| Overview and Aims of the Program |
This specialisation focuses on the skills and knowledge required to lead the process of developing, implementing, managing and evaluating innovative, evidence based approaches to learning and teaching with Information and Communications Technology (ICT). You will be exposed to the most recent developments in the scholarship and research in ICT in education, and the tasks you complete will enable you to apply this to your own educational context. The capstone unit places innovative use of ICT in the broader context of innovation and change in complex educational organisations, and the research unit allows you to conduct a piece of research or scholarship on ICT that is relevant to your workplace. The critical thinking, knowledge management and communicative capacities you will develop can serve to not only enhance your contribution to the agility of your educational institution, but also the learning of those you teach, the capacities of your professional community, and your own lifelong learning. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. communicate and share knowledge and understanding with a range of audiences (C)
2. effectively explore the academic and professional literatures relating to particular issues in educational theory, policy and practice (K)
3. articulate the ways in which research evidence contributes to the development of educational theory, policy and practice generally, and in the area of ICT in education in particular (K, T)
4. apply a critical approach to reviewing educational research in order to inform contextual solutions for educational problems (K, T, P)
5. design, conduct, and report on a rigorous program of research or scholarly inquiry into critical issues of relevance to particular problems in particular educational contexts (K, T, P, I, C, E, A, J)
6. convey an understanding of the nature and characteristics of the various research methodologies which contribute to the development of educational theory, policy and practice (K)
7. understand recent developments in scholarship on educational theory, policy and practice generally, and in the area of ICT in education in particular, and the research evidence that supports them (K)
8. analyse, synthesise, and critically review a specialist body of knowledge relating to ICT in education (K, T)
9. use what you have learned to identify factors that may facilitate or inhibit innovation and change in particular educational contexts, particularly in terms of the nature and characteristics of the organisation, its approach to learning and teaching, and its use of educational technology (K, T, P, E, A, J)
10. integrate research and scholarship from a wide range of education disciplines in order to inform the development of solutions which may promote innovation and change in particular educational contexts (K, T, P, I, E, A, J)
11. work effectively in collaborative contexts (C)
12. lead or participate in the process of developing, implementing, and evaluating innovative, evidence based solutions which address critical issues in particular educational contexts (K, T, P, I, E, A, J). |
| Learning and Teaching Methods |
The ICT Specialisation uses a mix of teacher-guided, peer-interactive and student-centred approaches to learn about key issues relating to the use of technology in education. Students develop their abilities through critical review of the most pertinent literature, scholarly engagement with peers and teachers (both structured and unstructured), and synthesizing knowledge into critical arguments as they pursue individual lines of inquiry. The intent is to provide students with opportunities to engage with experts, peers and the most relevant content so that they develop the capacity to create intellectually rigorous arguments about the use of ICT for learning and teaching.
All units have an online site via the University Learning Management System (iLearn) through which students can access the unit video, audio, and digital materials. Each of the specialization units incorporates weekly review of relevant readings and online content, along with online learning activities (including discussion forums, webinars, and collaborative writing task, for example). Relevant assignments are set that often enable students to tailor the topic to address issues relevant to their workplace context or interests. Face-to-face meetings are also held in some units throughout semester and are open to all students (both internal and external). |
| Assessment |
Assessment for the ICT Specialisation is focused on incrementally scaffolding students to achieve the unit and program learning outcomes. Initial tasks such as literature matrices and analysis of theoretical constructs help provide students with the conceptual and epistemological underpinnings to broach the topics being investigated. Engaging in scholarly discussion tasks with peers and the teacher helps students to challenge and negotiate their emerging conceptualisations within a constructive collegial environment. Productive tasks such as designing and developing theoretically grounded ICT based learning modules enable students to synthesise their accumulated knowledge and skills and relate it to practice.
There are generally three or four assessment tasks for each unit. Each unit outline provides a clear explanation of each assessment task, how it should be submitted, and the basis on which it will be evaluated. A variety of assessment methods are used including individual and/or group assignments, peer and/or expert assessment. All grades are moderated by academic staff members. Teachers provide formative and summative feedback on progress and performance. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
The Masters of Education caters to local and international students who work, or plan to work, in educational contexts such as; schools, colleges of Technical and Further Education and other vocational education and training providers, Universities and other Higher Education providers, and in workplace education contexts such as industry, professional associations, nursing, welfare, and the defence forces, etc. This specialisation program enhances their understanding of the body research, theory and practice which underpins the use of Information and Communication Technologies (ICT) in education in order to enhance their own professional practice, and to enable them to lead or participate in the process of developing, implementing, and evaluating innovative, evidence based ICT solutions which address critical issues in their own educational contexts. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
