Department: Doctor of Education/ Doctor of Philosophy in Education
Module Description: The organisation, development and implementation of ICT in education is examined in detail developing concepts, research methods, analytic and evaluative methods and techniques and policy issues to achieve an in-depth conceptualization of the field, and a fundamental understanding of the role of policy in ICT provision.
ICT policy is discussed in relation to the process of auditing, planning and implementing change. Analysis, design and development models and approaches are explored and practical exercises in ICT innovation and implementation are examined and critiqued. Designs to confront and resolve barriers to innovation are considered. Materials development and subsequent implementation and impact evaluation upon teaching and learning practices as well as practical issues concerning policy development will be examined.
Aesaert, K, Vanderlinde, R, Tondeur, J. (2013). The content of educational technology curricula: a cross-curricular state of the art. Educational Technology Research and Development, vol. 61(1), pp. 131–151. Request item
Edirisingha, P. (2014). 'ICT and elearning in higher education: policy perspective', in ICT leadership in higher education: selected readings. New Delhi: Commonwealth Educational Media Centre for Asia.
Hayes, S (2015). 'Counting on use of technology to enhance learning', in Jandric, P, Boras, D (eds). Critical learning in digital networks. Berlin: Springer, pp.15–36. Request item
Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Pane, J. D. (2017). Informing progress: insights on personalized learning implementation and effects. Santa Monica, CA: RAND Corporation. Open access
Visvizi, A., Lytras, M. D. and Daniela, L. (eds). (2019). The future of innovation and technology in education : policies and practices for teaching and learning excellence. Bingley, U.K.: Emerald Publishing Limited.
U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. U.S. Department of Education. Open access
Williamson, B. (2013). The future of the curriculum: school knowledge in the digital age. London: MA: The MIT Press. Open access
Atherton, G. (2017). ‘A global view: what England can learn from the rest of the world’, Higher Education Policy Institute blog. Open access
Atherton, G., Dumangane, C. and Whitty, G. (2016). Charting equity in higher education: drawing the global access map. London: Pearson. Request PDF
Barber, M., Donnelly, K. & Rizvi, S. (2013). An avalanche is coming: higher education and the revolution ahead. Institute for Public Policy Research. Open access
Boisselle, L.N. (2014). Online-learning and its utility to higher education in the Anglophone Caribbean. SAGE Open 1-14.
Busemeyer, M.R. & Garritzman, J.L. (2017). Academic, vocational or general? an analysis of public opinion towards education policies with evidence from a new comparative survey. Journal of European and Social Policy, vol. 27(4), pp. 373-386.
DfES, (2003). Fulfilling the potential: transforming teaching and learning through ICT in schools. DfES: London. Open access
East, L., Stokes, R. & Walker, M. (2014). Universities, the public good and professional education in the UK. Studies in Higher Education, vol. 39(9), pp. 1617-1633.
Fox, B. (2003) Successful ICT leadership in primary schools. Learning Matters: Exeter.
Garrett, R. (2017). ‘Whatever happened to the promise of online learning?’, Wonkhe blog, 24 October 2017. Open access
Goddard, J., Hazelkorn, E., and Vallance, P., eds. (2016). The Civic University: the policy and leadership challenges. Edward Elgar Publishing.
Government of UK. (2016). Success as a knowledge economy: teaching excellence, social mobility & student choice. Department for Business, Innovation and Skills, May 2016. Open access
Grimes, D. & Warschauer, M. (2008). Learning with laptops: a multi-method case study. Journal of Educational Computing Research, vol. 38(3), pp. 305-332.
Harrison, M. (1998). Co-ordinating information & communications technology across the primary school: a book for the primary IT co-ordinator. Falmer Press: London.
Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Becta: Coventry. Open access
Keating, I. & Moorcroft, R. (2006). Managing the business of schools. Sage Publications.
Laurillard, D. and Kennedy, E. (2017). The potential of MOOCs for learning at scale in the Global South. Centre for Global Higher Education working paper no. 31. December 2017. Open access
Marginson, S. (2015). Is higher education reinforcing inequality? University World News, 17 July 2015. Open access
Marginson, S. (2016). Higher education and the common good. Melbourne: Melbourne University Press.
Mok, K.H. (2015). Massification of higher education, graduate employment and social mobility in the Greater China region. British Journal of Sociology and Education, vol. 37(1), pp. 51-71. Open access
Nguyen, T. (2015). The effectiveness of online learning: beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, vol.11(2), pp. 309-319. Open access
O’Sullivan, M. (2016). Academic barbarism, universities and inequality. London: Palgrave Macmillan.
Hargrave, A.M. & Livingstone, S. (2009). Harm and offence in media content. Intellect Publishers.
Pachler, N., Bachmair, B. & Cook, J. (2010). Mobile learning. Springer.
Papa, R. P. (2010). Technology leadership for school improvement. Sage Publications.
Price, B. (2007). Managing technology in our schools: establishing goals and creating a plan. UK: Rowman & Littlefield Education.
Tagg, B., (Ed) (1995) Developing a whole school IT policy. London: Pitman.
Vavoula, G., & Pachler, N., & Kukulska-Hulme, A. (Eds). (2009). Researching Mobile Learning: Frameworks, Tools and Research Designs. Peter Lang Publishers