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.
Atherton, G., Dumangane, C. and Whitty, G. (2016). Charting equity in higher education: drawing the global access map. London: Pearson. Request PDF
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.
Fox, B. (2003) Successful ICT leadership in primary schools. Learning Matters: Exeter.
Goddard, J., Hazelkorn, E., and Vallance, P., eds. (2016). The Civic University: the policy and leadership challenges. Edward Elgar Publishing.
Harrison, M. (1998). Co-ordinating information & communications technology across the primary school: a book for the primary IT co-ordinator. Falmer Press: London.
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
O’Sullivan, M. (2016). Academic barbarism, universities and inequality. London: Palgrave Macmillan.
Tagg, B., (Ed) (1995) Developing a whole school IT policy. London: Pitman.