The purpose of this module is to provide students with an understanding of the issues related to the impact of technologies in educational settings; how technology has influenced delivery patterns and opportunities for future educational development. Topics studied will include the range and uses of ICT within education including the concept that the scope of ICT is wider than computers and includes DVD's , text messaging , Audio Visual equipment etc; Students will study how ICT in this wider sense has affected curriculum development; an identification of the specialist technical knowledge, understanding, skills required by those working within education and possible applications of ICT in education for the future. Students will identify both ICT as transparent and integrated within the curriculum. They will be able to debate technology and the global economy and reflect on the use of ICT in future education

The learning strategies will require students to commit 150 learning hours.
Lectures (5 x 3hrs taught contact time) provide students with a broad theoretical overview and the conceptual frameworks which underpin the use of educational technologies. This incorporates tutorial support activities which will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
Practical ICT workshops where issues, documents and materials will be analysed and discussed.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
A further 135 hours of independent study will require students to read and think about the use of educational technologies within their own employment context. This will form the basis of the assignment. This will comprise:
Work Related Learning - Students will be required to complete work related tasks in the module. This will provide them with the opportunity to link theoretical perspectives on ICT in education to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.

A report on the use of ICT within one educational setting which describes and evaluates current practice and makes recommendations for developing practice based upon current research, underpinning theories of learning and policy direction. Length 2500 words weighted at 100% - Tests learning outcomes 1,2,3,4

DFEE (1999) The National Curriculum Handbook for Primary Teachers in England London DfEE
DfEE (1998) ICT: A Scheme of Work for Key Stages 1 and 2 London DfEE
DfEE (1998) ICT: A Scheme of Work for Key Stage 3 London DfEE
Dore, B and Loveless, A (2002) ICT in the Primary School Open University Press
Furnell, S. (2002) Cybercrime: Vandalising the Information Society. London: Addison Wesley or Hafner, K.
Hammersley-Fletcher, L., Lowe, M. & Pugh, J. (2006) The Teaching Assistant's Guide - A Guide for Foundation Degree Students. Routledge Falmer.
Kennewell, S. Parkinson, J. Tanner, H. (2000) Developing the ICT Capable School. Routledge
Hafner, K. and Lyon, M. (1998) Where Wizards Stay up Late: The Origins of the Internet. New York: Touchstone;
Leask, M. (ed), (2001) Issues in teaching using ICT Taylor & Francis Books Ltd, Routledge Falmer
Leask, M. and Pachler,N, (1999) Learning to Teach Using ICT in the Secondary School Taylor & Francis Books Ltd, Routledge Falmer
Lyon, M. (1998) Where Wizards Stay up Late: The Origins of the Internet. New York: Touchstone
McKeown, S. (2000) Unlocking Potential: How ICT can support children with special needs. Birmingham: Questions Publishing Company;
Potter, F. Darbyshire, C. (2005) Understanding and Teaching the ICT National Curriculum, David Fulton Publishers
Russell, T (2001) Teaching and Using ICT in Secondary Schools
Sharp, J et al (2002) Primary ICT, Knowledge Understanding and Practice Learning Matters David Fulton
Van Dijk, J. (2002) The Network Society: Social Aspects of New Media. London: Sage.
Wheeler, S. (Ed: 2005) Transforming Primary ICT. Exeter: Learning Matters.
Winston, B. (2003) Media, Technology and Society. London: Routledge.




; Leask, M. (ed), (2001)

VLE Blackboard