Learning Mathematics in a Digital Age

The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5:

1. To amplify the students’ knowledge of theories of learning;
2. To enhance the students ability to reflect upon their increasing subject knowledge;
3. To examine the influence of ICT on social, economic and cultural aspects of society;
4. To develop an understanding of the contexts in which children and young people encounter the use of ICT.

In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for Level 5 study, by the end of the module students should be able to:

1. identify how theories of learning can describe and explain learning experiences;
2. reflect upon connections between theories of learning and personal learning experiences
3. analyse the influence of digital media on social, economic and cultural contexts;
4. demonstrate a capability in using digital tools to communicate appropriately.

• Theories of Learning: how do these apply in contemporary learning environments?
• Technology enhanced learning.
• ICT in Society: affordances, constraints, opportunities and anxieties, myths and misunderstandings;
• ICT in Education: policies and practices for learning and teaching with ICT;
• Digital Inclusion: individual, local and global inclusion;
• ICT and Cultural Change: children, young people and ICT in and out of formal education;
• Learning Environments in a Digital Age: design, space, purpose and tools for learning.

Contact Time: Lectures, small group discussions and student peer-to-peer teaching.

Non-contact Time: Self study practical and reading.  Use of ICT to research, communicate and present work.

Books:

Brockbank, A. and McGill, I.  (1998)  Facilitating Reflective Learning in Higher Education  Buckingham: OUP

Buckingham, D.  (2007)  Beyond Technology: Children’s Learning in the Age of Digital Culture  London: Polity Press

Carvin, A.  (2002)  ‘Literacy and Content: Building a Foundation for Bridging the Digital Divide’  in Loveless, A & Dore, B (eds)  ICT in the Primary School  Buckingham: Open University Press

Davies, I., Gregory, I. & McGuin, N.  (2002)  Key Debates in Education  London: Continuum

Facer, K (2011) Learning Futures: Education, Technology and Social Change London Routledge

Haythornthwaite, C. & Andrews, R. (2011)  E-learning theory and practice  London:Sage

Gee, J.  (2003)  What video games teach us about language and literacy New York & London: Palgrave Macmillan

Joyce, B. Calhoun, E. and Hopkins, D. (2^nd ed)  (2002)  Models of Learning – Tools for Teaching  Buckingham, OUP

Livingstone S. (2009) Children and the Internet London: Polity

Marsh, C.J.  (2009)  Key Concepts for Understanding Oxon, Routledge

Moon, J.  (1999)  Learning Journals  London: Kogan Page

Neary, M.  (2002)  Curriculum Studies in Post Compulsory and Adult Education  Cheltenham, Nelson Thorns

Selwyn, N.  (2011) Education and Technology: Key Issues and Debates London: Continuum

Selwyn, N.  (2010)  Schools and Schooling in the Digital Age: A Critical Analysis  London: Routledge

Webster, F.  (2006)  Theories of the Information Society. 3rd edition. London: Routledge 

Journals:

British Journal of Educational Technology

Journal of Computer Assisted Learning

Technology, Pedagogy and Education

Learning, Media and Technology

Thinking Skills and Creativity 

Electronic Sources: (accessed June 2011)

Contemporary sites will be used. Module participants will build up recommendations of ongoing blogs, websites and interactive conversations in the field to respond to immediate and contemporary topics.

A core source of updated materials and publications are available from Futurelab (www.futurelab.org.uk)

e.g.

Abbott, C. (2007) E-Inclusion: learning difficulties and digital technologies Bristol: Futurelab

Daanen, H. & Facer, K. (2007) 2020 and Beyond: future scenarios for education in the age of new technologies. Bristol: Futurelab

Rudd T., Gifford C., Morrison, J. & Facer, K (2006) What if?…reimagining learning spaces Bristol: Futurelab

Selwyn, N. & Facer, K. (2007) Beyond the Digital Divide: rethinking digital inclusion for the 21^st century Bristol: Futurelab

Ulicsak, M. Facer K. and Sandford, R. (2007) Issues impacting games based learning in formal secondary education Accepted for IJATL

School home

School of Education