|Module Code:||ED8213||ECTS Credits:||5|
As digital natives, it is widely held that 21st century students use technology in creative ways on a personal basis (Green & Hannon, 2007; Thomas & Seely Brown, 2011). However, at broad policy levels there are deep concerns that this fluid usage is not translating to education settings (ibid). Thus, an increasing body of literature foregrounds the importance of affording students the skills necessary to effectively and creatively integrate ICT into the classroom settings in order to enhance teaching and learning (cf. DES 2015; Kampylis, Law, Punie, Bocconi, Brečko, Han, Looi, & Miyake, (2013) for example, within the context of Inquiry Based Learning.
Inquiry as a theme of educational research has attracted considerable interest, particularly in recent years (Audet, 2005; Erickson, 2008; Lindfors, 1999; Parker, 2007). Inquiry can be seen as a process of seeking. It may take the form of a closed-ended search whereby specific answers are discovered to specific questions. Alternatively, it may take the form of an open-ended search, in which questions are formulated but answers are multiple or provisional or both. The exploratory nature of inquiry allows students to consider different ways of looking at ideas and issues, and to think creatively about problems that do not possess simple answers. Inquiry Based Learning (IBL) is the object of growing interest in a number of countries such as the UK, the US and Ireland in which there is a lively debate about pre-determined outcomes and teaching standards and standardised testing that are often contrasted with inquiry and discovery approaches to learning. Finally, it currently influences curriculum development and teaching approaches and methodologies in a number of recent innovative programmes to construct new models of teaching and learning [Pataray-Ching & Roberson, 2002; Sausele Knodt, 2010]. This has led to research and development of inquiry based curricula and the argument in support of IBL is being heard increasingly and recognised as an appropriate pedagogical approach.
On successful completion of this module, the student should be able to:
- Interpret and critically analyse the theoretical frameworks underlying technology and their use in education, particularly within an Inquiry Based Learning context [cf. TPACK Model (Mishra & Koehler, 2006)].
- Evaluate and experiment with various educational software packages, hardware and other “kit” and demonstrate their application in an Inquiry Based Learning context
- Understand the concepts of constructivism; different models of the process of inquiry; user-generated content, 21st century learners, digital natives, digital learning objects, peer digital learning, creative commons, copyright and publishing and understand how these concepts apply when using technology in the classroom
- Experience emergent technologies and critically analyse their application to an Inquiry Based Learning environment
- Create their own Inquiry Based Learning-focused digital resource
Method of Assessment