Module: Technology in Learning

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Technology in Learning
Module Code	EC305 (ITS) / ECE1034 (Banner)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
Module Co-ordinator	Sandra O'Neill
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
resubmit assignment as above

Description

In this module students conceptualise early childhood curricula and planning for all children aged birth to six years. This module builds on Year 2 modules wherein students explore frameworks such as Aistear: The Early Childhood Curriculum Framework and Síolta: The National Quality Framework as well as a range of ECE curricula. Students discuss the importance of social and situated learning while recognising children’s ability to lead their own learning. The students will explore a developmental, emergent approach to curriculum and planning. The module is framed by social constructivist theories (e.g. Vygotsky) as well as constructivist theories (e.g. Bruner). Students will discuss how adults can support the learning and development of babies, toddlers and young children. The relationship between curriculum and planning will also be explored.

Learning Outcomes

1. Analyse the changing role and impact of technology on young children's lives
2. Proficiently use a range of tools and resources suitable for early education settings
3. Explore and critically evaluate digital devices, educational software and online resources for learning and teaching in a range of early childhood settings
4. Design and create multimedia and online resources for use in early childhood settings
5. Make informed decisions about using digital tools and resources, both indoors and outdoors, taking cognisance of safety concerns
6. Demonstrate an ability to plan, design and develop technology rich experiences and environments that engage the full range of learners in early childhood settings, taking cognisance of safety recommendations

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	No Description
Workshop	12	No Description
Independent Study	101	No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

1
Explore current debates and discourses on the use of technology in early childhood

2
Understand the health and safety risks associated with technology use in early childhood

3
Use digital and analogue devices to plan for children's play, exploration and interactions

4
Use of digital media and devices to support children's exploration, thinking and understanding of the world

5
Explore the use of digital devices both indoors and outdoors

6
Evaluate and select appropriate educational software, online tools and apps for use with young children

7
Create digital artifacts to support young children's literacy using a variety of online tools and apps

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	Portfolio of plans, digital artifacts and reflections from class.	50%	n/a
Essay	A critical analysis of an approach to early years curriculum and planning.	50%	Week 11

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Arnott, L.: 2017, Digital technologies and learning in the early years., Sage, London,
Gray, C. & Palaiologou, I.: 2019, Early Learning in the Digital Age, Sage, London,
Sakr, M: 2020, Digital play in early childhood, Sage, London,
Donoghue, C. (Ed): 2014, Technology and Digital Media in the Early Years, Tools for Teaching and Learning., Routledge, New York,
Donoghue, C. (Ed): 2016, Family Engagement in the Digital Age: Early Childhood Educators as media mentors., Routledge, New York,

Other Resources

39305, Website, 0, DigiLitEY (EU Digital Literacy Working Group), http://digilitey.eu, 39306, Website, 0, Technology in Early Childhood, Erikson Institute, http://teccenter.erikson.edu, 39307, Website, 0, Fred Rogers Centre for Early Learning and Children’s Media, http://www.fredrogerscenter.org,