Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Mr Owen Davies
Overall aims and purpose
This module focuses on the Welsh Digital Competency Framework (2015) and also presents student to novel and emerging technologies used in education. There are no pre-requisites.
In line with the Donaldson report (2015), Wales has developed the first framework for the new curriculum. The Digital Competency Framework is a guide to help educators in Wales plan technology into lessons in an effective way. igital competence is one of 3 cross-curricular responsibilities, alongside literacy and numeracy. It focuses on developing digital skills which can be applied to a wide range of subjects and scenarios.
The Framework, which has been developed by practitioners from Pioneer Schools, supported by external experts, has 4 strands of equal importance, each with a number of elements.
Citizenship – which includes: Identity, image and reputation Health and well-being Digital rights, licensing and ownership Online behaviour and cyberbullying. Interacting and collaborating – which includes: Communication Collaboration Storing and sharing. Producing – which includes: Planning, sourcing and searching Creating Evaluating and improving. Data and computational thinking – which includes: Problem solving and modelling Data and information literacy.
As virtual learning environments (VLEs) are being increasingly adopted by educational organisations, the module provides a timely opportunity to review the underpinning functionality and educational approach of a variety of digital learning environments. Newer technologies such as e Portfolios, Personal Learning Spaces, and Social and Informal Environments will be investigated and their potential to provide alternatives to existing VLEs will be considered.
This module will also provide opportunities for teachers to develop their skills in using the Microsoft Educator Community website and give opportunities to be recognised as a Microsoft Innovative Educator (MIE). This will support teaching and learning relevant to their own work context.
Day 1 Introduction to general learning theories and how they can be developed to support digital technologies. Models of digital pedagogy for the 21st Century. 4 hours: Digital Workshop, specifically focusing on computer coding for schools and lifelong learners. Introducing free online tools for coding and how they can be used to progress learners forward towards digital careers. Day 2 Introduction to novel devices, specifically Raspberry Pi and it's use in education. 4 Hours: Hands on practical workshop to learn how to construct and run digital workshops for learners using a broad range of devices. Day 3 Introduction to the Microsoft Educator Community website and registration. Introduction and workshop on completing MIE modules that contribute to participants interests and work context. 1 Hours: Assignment introduction and discussion. Day 4 Digital training of advanced collaboration tools (HWB) and Digital Citizenship. 1 Hours: Introduction and discussion of individual projects to be developed and implemented in schools. Sharing of expectations and success criteria. Day 5 Critical reflection on core elements of module, and discussion on future projects and intentions. 6 Hours: Assessed Student presentations of project with critical questioning from audience. Also Private study of self-study using the Microsoft Educator Community Website as a CPD tool.
Relevant aspects of the subject have been considered critically, without significant omission. Conclusions are based on evidence that is referenced appropriately. The work is coherent and well presented.
Showing insight, sustained and relevant chains of argument, and good illustration, with the basis of evidence acknowledged. Written and presented with some distinction and achieving a standard that makes the material usable in a professional setting.
Outstanding in power of analysis, argument, originality, range of information, and organisational and stylistic quality. Clearly of publishable standard following peer review.
- Appraise current trends and developments with regard to Digital Competency within the classroom.
- critically appraise the use of a wide range of digital learning environments according to sound technological and pedagogic principles.
- Evaluate the instructional design and teaching opportunities of digital technology.
- Critically reflect upon their own contribution to teaching and learning of Digital Competency within their own context.
Teaching and Learning Strategy
Mode 1: Standard part-time MA/MEd weekend format: 30 hours of teaching during five weekend periods spread across the year. Mixture of lectures, seminars, and practical workshops. Additional online support provided as required during the year. Mode 2: 30 hours of teaching during a five-day intensive course (with preparatory assignments). Mixture of lectures, seminars, and practical workshops. Additional online support provided as required during the follow up period for completing project assignments.
Digital workshop involving various technologies
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
Subject specific skills
- Show originality in the application of subject specific knowledge and understanding.
- Adapt and transfer ideas from one educational context to another.
- Identify problems, evaluate solutions and critique research associated with educational practice.
- Acquire and analyse data in an educational context.
- Adopt an ethically sound approach to research with children and vulnerable adults.
Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union; EUR 27939 EN; doi:10.2791/593884
Balanskat, A., & Engelhardt, K. (2015). Computing our future - Computer programming and coding: Priorities, school curricula and initiatives across Europe. European Schoolnet. Retrieved from: http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760-0f4e4795d6fa&groupId=43887):http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760-http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760-0f4e4795d6fa&groupId=43887):http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760-http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760-0f4e4795d6fa&groupId=43887):http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a760- ECDL Foundation. (2015). Computing and Digital Literacy: Call for a Holistic Approach ECDL Foundation. Retrieved from:http://www.ecdl.org/media/PositionPaper-ComputingandDigitalLiteracy1.pdf): http://www.ecdl.org/media/PositionPaper-http://www.ecdl.org/media/PositionPaper-ComputingandDigitalLiteracy1.pdf):
European Parliament and the Council. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310. Retrieved from:http://eur-lex.europa.eu/legal-content
European Parliament and the Council. (2008). Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union, C111/111.
OECD. (2014). Assessing problem-solving skills in PISA 2012. In PISA 2012 Results: Creative Problem Solving (Volume V): Students' Skills in Tackling Real-Life Problems. OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/9789264208070-6-en): http://dx.doi.org/10.1787/9789264208070-6-enhttp://dx.doi.org/10.1787/9789264208070-6-en): http://dx.doi.org/10.1787/9789264208070-6-en UNESCO (2011). Media and Information Literacy Curriculum for Teachers. Unesco. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf):. http://unesdoc.unesco.org/images/0019/001929/192971e.pdfhttp://unesdoc.unesco.org/images/0019/001929/192971e.pdf):. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf UNESCO (2013). Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies. Unesco. France.
Courses including this module
Optional in courses:
- X3AA: Diploma Education Studies year 1 (DIP/ED)