ED2BTE-Technology, Education and Society

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Geoff Taggart
Email: g.taggart@reading.ac.uk

Type of module:

Summary module description:

Information technology has transformed the face of modern educational systems, democratising knowledge in an unprecedented way. At the same time, critics have seen this transformation variously as ideologically motivated, socially harmful or as the cause of a ‘dumbing down’ of educational standards. In reflecting on their own position as consumers of technology, and in collaborating in an online task, students develop an experiential understanding of ‘e-pedagogy’ and have the opportunity to articulate and refine their own critical standpoint on the subject.

Aims:

The module aims to provide learners with a critical perspective on educational technology. It also aims to introduce learners to a number of online teaching tools and pedagogical methods and to stimulate debate in relation to social critiques of digital cultures.Ìý

Assessable learning outcomes:

• Define the concept of ‘e-pedagogy’ as related to other pedagogical theories


• Describe common themes in critiques made of digital cultures, particularly as they relate to education


• Demonstrate a critical appreciation of the ways in which social media can be used to enhance learning


• Compare the effectiveness of different Web 2.0 learning tools


• Apply knowledge of e-pedagogy in a sustained group task


• Discuss the social and environmental implications of education which is technology-focussed


• Evaluate the role of technology in their own experience as learners


• Analyse the political context surrounding investment in educational technology, particularly in relation to globalisation

Additional outcomes:

Outline content:

Brief description of teaching and learning methods:

Most of the ‘flipped’ teaching will contrast the technological richness of stimuli offered in preparation for sessions with an ‘unplugged’ classroom in which Socratic dialogue is the main pedagogical approach. There will be some online teaching through conferencing software and students are expected to engage in online debate and discussion.