EDUCLD5 - Emerging Technologies for Teaching and Learning - M.Ed. Curriculum and Learning Design( CLD) - LibGuides at Emirates College for Advanced Education

Course Description

In this course, students will learn how emerging technologies support and improve teaching and learning by integrating theoretical and empirical frameworks from different disciplines. They will research and critically write a comprehensive and in-depth analysis of one of the emerging technologies and its impact on students’ learning based on the learned knowledge. Students will be given the opportunity to collaboratively develop, compile and test a mobile resource to complement existing curricula. Students then will implement the mobile resource that is contextualized to the UAE educational settings and evaluate its impact. In addition, students will innovatively recommend strategies to overcome the challenges faced during the integration of the mobile resource, specifically the challenges faced based on educational equity and diversity.

Articles

Rotolo, D., Hicks, D. & Martin, B. (2015). What is an emerging technology?. Research Policy, 44(10), 1827-1843. https://doi.org/10.1016/j.respol.2015.06.006

Pacheco, E., Lips, M. & Yoong, P. (2018). Transition 2.0: Digital technologies, higher education, and vision impairment. The Internet and Higher Education, 37, 1-10. https://doi.org/10.1016/j.iheduc.2017.11.001

Ramirez, G. M., Collazos, C. A., & Moreira, F. (2018). AllLearning: The state of the art of the models and the methodologies educational with ICT. Telematics and Informatics, 35(4), 944-953. DOI: 10.1016/j.tele.2017.10.004

Stahl, B., Timmermans, J. & Flick, C. (2017). Ethics of emerging information and communication technologies: on the implementation of responsible research and innovation, Science and Public Policy, 44 (3), 1 June 2017, 369–381. https://doi.org/10.1093/scipol/scw069

Wright, D., Finn, R., Gellert, R., Gutwirth, S., Schütz, P., Friedewald, M., ... & Mordini, E. (2014). Ethical dilemma scenarios and emerging technologies. Technological Forecasting and Social Change, 87, 325-336. https://doi.org/10.1016/j.techfore.2013.12.008

Soneral, P. A., & Wyse, S. A. (2017). A SCALE-UP Mock-Up: Comparison of student learning gains in high-and low-tech active-learning environments. CBE-Life Sciences Education, 16(1), ar12. https://doi.org/10.1187/cbe.16-07-0228

Moore, E. J., Smith, F. G., Hollingshead, A., & Wojcik, B. (2017). Voices From the Field: Implementing and ScalingUp Universal Design for Learning in Teacher Preparation Programs. Journal of Special Education Technology, 33(1), 40-53. https://doi.org/10.1177/0162643417732293

Alrasheedi, M., & Capretz, L. F. (2015). Determination of critical success factors affecting mobile learning: a metaanalysis approach. Turkish Online Journal of Educational Technology 14(2), 41. http://www.tojet.net/articles/v14i2/1426.pdf

El Ahrache, S. I., Badir, H., Tabaa, Y., & Medouri, A. (2013). Massive Open Online Courses: a new dawn for higher education?. International Journal on Computer Science and Engineering, 5(5), 323 -327. http://dx.doi.org/10.1016/j.comnet.2012.09.017

Jaipal-Jamani, K., & Angeli, C. (2017). Effect of robotics on elementary preservice teachers’ self-efficacy, science learning, and computational thinking. Journal of Science Education and Technology, 26(2), 175-192. https://doi.org/10.1007/s10956-016-9663-z

Wrigley, C., & Straker, K. (2017). Design thinking pedagogy: The educational design ladder. Innovations in Education and Teaching International, 54(4), 374-385. https://doi.org/10.1080/14703297.2015.1108214

Hirsh-Pasek K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B. & Kaufman J., (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. Psychological Science in the Public Interest, 16(1), 3-34. https://doi.org/10.1177/1529100615569721

Israel, M., Marino, M. T., Basham, J. D. & Spivak W. (2014) Fifth Graders as App Designers How Diverse Learners Conceptualize Educational Apps. Journal of Research on Technology in Education, 46(1), 53-80. https://doi.org/10.1080/15391523.2013.10782613

Callaghan, M. N., & Reich, S. M. (2018). Are Educational Preschool Apps Designed to Teach? An Analysis of the App Market. Learning, Media and Technology, 43(3), 280–293. https://doi.org/10.1080/17439884.2018.1498355

Blitz-Raith, A. H., & Liu, J. (2017). Interactivity in Educational Apps for Young Children: A Multimodal Analysis. International Journal of Instruction, 10(4), 237– 254. https://doi.org/10.12973/iji.2017.10414a

Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15(4), 587-605. https://doi.org/10.1007/s10763-015-9709-3

Sullivan, P., & McCartney, H. (2017). Integrating 3D printing into an early childhood teacher preparation course: Reflections on practice. Journal of Early Childhood Teacher Education, 38(1), 39-51. https://doi.org/10.1080/10901027.2016.1274694

Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: implications for teacher educators. Professional Development in Education, 43(3), 416-438. https://doi.org/10.1080/19415257.2016.1205507

Dede, C. (2016). Next steps for" big data" in education: Utilising data-intensive research. Educational Technology, 56(2), 37-42. https://www.jstor.org/stable/44430458

Chen, W., Brinton, C. G., Cao, D., Mason-singh, A., Lu, C., & Chiang, M. (2018). Early detection prediction of learning outcomes in online short-courses via learning behaviors. IEEE Transactions on Learning Technologies.

Cope, B., & Kalantzis, M. (2016). Big data comes to school: Implications for learning, assessment, and research. AERA Open, 2(2). https://doi.org/10.1177/2332858416641907