, L (2012). Web 2.0. How-to for Educators. ISTE. USA. • Somekh, B (2007). Pedagogy and Learning with ICT. Researching the Art of Innovation. Routledge Taylor and Francis. UK. |
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| STUDY-UNIT TYPE | Grp Learning, Independent Onl Learning & Lectures | |||||||||||||||
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| LECTURER/S | Joseph Vancell |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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