Module: Technology in Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Technology in Learning
Module Code	ECE1034 (ITS: EC305)
Faculty	Language, Literacy & ECE	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

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

Section Breakdown
CRN	20244	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Marlene Mccormack	Module Teacher

Type	Description	% of total	Assessment Date
Assessment 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; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

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,

Articles:

Stiglic, N., & Viner, R. M.: 2019, Effects of screentime on the health and well-being of children and adolescents: a systematic review of reviews, BMJ Open, 9(1), 1-15., 519542
2018: Technology use in early learning and care – A practice dilemma., Childlinks, 3, 12-17, 519543, 1
Teachers’ dispositions towards the role of digital devices in play based pedagogy in early childhood education: Early Years, 36(3), 305–321, 519544, 1, Epstein, A.
Exchange Focus: Feb 2015, 1-12., http://mail.ccie.com/go/eed/13007, 519545, 1, NAEYC & Fred Rogers Center for Early Learning and Children’s Media, 2012
Washington, DC: NAEYC; Latrobe, PA: Fred:

Other Resources

1: Website, DigiLitEY (EU Digital Literacy Working Group),
416416: 1, Website, Technology in Early Childhood, Erikson Institute,
http://teccenter.erikson.edu: 416417, 1, Website, Fred Rogers Centre for Early Learning and Children’s Media
http://www.fredrogerscenter.org: