EPN-V2

PDD3000 Learning with Digital Technologies Course description

Course name in Norwegian
Learning with Digital Technologies
Study programme
Teacher Education 5.-10. grade
Teacher Education 5.-10. grade
Teacher Education 5.-10. grade
Teacher Education 1.-7. grade
Learning with Digital and Mobile Technologies
Learning with Digital Technologies
Weight
15.0 ECTS
Year of study
2019/2020
Programme description
Course history

Required preliminary courses

No prerequisites required.

Learning outcomes

At the end of the course the student has obtained the following learning outcomes:

Knowledge

The candidate

  • has knowledge of key topics, theories, issues, processes, tools and methods within the field of learning and designing with digital and social media
  • is familiar with research and development within the field on both national and international levels
  • can identify pedagogical opportunities and can update his or her knowledge in the field of learning and designing with digital and social media
  • is familiar with the history of digital and social media in learning environments and its societal implications

Skills

The candidate

  • can design, use and critically evaluate particular digital and social technologies and tools for individual and collaborative learning
  • can design learning activities using digital and social media and can apply academic knowledge to practical and theoretical issues within this field for learning
  • can find, assess and refer to information and academic texts and relate it to the teaching profession

General competence

The candidate

  • has insight into relevant ethical issues related to the use and design of digital and social media
  • can plan, design and carry out tasks and projects alone or as part of a group and in accordance with ethical requirements and principles
  • can present academic material such as theories, problems and solutions related to the pedagogical design of learning activities with digital and social media, both in writing and orally, as well as making use of current and emerging technologies for communication
  • can articulate, exchange opinions and participate in online networks and communities of professional teaching practices to enhance and enrich both own and others' professional development
  • is familiar with new ideas and innovation processes and can seek insight from leading edge practice and research relevant to his/her professional interests and concerns in the field of learning and designing learning activities with digital and social media
  • can reflect on his/her own practice and relate it to national and international teaching practices

Content

The principal topics are:

Digital technologies in school and society: Focuses on social media in a learning context, pedagogical and educational perspectives, teachers' beliefs and attitudes towards digital and social technologies and their design from a contemporary as well as historical perspective. It involves studying the concept of digital literacy, and the relevance of this concept for different contexts. One focus is 'TPCK' (Mishra & Koehler 2006). In this track we will also focus on sociological and philosophical issues with regards to digital technologies.

Designing digital learning environments: Focuses on the concepts and principles for design of digital learning environments, design methodologies and the modalities of social and digital media. This track also involves design and subject methodologies as well as classroom management in technology-rich environments.

Software for social media: Focuses on giving the students experience in a range of learning technologies such as cyber communities, micro blogs, wikis, blogs, video-sharing, visual programming and other emerging technologies and will explore the processes of designing, implementing and critiquing technology-enhanced learning. Technologies for collaborative and peer learning are also relevant. Here we focus on home-school link, possibilities and challenges of digital testing, peer assessment and portfolio methodologies. Cyberspace issues in social media such as e-safety, cyber ethics, privacy and copyright (authorship), e-citizenship/empowerment/participation. We will also explore how digital tools are focused on in different curricula, both national and international perspectives.

Teaching and learning methods

Seminar activities will be conducted in class, and students are expected to participate actively. Activities alternate between lectures, student seminars and practical sessions. A major part of the course is focused around students' pedagogical project work.

Course requirements

Before the student can sit exams two course work requirements must be met. These assignments are subject to peer response according to specific criteria. The two course work requirements are:

  • Paper on integrating social technologies in teaching and learning (1500 -2000 words).
  • Lesson plan for a specific subject or subjects at a chosen level where the role of digital and social media is discussed (1000-1500 words).

The assignments are marked -accepted- or -not accepted-. Students who are assessed with -not accepted- may rewrite and submit maximum two new versions of the assignment in agreement with the teacher.

Assessment

The final assessment is based on the group project report (1500-2000 words) and an individual oral exam (max. 45 minutes). One of the assignments (see course work requirements) must be presented as part of the oral exam. The final grade is based on the project report (counting 40 %) and the oral exam (counting 60 %).

Both exams must be passed in order to be awarded a final grade. If a student does not pass one of the exams, only the failed exam shall be re-taken.

Permitted exam materials and equipment

Examination support material permitted on the written part of the exam.

Grading scale

The graded scale A-F will be used, E being the lowest passing grade.

Examiners

There will be an internal and an external adjudicator.

Admission requirements

General study competence or equivalent validated prior learning.

Teacher students, international students, qualified teachers and other applicants may apply for the full 30 ECTS programme in accordance with National Guidelines for Differentiated Teacher Education Programmes.