- In-depth experience of the technical issues at the forefront of the chosen specialist technology route.
- In-depth understanding and application of the chosen specialist technology
- Engagement with a number of related pedagogic issues
- Exploration of the various teaching and learning styles associated with developing classroom activities using the chosen specialist technology
- Application of a range of research techniques to the analysis of problems within the chosen specialist technology
- Generation of innovative solutions to a range of problems, in a range of topic areas, within the specialist technology. These solutions will take into account stakeholders such as users, producers, and customers, and also the rapid change in technological innovation.
- Extensive use of oral, written, and electronic communication to find specialist information and to explain, debate, and present arguments in an educational context, of proposals, and ideas while adapting to different audiences and circumstances.

Assessed through the content of submitted reports and the content of a presentation to a mixed audience of educationalists, professional engineers and technologists -
Coursework:
(i) Product analysis report and associated pedagogic materials (3000 words) (25%)
(assessing learning outcomes 1, 3, 4 and 5)
(ii) An academic paper based on an action research activity appropriate for publication (3000 words) (25%)
(assessing learning outcomes 2, 4 and 5)
(iii) Written reflective report on pedagogic implications (3000 words) (20%)
(assessing learning outcomes 2, 4 and 5)
Portfolio:
(iv) Portfolio of evidence comprising written solutions to activities and assignments (20%)
(assessing learning outcomes 1, 3, 4 and 5)
Presentation:
(v) Presentation of report (10%)
(assessing learning outcome 4)

A detailed mark scheme is available in the Assessment Form for Module 3.

Supervisor, regional tutor, library, computing facilities, Internet. In some cases access to experts and production facilities in school or at the University.

- Directed reading and learning, including seminars, workshops and attendance at regional meetings.
- Information gathering (through Internet, books, technical articles, patents, company catalogues and literature, product specifications etc.)
- Technical discussions with experts and specialists at school, University, teacher networks and industry
- Problem analysis and solution generation (analysing, synthesising, modelling and evaluating)
- Use of existing specialist software packages (education based, technical, business, word-processing, database, simulation software, project scheduling, etc.)
- Experimental and practical investigative work (education based including computer simulations)
- Report writing at a professional level with feedback given on draft versions.
- Preparation of oral presentation (and feedback on preparations).

Study of Module 2 : CE00489-M Technology and Pedagogy

Issues in design and technology teaching, Su Sayers, Jim Morley and Bob Barnes (eds), RoutledgeFarmer (2002), ISBN 0-415-21686-9
Teaching, Learning and the Curriculum in Secondary Schools (a reader), Bob Moon, Ann Shelton Mayes, Steven Hutchinson (editors), RoutledgeFalmer and Open University Press (2002), ISBN 0-415-26067-1
Aspects of Teaching and Learning in Secondary Schools (perspectives on practice), Hillary Bourdillon and Anne Storey, RoutledgeFalmer and Open University Press (2002), ISBN 0-415-26080-9

A comprehensive background reading list will also be provided