Digital Technologies and Educational Leadership

EDUC61781 Digital Technologies and Educational Leadership 20 Semester 2 Postgraduate Taught Level 6 Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 10.0 <ul> <li> A historical overview of the emergence of educational technology and the drivers behind it</li> <li> The social shaping of technology: political and organizational issues</li> <li> A critical exploration of models of innovation and technology adoption in HE, schools and other types of educational institutions</li> <li> Conceptualisations of digital literacy and information literacy, and their significance for educational leadership</li> <li> Digital stewardship and the dissemination of good technology practice</li> <li> Learning analytics: what they can tell the educational leader, and what they cannot</li> <li> Digital divides, appropriate and assistive technologies</li> <li> Examining and critiquing trends towards more technology- and data-based surveillance of education and the ‘datafication’ of education leadership  </li> </ul> <ul> <li> A historical overview of the emergence of educational technology and the drivers behind it</li> <li> The social shaping of technology: political and organizational issues</li> <li> A critical exploration of models of innovation and technology adoption in HE, schools and other types of educational institutions</li> <li> Conceptualisations of digital literacy and information literacy, and their significance for educational leadership</li> <li> Digital stewardship and the dissemination of good technology practice</li> <li> Learning analytics: what they can tell the educational leader, and what they cannot</li> <li> Digital divides, appropriate and assistive technologies</li> <li> Examining and critiquing trends towards more technology- and data-based surveillance of education and the ‘datafication’ of education leadership  </li> </ul> To explore the implications of digitization and digital technologies for the leadership of education in the 21st century.  Demonstrate an understanding of a range of frameworks and theories for the analysis of digitization and digital technologies as they impact on educational leadership, and how these can be applied to influence their own and their institution’s practice in this area. e.g. models of technology adoption and innovation; theories of teaching and learning; models of organizational change and leadership; the social shaping of technology thesis.   <ul> <li> evaluate the impact of educational technologies and, more broadly, educational texts and utterances, on their own practice and that of others, by applying one or more of the frameworks mentioned above.</li> <li> engage in discussion and analysis of relevant academic literature.  </li> </ul> <ul> <li> take decisions as part of a team and arrange an appropriate division of labour.</li> <li> use and evaluate a range of technology tools for learning and the organization of work  </li> </ul> <ul> <li> actively engage with reflective practice and demonstrate its fundamental importance for the professional practice of educators, educational leaders, and educational technologists.</li> <li> organise their work effectively.</li> <li> communicate well and fluently, using appropriate online and offline techniques.  </li> </ul> The unit will be taught wholly online and make use of a broad range of tools for facilitating online communication. Content and materials will draw on established units from the MA: DTCE but be enhanced by more video-based material (created in collaboration with the UMW team) and more integration with the MA: ELIP’s ‘digital shell’. Three ‘lecture-style’ webinars will take place during each study period, and all students are expected to attend each (there will be duplicates held at different times of the day to accommodate those studying in different time zones).Collaborative tools like Aula or Slack will then be used to provide spaces in which small groups (8-10 members) of students will work on the assessed discussion activities. These activities form a substantial part of the learning and teaching processes in the unit. In their groups, students must complete two tasks that are too complex for one learner to undertake alone. Students must therefore make decisions about the division of labour, and the configuration of information and communications technologies that they will need to complete the tasks. As individuals, and then as groups, they will learn to gather information, whether from their own practice, the practices of others, and/or the academic research literature, make judgments about what information is relevant, and use relevant ICTs to share their findings. 0 Other 100% There are two assessed tasks consisting of: <ul> <li> A role-playing simulation. Different groups take on the roles of different stakeholder groups in an educational technology decision. They must justify their positions with respect to the scenario and to the relevant research literature. Each group will be expected to produce summary statements of around 1,500 words in length.</li> <li> A proposal for some kind of digital intervention in a practice setting. Groups must collaborate to analyse a setting and propose an intervention or enhancement. Groups then exchange proposals (of around 1,500 words) and conduct a critical assessment of the strengths and weaknesses of each, with reference to conceptual frames including (but not limited to) those noted in §2 above.</li> </ul> Each task takes place over a three-week timespan.Each working group is moderated by a course tutor, and each group will have an online tutorial (2 hours) to prepare them prior to the launch of each activity.The other part of the assessment involves the students engaging in a self-evaluation of their technology and/or technology leadership practice, again with reference to conceptual framews introduced to them in the course. To facilitate this students will keep a learning journal throughout their studies on the unit, using this to reflect on their practice with and leadership of technology in education. The journal will not itself be assessed, but the reflections within it then feed through into this self-evaluation document written and submitted at the end of the unit. EDUC61781 online cond 09685 + 10026 + 10154 MA Ed Leadership in Practice MA Ed Leadership in Practics PGDT Taught Component Optional MA ELiP MA ELiP PGDT Taught Component Optional N Laurillard, D. (2002) Rethinking University Teaching, Routledge, London Laurillard, D. (2012) Teaching as a Design Science, Routledge, London. Luckin, R. (2010) Redesigning Learning Contexts, Sage, London. Veletsianos, G. (Ed.). (2010). Emerging technologies in distance education. Athabasca University Press, Edmonton. Benson, A. and A. Whitworth (eds). (2014) Research into Course Management Systems in Higher Education. IAP, Charlotte.   eAssessment 50 0 150 Learning Hours:Staff/Student Contact (synchronous): 10 hours (3 x 2 hour webinars + 2 x 2 hour tutorials) Staff/Student Contact (asynchronous, e.g. emails, moderation of online discussions): 10 hours Assessed online discussions (student/student time): 50 hours Private Study + Directed reading: 80 hours Completion of learning journals, leading through to final assignment Preparation: 50 hours Total Hours 200