ICT is a rapidly changing field and not confined to simple awareness of hardware, software and network infrastructures. ICT has strong social, cultural and political dimensions. Many new forms of educational practice cannot be understood, nor their potential realised, without understanding these deeper implications of technology in education.
At the University of South Wales you will experience a course that is grounded in a broadly based critical theory approach. It aims to think beyond the norms of current educational practice. You’ll have the opportunity to read widely and deeply in the subject area, and an opportunity to undertake a literature and review based assignment. It will cover a negotiated topic from a set of issues, such as the effect of computing on educational outcomes, the nature of digital citizenship, the character of digital literacy or the changing organisational designs for education.
Licenciado/Título de Ingeniero/Título de Arquitecto with an average of 6.0-6.9, Aprobado or above
English language qualifications:
GCSE pass in English at Grade C or above
IELTS with an average overall score 6.5 with at least a 5.5 in each component
TOEFL IBT minimum score 88
Cambridge English: Advanced (CAE): exams taken from January 2015 – overall score of 176 with at least 162 in each component; exams taken before January 2015 – Grade C and no less than borderline in each skill
Trinity College English Language qualifications: ISE III Pass for postgraduate taught courses and research applications
City and Guild’s IESOL/ISESOL tests at expert and mastery levels (C2 and C1) for the majority of postgraduate programmes
Pearson Test of English Academic (PTE Academic) with a minimum of 67 points in each elemen
Don’t worry if you do not meet these requirements, we run a number of courses to prepare you for academic studies.
In common with all of the MA Education programmes you will study the core module Research Methodology. Specialist modules are:
Learning and Teaching with ICT
This module explores topics such as, past and current policy initiatives in ICT, the place of ICT in a curriculum, the role of ICT in everyday life, and the relationship between technology, culture and learning.
Learning theories are considered, particularly where these have been applied to the use of ICT in teaching and learning, and the global character of knowledge distribution and creation is investigated. This module also aims to encourage a ‘horizon scanning’ approach in order to respond to the challenges presented to education by the emergence of a digital knowledge economy.
Collaborative or Individual Professional Project
Building on your knowledge and experience acquired in the first module, you will undertake an ICT project with the help of your tutor.
You will then select one other relevant module from within the MA Education Programme.
To complete the full MA, you will present a 17,000 word research dissertation and a 3,000 word research dissemination plan.
Learning and teaching methods
You will learn through a combination of specialist, professional practice and research modules, as well as a dissertation demosntrating what you have learned. Most students following the part-time programme spend two years on the taught modules (typically one evening per week) and undertake their dissertation in their third year.
Participants are allowed to take a maximum of five years to complete the whole programme. Full-time students are able to complete the whole programme within 12 months, although some take a little longer to finish writing their dissertation.
A Masters degree is required for professional advancement in numerous occupations, and is widely seen as evidence of a successful commitment to high level professional development. An MA award demonstrates that you have developed advanced level skills in analysis, evaluation and research.
You may then consider progression to an MPhil or a PhD.
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