PCDC103 - IFE

PCDC103
Technology Enhanced Teaching and Learning

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

Overall Objectives and Outcomes

This module will equip educators with the necessary knowledge, skills and competences to effectively integrate and provide guidance to colleagues on the use of digital technologies in the teaching and learning process. Educators will be given the opportunity to use and learn how to implement digital technologies in a collaborative manner which enhances communication and the co-creation of new knowledge. In addition, participants will develop the necessary skills to plan, monitor and reflect on their own learning as well as the effectiveness of technology in education.

By the end of this programme, participants should be able to:

Competences

a. Develop a research approach on the benefits and timings of when to use digital technologies during the teaching and learning process more so when these can reduce inequalities and promote inclusion;
b. Select, adapt and use digital technologies in teaching and learning that best meet to individual learner’s needs;
c. Implement and guide others in a variety of digital technologies which support curriculum subjects while reduce inequalities and promote inclusion;
d. Design and carry out effective lesson plans that engage learners utilise digital technologies to solve problems;

e. Enable learners to plan, monitor and reflect on their own learning;
f. Enable learners to provide evidence of progress, share insights and come up with creative solutions.

Knowledge

a. Identify and reflect on limitations course participants’ experience when using digital learning technologies;
b. Critically discuss the use of digital technologies to enhance teaching and learning that reduce inequalities and promote inclusion;
c. Identify and reflect on the challenges of classroom management and student engagement in technology enhanced/integrated learning and how to overcome them;
d. Appreciate technological pedagogical content knowledge;
e. Determine several digital tools that may be used in the classroom to reduce inequalities and promote inclusion;
f. Examine teaching strategies which promote the effective integration of technology in the classroom;
g. Examine teaching strategies used during synchronous and asychronous online teaching and learning;
h. Outline several effective, inquiry-based practical work and activities which may be used in the classroom through the use of technology;

i. Identify digital tools and websites aiding in the production of appealing resources that facilitate learning and promote inclusion.

Skills

a. Present digital content in an effective manner;
b. Evaluate digital competencies in teaching and learning utilising theoretical frameworks and models;
c. Effectively design learning activities and resources which integrate the effective use of technology;
d. Effectively design learning activities and resources that capitalise on modalities of online synchronous and asychronous teaching and learning;
e. Engage learners in problem solving situations through technology;
f. Use a variety of digital technologies to maximise efficacy of one’s digital literacy knowhow;
g. Assist and collaborate with peers in adopting technology in their teaching.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. European Commission (2020). Blended learning in school education: guidelines for the start of the academic year 2020/21. European Union
2. Jamani, K. J. and Figg, C. (2013) The TPACK-in-Practice Workshop Approach: A Shift from Learning the Tool to Learning about Technology-Enhanced Teaching
3. Stephens, A. G. (2017) The Impact of 1:1 Laptops on Teaching and Learning: How Seven Secondary Educators Percieve Technology Having Enhanced Their Teaching and Their Students’ Learning
4. King, E. et.al. (2015) Exploring the Impact of a Flexible, Technbology-Enhanced Teaching Space on Pedagogy
5. Clark, T. and Barbout, M. (2015). Online, Blended and Distance Education in Schools: Building Successful Programmes. US: Stylus Publishing.
6. Zimmerman, W.A. and Kulikowich, J.M. (2016). Online Self-Efficacy in Students with and without Online Learning. The American Journal of Distance Education. Vol. 30, 3, pp.180-191

Supplementary Reading List

1. Holmstrom, T. and Siljebo, J. (2013) “Developing digital competence or exploring teaching with digital technologies? An organisational study of municipalities’ development of upper secondary school students’ digital competence” Master’s Thesis in leadership and organisation, Department
of Education, Umea University.
2. Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? In Linked portal. Brussels: European Schoolnet
3. Bastos, G. and Oliveira, I., (2015) Digital Literacy of School Leaders: What Impacts in Schools? Results of Two Studies from Portugal. Portugal: Portuguese Open University
4. Busuttil, L. and Farrugia, R.C. (2020). Teacher’s Response to the Sudden Shift to Online Learning during Covid-19 pandemic: Implications for Policy and Practice.
5. Schleicher, A. (2020). The Impact of Covid-19 on Education Insights from Education at a Glance 2020. OECD
6. Doug. L. (2020). Teaching in the Online Classroom: Surviving and Thriving in the New Normal. US: Jossey-Bass.
7. Boettcher, J.V. and Conrad, R. (2021). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. US: Jossey-Bass