PROGRAMME SPECIFICATION
MA Education and Technology
Awarding body: University College London
Teaching institution: University College London Institute of Education
Details of accreditation by a professional/statutory body: n/a
Name of the final award:
Master of Arts (MA)
Postgraduate Diploma
Postgraduate Certificate
Programme title:
Education and Technology
UCAS/admission code: 112-037-5333/PG02
Criteria for admission to the programme
Applicants are expected to have a good honours degree in any subject (2.2 or
above) and be able to provide evidence of knowledge and experience with
technology (for example, as part of a degree, diploma programme, or practical
experience of using technology in teaching). Evidence of educational knowledge and
experience (such as a degree in education, PGCE or experience of working in an
education-relation context) is also required.
European or international applicants are expected to have qualifications at an
equivalent level.
Those who do not meet these criteria will be considered on the basis of their
Personal Supporting Statement, part of the application process.
Applicants will normally have some related professional experience.
Distance learning students need regular access to a computer with internet access.
If they want to print out materials a printer would also be required.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The Institute of Education is committed to admitting and supporting participants with
Document1
disabilities and welcomes applications from them. We provide support for students
with a range of conditions which have a long-term and adverse effect on studying
such as:
• sensory (visual / hearing / speech) impairments
• mental health issues
• mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders
• chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
• specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them.
This applies to all students – home, EU and international.
Aims of the programme
The MA Education and Technology aims to provide theoretical and practical bases
for professionals concerned with the application of technology in educational
contexts. The programme aims to offer participants opportunities to explore the
intellectual field and to extend and develop their skills of analysis, enquiry and
communication. This will involve considering approaches to theoretical and
methodological issues alongside the practical application of pedagogical and
technological skills. Specific aims are to:







Give students a range of theoretical and practical insights into all aspects of
technology use in education – covering primary and secondary schools, further
education colleges, universities, community and adult education;
Enable students to develop a critical perspective on the role technology plays in
education and training, and to develop a detailed understanding of the nature of
teaching and learning with digital technologies;
Introduce students to the wide range of technologies currently used in education,
and encourage students to take an autonomous, reflective position in relation to
the use of technology in education, valuing the different experiences that others
have and appreciating the relationship between such different perspectives,
Provide opportunities for them to examine these technologies from a designer
perspective as well as a teacher point of view
Provide critical perspectives on the individual, institutional and societal issues
arising from the practical application of technology in formal and informal
educational settings.
Develop research skills through evaluating and carrying out research in
educational technology;
Provide opportunities to expand their horizons in thinking about the role of
technology in education through contact with experienced users of technology in
education from all sectors of education in the UK and overseas.
Document1
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes
The programme adheres to the procedures regarding quality assurance within UCL
IOE as a whole. In addition, the programme benefits as a result of the work of this
committee from wider contact with other MA programmes, programme leaders and
discussions of issues in teaching and learning.
The regular annual programme review examines issues of recruitment, completion
and adherence to the central priorities of UCL IOE. In recent years the MA
Education and Technology has been a success, meeting its targets for attracting a
range of students into the programme.
Programme outcomes:
The programme provides participants with professionally relevant elements of
knowledge, understanding and skills. It encourages a critical and analytical
engagement with key social scientific, psychological and technological concepts in
the field of education and technology. It also provides the context for professional
development in relation to new technologies and education. Learning outcomes are
related to the practices of communication, enquiry, education, research and
theoretical debate. The programme provides opportunities for students to develop
and demonstrate achievements in the following areas:








The development an understanding of conceptual, technical and social
developments around the introduction of technology to educational settings;
The ability to read research literature in a critical manner;
The ability to take an autonomous, reflective position in relation to the use of
technology in education, valuing the different experiences that others have and
appreciating how such different perspectives relate;
Awareness of different applications of technology in compulsory and postcompulsory education settings, and develop a critical understanding of their
perceived benefits;
The development of a historical perspective on the development of education
technology in its contemporary forms;
The ability to discuss how technologies interact with learners, teachers and
educational institutions, and how/why differences may exist in technology use in
different educational settings;
The development of an understanding of different theoretical explanations of
education, technology and learning;
The ability to critically evaluate the claims made on behalf of technology and
education by various interest groups around the world.
Programme structures and requirements, levels, modules, credits and awards
The MA Education and Technology can be taken full time over one year or part time
over two years (or if necessary within a total period of four years of registration). It is
modular in structure, and to be awarded the degree students successfully complete
modules to the value of 180 credits. Students who for academic or personal reasons
are unable to successfully complete the 180 credits required for the masters
award may exit with the completion of 60 or 120 credits respectively and be awarded
a Postgraduate Certificate or Postgraduate Diploma in the subject area.
Document1
Students must take the two core modules (although an exemption from one of these
is negotiable if students bring in appropriate credit/past experience); and either a
Dissertation (60 credits) or a Report (30 credits).
Core modules:


Education and Technology: Key Issues and Debates (30 credits)
Research Methods (30 credits)
Students must take Key Issues and Debates at the first opportunity, and must have
started their Research Methods module before being allowed to start the Report or
Dissertation. All students are expected to undertake and write up the Dissertation or
Report in their final two terms of study.
There are two optional modules from within the MA Education and Technology
provision:


Learning and Teaching with Technology (face to face) (30 credits)
Technology and Education Beyond the classroom (online) (30 credits)
Students can also choose to take up to two modules from the UCL IOE entire MA
offer instead of the optional modules above. We particularly encourage students to
consider modules offered on other Masters programmes within the London
Knowledge Lab. Many MA Education and Technology students choose to take
options from our partner MA in Media, Culture and Education. These modules
include:



Digital Games, Play and Creativity (30 credits)
Moving Image Production (30 credits)
Internet Cultures: Theory and Practice (30 credits)
Students in MA Education and Technology are also able to apply to take modules
from within the MSc Advanced Information Systems run by our partners in the
Knowledge Lab from the School of Computer Science and Information Systems at
Birkbeck College - University of London (N.B. admittance to these modules is subject
to approval by the IOE and Birkbeck Registries on a case-by-case basis). Birkbeck
have identified that the following modules may be suitable for MA Education and
Technology students with a suitable technical background:




Technologies for mobile and ubiquitous learning (15 credits)
Advanced Applications (15 credits)
Internet and Web Technologies (15 credits)
Semantic Web (15 credits)
ECTS: The UCL Institute of Education uses the European Credit Transfer and
Accumulation System (ECTS), as a guide to support periods of study undertaken
abroad and to assist student mobility. Currently it is assumed that two UK credits
equate to one ECTS. Therefore a module of 30 credits would typically equate to 15
ECTS credits.
Teaching, learning and assessment strategies to enable outcomes to be
Document1
achieved and demonstrated
i) Teaching and learning strategies
A number of different teaching strategies are used across all modules. These are
intended to model good practice in teaching and learning with and about technology.
These methods include:




Distance learning using a series of linked programme areas, one for each
module, in the Virtual Learning Environment (or VLE), Tutor-led face–to-face
seminars and lectures;
Participant-led discussions and presentation tasks;
Group tasks and individual tasks;
Online discussions and activities.
Modules are taught either fully online; face-to-face campus mode; or in mixed-mode
which comprises on-line with fortnightly face-to-face sessions accessible
synchronously on-line through Collaborate or asynchronously through Moodle in
recorded mode that students are able to listen to after the session.
The dissertation and report components are entirely research based, although they
are supported by a member of academic staff. For report and dissertation students,
staff offer different modes of supervision, including the use of email and/or
VOIP/Skype for those who are working at a distance, or regular face-to-face
meetings.
ii) Assessment strategies
All module assignments provide the opportunity for students to submit drafts of their
assignment and receive initial written feedback one month before the final deadline.
A feed forward mechanism is in place to support students to explicitly reflect on the
feedback given, and thus support the development of their writing and critical skills
as they progress through the course. In addition, as each module proceeds through
a term, regular feedback is given to written contributions from programme
participants in online forums and activities.
Key Issues and Debates (core module) is assessed by a 5,000 word essay. (30
credits)
Research Methods (core module) is assessed by a 5,000 word essay. (30 credits)
Learning and Teaching with Technologies (optional module) is assessed by a 5,000
word essay. (30 credits)
Technology and Education Beyond the Classroom (optional module) is assessed by
a structured portfolio, comprising a collection of short pieces of evidence or work,
including a critical response to a piece of published research; a reflection on relevant
personal or professional experience; a short 3,000 word essay. (30 credits)
A Report: comprises an account (normally not exceeding 10,000 words) of the study
of a specified topic based on experiments, observations or review of literature. A
relevant bibliography would normally be expected. (30 IOE credits)
Document1
A Dissertation: comprises an ordered and critical exposition of existing knowledge in
any field of part of a field of study, and would normally involve related empirical
investigation that makes a contribution to the field (normally not exceeding 20,000
words). A full bibliography and reference would normally be required (60 IOE
credits).
Participants must successfully complete all elements of the programme, to
achieve the minimum credits required for the award, e.g. 180 credits for a
masters award, 360 credits for an undergraduate honours degree award. All
coursework is assessed according to the grade-related criteria for the
programme level, available in the student handbook.
All assignments are independently marked by two members of the teaching
team, who meet to discuss and reconcile marks and comments for each
individual. Assignments are graded from A to D, with D being a failing grade.
Participants are permitted to represent a failed assignment on one further
occasion, within 12 months of the original submission.
An external examiner is appointed and plays an important role in monitoring the
quality of the programme and evaluating the effectiveness of the teaching and
support provided for the programme participants and the reliability of the
judgements made in assessing them.
Further details about assessment regulations can be found on the UCL website.
Support for learning
There is a wide range of support available for students on the programme





An induction day at the commencement of the programme informs participants of
the programme content, methods and expectations, and introduces them to
Student Support Services and the Academic Writing Centre.
Participants are all inducted on the use of the library and information services,
and of the VLE operating system.
Programme and module handbooks (all available on-line) offer full guidance and
advice on studying, writing and submitting both assignments and dissertations or
reports.
The programme leader is available to advise all participants on academic
matters, and to refer them to the range of support services available at UCL IOE
Students are allocated a personal tutor for the duration of the programme with
whom they have an initial discussion about their likely route through the MA. The
personal tutor is the first point of contact for any queries or difficulties students
may have with the programme in general. At least once during each term
students are entitled to a half-hour tutorial with their personal tutor when they can
discuss specific aspects of the programme and their progress or more general
programme matters

Students are advised that they may contact the Programme Administrator at any
time to request advice on procedural and administrative issues and the general
availability of any academic staff attached to the programme.

Formative feedback is provided on draft assignments to take forward to the final
submission
Document1

Peer support and networking is facilitated in the group by the use of virtual learning
environment (VLE) and collaborative projects. Innovative use is made of the VLE
in respect to presentations, uploading and linking of video and audio material
(produced by the students as well as found by the tutors). Podcasts are also
employed to give access to sessions for students at a distance.

Students are invited to join seminars run by the London Knowledge Lab associated
with the MA. The connection with leading edge research provides an extra support
for learning about contemporary theories of education and technology.

Access to the full range of welfare and union facilities is afforded to all Institute
students
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards include:








Module evaluation by participants
Termly meetings of the Programme Committee including student representation
Annual programme review prepared by programme team and considered by the
learning and teaching committee
Periodic programme review and revalidation involving external panel member
Staff review and development
External examiner reports
Structured professional development for teaching teams
National student surveys
Committees with responsibility for monitoring and evaluating quality and standards:




Programme Committee
Board of Examiners
Teaching and Quality Committee
Validation and Partnership Panels
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience:


Participant module evaluation (sessional and programme);
Student representation on programme committees
Mode of study
The MA Education and Technology takes students starting in the Autumn term, and
can be taken full time over one year or part time over two years (or if necessary
within a total period of four years of registration).
The course can be taken fully on-line as distance learning; or in mixed mode
combining on-line modules with face-to-face modules. It is designed to be accessible
for locally based students, distance learners and those with Tier 4 visa status.
Campus-based modules are generally taught in three-hour evening sessions over
the eleven-week academic term. A variety of teaching methods are used, including
face-to-face and online lectures, tutor-led and student-led seminars, student critique
Document1
and discussion of research papers, and student presentations. Student critiques of
research papers and presentations are made within small groups. In addition to faceto-face components, materials are made available on the module VLE pages.
Online modules are delivered at a distance using Moodle (the UCL IOE virtual
learning environment), where there are clear sets of activities with deadlines and
expectations about levels of participation. Students are expected to log in to the
system 4-5 times a week, contribute regularly to on-line discussions, group activities
and complete set tasks by the specified deadlines.
Core online modules are delivered online (as above) but comprise additional
fortnightly 2 hour f2f sessions, where online students can join synchronously through
Collaborate, or access material and recordings of the session through Moodle
asynchronously.
Language of study
The UCL Institute of Education teaches and assesses participants through the
medium of the English language. Competence in English language is required of all
applicants. Programme regulations may indicate the level of competence required of
each applicant and may make its achievement a condition of admission.
Indicators of quality and standards
 Progression to higher level award programmes
 Promotion to management or higher level roles in the participants’ place of work
 Programme participants teaching other practitioners in their own institutions or on
a regional or national basis
 Participation in continuing professional development programmes
 Publication of outstanding work in peer reviewed journals
 External examiner’s appraisal of how standards compare with other universities
Date at which the programme specification was written or revised. Initials of
author.
October 2015
Document1