Masters in Education (ICT) Proposal for South Africa

Proposal for a Masters in Education (ICT)
By Laura Czerniewicz and Dick Ng’ambi (Centre for Educational Technology) and Jo
Hardman (School of Education)
PROPOSAL FOR A MASTERS IN EDUCATION (ICT) ................................................................................1
INTRODUCTION......................................................................................................................................................3
THEORETICAL FRAMEWORK..................................................................................................................................3
RATIONALE...........................................................................................................................................................5
INTERNATIONAL SITUATION..................................................................................................................................5
LOCAL CONTEXT...................................................................................................................................................6
Policy framework.............................................................................................................................................6
Curriculum requirements.................................................................................................................................6
Commitment on the ground..............................................................................................................................6
TARGET AUDIENCE................................................................................................................................................6
COMPETITION........................................................................................................................................................7
PROPOSED FORMAT...............................................................................................................................................7
CURRICULUM........................................................................................................................................................8
CONCERNS............................................................................................................................................................9
LETTERS OF SUPPORT.........................................................................................................................................10
SELECTED REFERENCES......................................................................................................................................10
LETTER FROM AMC LOWENHERZ, CO-ORDINATOR: ICT KNOWLEDGE MANAGEMENT UNIT: CURRICULUM
DEVELOPMENT DIRECTORATE............................................................................................................................12
EMAIL FROM PAM MILLER; CT CONVENOR FOR PRETORIA MASTERS PROGRAMME........................................13
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS) IN EDUCATION: ISSUES
AND DEBATES ...................................................................................................................................................15
SEMINAR 1 USING ICTS......................................................................................................................................16
Core readings.................................................................................................................................................16
Additional readings........................................................................................................................................16
SEMINAR 2: NEW LITERACIES.............................................................................................................................16
Core readings.................................................................................................................................................16
SEMINAR 3: EDUCATIONAL COMPUTER MEDIATED COMMUNICATION (CMC) ................................................17
Core readings.................................................................................................................................................17
SEMINAR 4: LEARNING DESIGN..........................................................................................................................18
Core readings.................................................................................................................................................18
SEMINAR 5: ICTS AND EDUCATIONAL TRANSFORMATION.................................................................................18
Core readings.................................................................................................................................................18
SEMINAR 6: THE DIGITAL DIVIDE.......................................................................................................................19
Core readings.................................................................................................................................................19
SEMINAR 7: THE FOUNDATIONS OF EDUCATIONAL TECHNOLOGY......................................................................20
Core readings.................................................................................................................................................20
SEMINAR 8: RESEARCHING ICTS IN EDUCATION...............................................................................................20
Core readings.................................................................................................................................................20
ADDITIONAL READINGS .....................................................................................................................................21
CLINCHY, EVANS. "THE NEW TECHNOLOGIES AND THE CONTINUING QUESTIONS," IN CLINCHY (ED.)
TRANSFORMING PUBLIC EDUCATION (TEACHERS COLLEGE PRESS, 1997), PP. 132-142. .................................21
REEVES, C. T. QUESTIONING THE QUESTIONS OF INSTRUCTIONAL TECHNOLOGY RESEARCH
HTTP://IT.COE.UGA.EDU/~TREEVES/EDIT6900/DEANLECTURE.PDF......................................................................21
SEMINAR 9: EVALUATING IMPACT OF ICTS IN EDUCATION..............................................................................21
Core readings.................................................................................................................................................21
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EDN677X LEARNING, COGNITION & TECHNOLOGY............................................................................22
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Introduction
This proposal makes the case for a new programme based in the School of
Education, focusing on ICTs in Education. The proposal locates the need for a new
programme firmly in the key issues and theories of the field. The proposal outlines a
number of additional reasons for such a new programme.
The international situation is briefly described, illustrating the prevalence of such
programmes across the world. The South African context is described with the
emphasis being on the lack of such a programme in the Western Cape. Two
electronic letters of support are provided.
The target audience for the new course is described, and some concerns are raised.
The proposed format for the course is explained. The course outlines for the two core
courses for the new programme are then provided.
Theoretical framework
Key questions asked in the literature in ICTs in education are ‘What is the impact of
ICTs on education?’ and ‘What effect do computers have on teaching and learning?’
While these are important questions which we will consider in the course, they
suggest a determinist approach to understanding ICTs and education which will
simultaneously be interrogated in the course. On the other hand there is a strong
discourse in the literature which foregrounds technology as merely a tool, a neutral
one, linked to powerful arguments that the agency lies entirely with the pedagogical
processes and actors. This position too will be explored, especially as it may be
closely aligned with the social constructivism so prevalent in the current literature. It
will also be problematised. This course will be framed by a view which sees ICT and
education as co-constructed and deeply inter-woven (Brey 2003) and which takes a
consciously critical view of the debates (see Feenberg 1999).
Brey’s position that technology is socially shaped and that society is simultaneously
shaped by technology. Given that education is a social process, we assume that
education and networked computers too are co-constructed. Unlike determinist
approaches to technology which portray educational as a linear process resulting
from an internal technological logic, Brey argues that, “Technologies become part of
the fabric of society, part of its very social structure and culture, transforming it in
the process. … [and] seriously affect[ing] social roles and relations; political
arrangements; organizational structures; and cultural beliefs, symbols and
experiences” (Brey, 2003: 52-53). Feenberg’s critical approach sees technology as
determined in its meaning and content by the social world, and thus subject to
conscious social control. Feenberg’s view of technology as a “parliament of things”
(Feenberg, 1991: 3) provides a way for curriculum design issues to be fore grounded.
His critical approach also ensures that developmental and power-related agendas
become part of the discussion, a crucial element in a developing and divided context
such as our own.
These perspectives will allow for a more complex discussion of, for example, the
relationships between the digital culture in which students are growing up, the
digital practices they bring to the educational context, and the academic practices
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they need to acquire in the formal system; the affordances of the technologies
themselves and their fit with educational challenges being addressed by students and
academics in a developing context; the tensions between technological design trends
and learning theories. These and other tensions will be addressed in the core course
on ICT and Education Issues and Debates through three themes through three
themes: Underpinnings of Educational technology; ICTs in the classroom; and ICTs,
Education and Change
These macro level debates frame a crucial micro level issue, that of the interaction
between the nature of the new technologies (especially and networked computers)
and the processes of learning and cognition themselves. At a time where scientists
are suggesting that digital culture changes the way learning takes place (Seely-
Brown, J 2002) and the way the brain functions (Greenfield 2006), this is an issue
which must receive detailed attention. Although there are a variety of different
theoretical frameworks mobilised in educational technology settings to explore this
interaction, these can be narrowed down to central theories that permeate the field.
These are explored on the core course Learning Cognition and Technology, with the
key theories addressed being cognitive constructivism, socio-cultural (activity
theory) and situated and distributed (community of practice) approaches.
Cognitive constructivism, arising out of the work of Piaget, usefully views learning as
an active process in which learners transact with the environment in order to
construct knowledge (Piaget, 1992). While Piaget’s cognitive constructivism provides
insight into how an individual’s interactions with his/her environment facilitate the
development of cognitive structures, the theory is relatively silent in relation to the
role cultural context plays in development. This is especially troubling in relation to
understanding the role played by socio-historical artefacts (such as computers) in the
development of human cognition. With its focus on the mediating nature of tools
(both material and ideal), Vygotsky’s socio-cultural learning theory overcomes the
narrow focus on the decontextualised individual of Piaget’s theory. Building on the
basic Vygotksian ideas of mediation of consciousness in context, the programme
introduces students to a powerful analytical framework, which is currently gaining
favour in educational technology settings: Activity Theory (AT). We rely in this
programme on the analytic framework developed from Activity Theory in order to
understand the process of transformation within a system (such as a
classroom/institution) and how different systems interact with, and transform each
other over time (Engestrom, 1987). The strength of Activity Theory in this
programme is that it enables one to understand development as the complex result of
tool mediated interactions, rather than as something opaque which happens in an
individual’s mind. Finally, Situated and Distributed (Community of Practice)
approaches theories are concerned with highlighting the situated nature of cognition
and illustrating how it is distributed in tools as well as practices. In common with AT,
distributed cognition theorists extend the unit of analysis from the individual
operating in isolation to a culturally constituted functional group or a community of
practice
The intention of this programme is to generate a view of human computer
interaction that incorporates current approaches to computer mediated development
with a view to understanding and theorising potential shifts in practices arising from
the introduction of novel technology into institutional settings. While this
programme equips students’ with the requisite skills to engage with issues and
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debates of educational technologies, the focus of the programme is to develop
students’ theoretical stance in relation to understanding educational technology.
Educational technology is a growing area of enquiry. Through print and online
databases UCT library has 57 journals relating specifically to ICTs and education,
and there are others online which are not yet in the formal databases. (Examples of
the latter include the Open University’s innovative JIME, and Lankshear’s new E-
learning). There is a broad knowledge domain on which to draw.
Rationale
Why is there a need for a Masters in Education (ICT) stream or specialisation at
UCT? There are a number of reasons:
• There are important intellectual debates emerging in the education, ICT and
educational technology fields which need to be aired and incorporated into
existing formal discussions as well as into current reflective practices.
• There is a need for research into emergent practices of ICTs in education, but
few channels existing to undertake it.
• There is a shortage of skilled and appropriately qualified professionals to work
in this field (as evidenced by the difficulty departments like CET have in filling
posts).
• There is need to attract black and female graduates into the educational
technology profession.
• There is a need for a formal qualification which will reward and recognise the
effort which is being required to acquire appropriate skills and
understandings in this new terrain.
• ICT integration in the curriculum in schools is now required through specific
learning outcomes and assessment criteria. Teachers are not prepared.
• Universities promise graduates with competencies which prepare them for the
“information society”. Local academics have no access to qualifications which
support them in such preparation.
• While Gauteng, KZN and the Eastern Cape have programmes in place to
support the need for such qualifications, there is nothing offered in the
Western Cape.
• This offering could tap a new and different pool of students from those who
are currently drawn to Education Masters’ programmes.
International situation
Masters in Educational Technology programmes are now commonplace amongst
Masters offerings at English-speaking universities throughout the world. Known by
various names - including Masters in E-learning, Masters in ICTs in Education,
Masters in Computer-based learning - they all accept that technology in education is
a fast growing area of both practice and research.
Programmes are too numerous to list. A few international examples include:
United Kingdom
• Masters in E-learning, Oxford University; MSc IT in Education, Trinity
College; MA Educational Technology, University of Bath; MEd E-learning,
Sheffield; MA ICT in Education, London Institute of Education.
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United States
• Masters in Educational Technology, Columbia &South Carolina; Masters in
Learning Design and Technology, Stanford
Australia
• Masters of ICT in Education, Monash; Masters in Educational Technology
University of Queensland, Masters in IT in Education, University of Sydney;
Many programmes are fully based in education departments, with a great many of
them drawing on other faculties, such computer science, digital media studies and so
on. Some courses are set up as inter-disciplinary joint programmes (for example
Stanford University’s Learning Design & Technology, Trinity College’s MSc; Brown
University)
Local context
Policy framework
In South Africa, policy level support for ICTs in education is manifest in numerous
documents including the National Plan for Higher Education (2001), the White
Paper on e-education (2003 ), the Strategy for Information and Communication
Technology in Education (2001) and the National Research and Development
Strategy (2002) to mention but four.
Curriculum requirements
ICT integration into the curriculum has essentially become compulsory in schools as
the National Curriculum Statement for Grades 10-12 explicitly includes ICTs in the
learning outcomes and assessment standards in several school subjects. This is now
being implemented, starting with Grade 10 in 2006.
Commitment on the ground
National, provincial and institutional expenditure on computers in education is
growing (see Czerniewicz and Hodgkinson 2005; Czerniewicz, Ravjee and Mlitwa
2006 for details). There are active provincial projects supporting practice with the
Western Cape particularly active through the WCED’s Khanya Project and the
Western Cape Schools Network.
Target audience
There are a range of possibilities in both schools and tertiary institutions including:
• teachers
• heads of department responsible for computers–in-the–curriculum
implementation
• online designers
• government officials and administrators at different levels (regional and
provincial) responsible for ICTs in education
• aspirant academics
• people working in e-learning NGOs
• tertiary educators engaged in pre-service teacher training
• inset teacher educators.
• electronic publishers
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• software developers
Competition
The main competition locally is in Gauteng at the University of Pretoria which has
the most well established programme. It is run through “block lectures” with
complementary online components. It states that its target includes the business
community.
The universities of Johannesburg (ex-RAU) and Rhodes offer Masters in Computer-
based Education and IT in Education respectively by dissertation only.
The University of Johannesburg offers a postgraduate BEd Honours in Computer-
based Education, with the aim of “providing educators with applied competence”.
Rhodes offers an Advanced Certificate in Education (ACE).
The University of KwaZuluNatal offers a programme in digital media which awards
the qualifications MA, Advanced Diploma, Honours and Post grad Certificate. The
core modules are Research, Digital Media Development and ICTs and Education.
The closest qualification in the Western Cape is Stellenbosch University’s MPhil in
Hypermedia for Language Learning offered through the Department of Modern
Foreign Languages. Being Language-based, it has an entirely different focus from our
proposal.
Proposed format
The new Masters stream will be co-convened by the School of Education and the
Centre for Educational Technology (CET).
The programme will have two components: Core modules and Elective modules
i) Core modules
The first core course would be Learning, Cognition and Technology, already offered
in the School of Education and taught by Joanne Hardman.
The second core course would be Key issues and Debates in Educational Technology.
This would be a new course taught by members of the Centre for Educational
Technology. Responsibility will lie with Dr Dick Ng’ambi and Associate Professor
Laura Czerniewicz, although other members of CET will also be drawn into the
teaching and learning design.
ii) Elective modules
Elective courses can be drawn from the numerous other courses offered by the
School of Education. Details of electives are covered in the next section.
In addition, there are courses in other departments which would be suitable for a
Masters in Educational Technology. While a close investigation of curriculum and
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administrative matters is needed, an initial scan of the possibilities suggests the
following:
Department at UCT Course
Computer Science Human Computer Interaction
Online Material
Cyberlaw and ethics
Centre for Film and
Media Studies
Media Creative Production
Department of
Information and Library
Studies
Information and knowledge management
Databases and database production
Curriculum
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN
EDUCATION
(Offered full/part-time 2007/2008)
Co-ordinators: Dr. Dick Ng’ambi (CHED) and Jo Hardman (School of Education)
Who should seek admission to this curriculum?
Teachers and heads of department responsible for computers–in-the–curriculum
implementation,
Government officials and administrators at different levels (regional and provincial)
responsible for ICTs e-learning educators in all sectors, inset teacher educators,
electronic publishers, online designers, software developers
Technical competence
This programme assumes that students are computer literate. Educational
technologies will be used as part of the courses.
General aims:
This Masters stream sets out to enable educators, policy makers and designers to
engage with the key issues and debates of ICTs in education. It specifically aims to
interrogate the crucial intersections of technology, learning and cognition. Graduates
from the course will be able to reflect critically on their practice and the take up of
technology which is increasingly pervasive in education and broader society.
Compulsory core courses:
EDN XXXY ICTs in Education: Key Issues and Debates
EDN677X Learning, Cognition and Technology
Elective courses:
Select two of the following:
EDN6001Z Pedagogy, Knowledge and Society
EDN6004Z Changing frameworks of curriculum: policy, implementation and
evaluation.
EDN6005Z Knowledge, Learning and the organisation of work
EDN6002Z Researching Teaching
EDN6009Z Assessment and Evaluation in Higher Education
Elective motivation:
The five (5) electives are proposed on the basis of their alignment with the objectives
of the masters in education (ICT). At the end of the course, students will be able to
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critically engage with and provide both theoretical and intellectual arguments on the
following issues:
Issues 1: How can the use of ICTs in the classroom be understood? What is the
relationship between the use of ICTs and teaching and learning?
Issues 2: How do students develop computer related practices? Debate:
competencies or literacies? What are the implications?
Issues 3: How does CMC facilitate collaborative learning practices? Does computer
mediated communication result in shifts in power relationships and identity?
Issues 4: Debate: learning objects or learning design? Implications for teaching,
learning and design.
Issues 5: What is the role of ICTs in educational transformation? How can the
relationship between ICTs and education be understood?
Issues 6: Do ICTs exacerbate or ameliorate existing societal divides especially in
educational settings? How can the digital divide be understood in relation to teaching
and learning practices?
Issues 7: What are the premises underpinning ICTs in Education? How is the use of
ICTs changing the way education is understood?
Issues 8: How does one evaluate the value and impact of ICTs in Education? What
can we learn from evaluations to date?
Thus, the electives provide solid foundational premise for meeting the envisaged
objectives. EDN6001Z and EDN6004Z both provide awareness of the pedagogy,
knowledge, curriculum and policy issues which are critical for educators,
instructional designers, policy makers, educational managers etc. EDN6005Z has a
focus on globalisation and teaching/learning in higher education. These are
important issues if ICTs are to be appropriated in local contexts, an increasing
challenge in developing countries. EDN6009Z creates an awareness of the issues of
assessment and evaluation. These issues are pertinent in ICT mediated
teaching/learning and the course should therefore appeal to educators at different
levels. It is envisaged that the elective, EDN6002Z Researching Teaching, will
appeal are those who seek to understand how to research either their own practice or
the practice of others. We envisage that the knowledge gained from these electives
will enrich the debates and allow students to have a solid base on general issues
relating to education and the associated challenges when ICTs are introduced.
Any approved course offered in the School of Education, by other Departments in the
Faculty of Humanities, in any other faculty of the University, or at another
university. Courses in the Centre for Information Literacy, centre for Film and Media
Studies and Department of Computer Science at the University of Cape Town may be
particularly appropriate.
Please consult the Supplementary Graduate School in Humanities Elective
Handbook for descriptions of elective courses.
Concerns
Any new programme will have to address challenges. Specific concerns in this case
are:
1. Will it be possible for sufficient students to be accepted for a Masters degree, or is
a feed-in Honours required?
2. Students undertaking such a programme will be likely to expect the use of
educational technology as part of the learning design. While this will be true of
9

core courses, there may be disjuncture with other courses, specifically in the
School of Education.
3. Students may also expect to be taught specific practical multimedia skills.
4. As presently conceptualised this programme is not targeted at e-learning in the
corporate sector. Should it be?
Letters of Support
1. A Lowenherz, Co-ordinator, ICT Knowledge Management Unit: Curriculum
Development Directorate, Westen Cape Department of Education
2. P Miller; Cape Town Convenor for Pretoria Masters Programme
3. P Vinjevold, Deputy Director General, Further Education and Training,
National Department of Education
Selected References
Brey, P. (2003). ‘Theorizing Technology and Modernity,’ Modernity and Technology.
Eds. Thomas Misa, Philip Brey and Andrew Feenberg. MIT Press, 33-71. Misa,
T., Brey, P. and Feenberg, A. (eds.) (2003). Modernity and Technology. MIT
Press.
Brey, P. 2004. Feenberg on Modernity and Technology. [Electronic] Available:
http://www.rohan.sdsu.edu/faculty/feenberg/brey.htm
Czerniewicz, L. and Hodgkinson-Williams, C. 2005. Editorial: Education in South
Africa-what have ICTs got to do with it?. Perspectives In Education, 23(4): vii-
xiv.
Czerniewicz, L; Ravjee, N and Mlitwa, N (2006, in press) Information And
Communication Technologies (ICTs) and South African Higher Education:
Mapping The Landscape, Report commissioned by Council for Higher
Education
Department of Arts, Culture, Science and Technology (2002). Foresight Synthesis
Report: Dawn of the African Century. [Online] Available:
http://www.dst.gov.za/reports/foresight_reports/ FORESIGHT
%20SYNTHESIS%20REPORT.doc
Department of Arts, Culture, Science and Technology (2002). South Africa’s
National Research and Development (R&D) Strategy, August
2002,Government Printers, Government of the Republic of South Africa,
Pretoria.
Department of Education & Department of Communication (2001) A strategy for
information and communication technology in education. Available at
http://www.gov.za/documents/combsube.htm
Department of Education (DoE) (2003) Draft White Paper on e-Education:
Transforming learning and teaching through Information and
Communication Technologies. Pretoria: Department of Education.
Department of Education (DoE). (2001) The National Plan for Higher Education
Online [Available]: http://www.polity.org.za/html/govdocs/misc/higheredu
Department of Education (DoE). (2003) Draft White Paper On e-Education
Transforming Learning and Teaching through ICT, available at
http:www.info.gov.za/whitepapers/2003/e-education.pdf
Department of Science and Technology (1999) Foresight ICT Report. Available at
http://www.dst.gov.za/reports/forsight_reports.htm
Feenberg, A. (1991) Critical Theory of Technology. New York, USA and Oxford,
England: Oxford University Press.
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Feenberg, A. 1999. Questioning Technology. London and New York: Routledge.
MacLeod, D 2006 ‘Greenfield: IT culture is changing children's brains’, Education
Guardian, Thursday April 20,
2006http://education.guardian.co.uk/schools/story/0,,1757811,00.html
Seely Brown , J (2002) Growing Up Digital, How the Web Changes Work,
Education, and the Ways People Learn, USDLA Journal Volume 6, Number 2
February 2002
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Letter From Amc Lowenherz, Co-Ordinator: ICT Knowledge
Management Unit: Curriculum Development Directorate
Dear Professor Czerniewicz
PROPOSED M.Ed EDUCATIONAL TECHNOLOGY AT UCT
The National Curriculum Statement for Grades 10-12 is currently being implemented
in schools throughout South Africa, beginning with Grade 10 in 2006. In a number
of the subjects, digital technologies are explicitly mentioned in the learning outcomes
and assessment standards. This means that learners must interact with them in
order to achieve the outcomes required in their preparation for the National Senior
Certificate from 2008 onwards. In the past, ICT enrichment of curriculum has been
optional.
In preparation for this new emphasis, the Khanya Technology in Education Project of
the WCED has ensured that all public secondary schools in the province are
equipped with at least one computer laboratory. Within the Curriculum
Development Directorate and Khanya, curriculum websites, teacher training, the
development of ICT integration guidelines, software evaluation, demonstration and
development have been ongoing for some time, particularly regarding disadvantaged
schools.
Nevertheless, although this province has a greater depth of experience and a better
infrastructure to support curriculum through ICTs than any of the other provinces, it
is very clear that far more knowledgeable people are needed in the education system
to enable ICTs to take on the central role necessary in schools to maximise the
effectiveness of scarce good teachers. Expertise is required at all levels of the system,
from teachers to education department officials, and to tertiary educators engaged in
pre-service teacher training.
In the past, people wishing to undertake postgraduate studies in this field have been
compelled to register at tertiary institutions in other parts of the country. The
introduction of a MEd course at UCT would deliver much-needed expertise for
provincial and national education, but it would also inform and enrich educational
debate around currently unresolved issues regarding iCT as a tool for achieving
curriculum goals.
Although the faculty of education at UCT is already engaged in research with the
Khanya project, further capacity for research is urgently needed in order to inform
developmental processes within the project and the education department relating to
ICT curriculum support. Informed Masters students could play a meaningful role in
this while satisfying the academic demands of their studies.
I have consulted with colleagues in the Khanya Project as well as in the Curriculum
Development Directorate, and we unreservedly support the proposal that an MEd in
Educational Technology should be offered at UCT.
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AMC LOWENHERZ
CO-ORDINATOR: ICT KNOWLEDGE MANAGEMENT UNIT: CURRICULUM
DEVELOPMENT DIRECTORATE
SENIOR CURRICULUM PLANNER: ICT INTEGRATION WITH CURRICULUM
DATE: 2006-02-10
Email from Pam Miller; CT Convenor for Pretoria Masters Programme
A M.Ed. in Educational Technology at UCT is long overdue. Computers have been
introduced in schools by the WCED and other institutions and are now the norm.
White boards, sensors, PDAs, etc. are becoming common. Teachers and educators
need to have an understanding of these technologies that can enhance learning and
the associated theoretical underpinning. Educators need to know how to manage
educational technologies to enhance learning.
In South Africa, to the best of my knowledge only Pretoria, Rhodes and
Johannesburg offer similar masters programs. There is nothing in the Western
Cape. At least one of the four local universities should be offering such a course.
Time and again one hears of the importance of using technology to enhance
education. UCT should be contributing to the development of Africa using
technology to enhance learning.
Teachers, lecturers, electronic publishers, software developers and
education administrators would benefit from such a course. There are
people in Cape Town and surrounding areas who would like to do such a
course as an M.Ed. in Educational Technology. I often have enquiries on such a
subject.
I have been teaching the M.Ed. (Computer Integrated Education) for the University
of Pretoria in Cape Town during 2005 and now 2006. We hire a venue at the MTN
Science Centre and usually meet weekly. I have 7 students who completed their
computer modules and are now completing their thesises. I have another 3 M. and 1
PhD who have joined the thesis group. The UP course has a number of modules and
then a thesis. I commuted from Cape Town to Pretoria in 1995-1997 when I did my
M.Ed. under a slightly different system where we met once a month for 4 days at a
time.
Problems envisaged are that a M. degree requires an Honours degree as an entry
qualification. Many of those who want to do the course do not have that
qualification. Another problem experienced is that many students do not have
enough computer skills or experience to fully benefit from the program – they are so
busy learning basic skills such as PowerPoint or Access that they miss much of the
theory being taught. A solution would be to structure an Honours and a M.Ed. – the
Honours focussing on applications and software, and the M. focusing on theory with
software. The M.Ed. course would use co-operative learning so that those with
computer skills from B. Ed. Hons. in Educational Technology would feed into the
groups with academic learning in another field.
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Good luck. At last! At least 10 years behind the times. Better late than never.
Pam
Pam Miller, Ph.D.
Phone 072 247 9047 (after school hours) 27.72.247.9047 (international)
pam@miller.wcape.school.za (home) and pmiller@phs.org.za (work)
http://www.wcape.school.za/subject/CS/PHS/index.htm
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Information And Communication Technologies (ICTs) In Education:
Issues And Debates
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN
EDUCATION: ISSUES AND DEBATES MASTERS MODULE:
EDNXXX ICTs in EDUCATION: ISSUES AND DEBATES
Framework: This course critically investigates the role of ICTs in teaching and
learning, specifically focusing on the theoretical underpinnings of changing
possibilities and practices. Through selected topical debates in educational
technologies, the course explores a range of issues framed by and feeding into ICT
innovation, educational transformation, context, pedagogy and socio-cultural
histories of learners pertinent for education in developing countries.
The course distinguishes between teaching and learning ICTs and using ICTs for
teaching and learning. While appreciating the importance of the former, and the
tight linkage between the two, the course predominately focuses on the latter. Thus,
the objective of the course is to develop graduates who can make sound pedagogical
and educationally efficacious choices on integration strategies on ICTs in a classroom
in context, cognisant of the issues and debates both at macro and micro levels.
Course Requirements:
Three pieces of work are expected:
1. Seminar engagement (20%)
You will be marked on seminar presentation (15%) and active participation in
seminar discussions both face to face and online (5%)
2. Assignments (60%)
There will be two essay papers (30% each) assigned.
3. Curriculum project (20%)
The project will require designing a curriculum intervention or integrating
technology into practice, or reflecting on the use of an existing educational
technology intervention into practice. The project will be done possibly in groups.
Themes: The course is structured around the following inter-related themes:
Educational technology: Underpinnings
ICTs in the classroom
ICTs, Education and Change
At the end of the course you should be able to:
• Conceptualise educational challenges and formulate key assumptions about
educational technology.
• Critically engage with the role of ICTs in education in general and educational
technologies in particular.
• Research and write a rigorous academic essay and present at a research seminar.
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Seminar 1 Using ICTs
Theme: ICTs in and for the classroom
Issues: How can the use of ICTs in the classroom be understood? What is the
relationship between the use of ICTs and teaching and learning?
Core readings
Twining, P. (2002) Conceptualising Computer Use in Education: introducing the
Computer Practice Framework (CPF), British Educational Research Journal,
Volume 28, Number 1 / February 01, 2002
Watson, D. M. 2001. Pedagogy before Technology: Re-Thinking the Relationship
between ICT and Teaching. Education and Information Technologies. 6(4): 251-
266.
McCormick, R. & Scrimshaw, P. 2001. Information and Communications
Technology: Knowledge and Pedagogy. Education, Communication and
Information. 1(1): 37-57.
Additional readings
Stivers, R. 1999. The Computer and Education: Choosing the Least Powerful Means
of Instruction. Bulletin of Science, Technology and Society. 19(2): 99-104
Laurillard, D. (1993). Rethinking University Teaching: A framework for the effective
use of educational technology. London: Routledge
Johnson, H. C. 1999. Full Screens and Empty Students: Questioning Technology as
an Educational Medium. Bulletin of Science, Technology and Society. 19(4): 286-
295
Lundall, P and Howell, C (2000) Computers in Schools, A National Survey of
Information Communication Technology in South African Schools, Education Policy
Unit, University of the Western Cape
Seminar 2: New literacies
Issues: How do students develop computer related practices? Debate: competencies
or literacies? What are the implications?
Core readings
Lankshear, C. and Bigum, C. (1999) Literacies and New Technologies in School
Settings in
Pedagogy, Culture and Society , Volume 7, Number 3 / October 1999, Routledge,
part of the Taylor & Francis Group
http://taylorandfrancis.metapress.com/media/3aa8lu4dyr7rnve8trw6/
contributions/v/4/u/7/v4u7274r83533265.pdf
Bruce, B.C. (1997) Literacy technologies: what stance should we take? Journal of
Literacy Research. Vol. 29.
Tully, C. J. 2003. Growing Up in Technological Worlds: How Modern Technologies
Shape the Everyday Lives of Young People. Bulletin of Science, Technology &
Society. 23(6): 444-456.
16

Additional readings
Lankshear, C. & Snyder, I., with Green, B. (2000). Teachers and Techno-literacy.
Managing Literacy, Technology and Learning in Schools. St Leonards, Australia:
Allen and Unwin.
Seminar 3: Educational Computer Mediated Communication (CMC)
Issues: How does CMC facilitate collaborative learning practices? Does computer
mediated communication result in shifts in power relationships and identity?
Core readings
Berge, Z. & Collins, M. (1995, March 1). Computer-Mediated Communication and the
Online Classroom in Higher Education. Computer-Mediated Communication
Magazine. 2.3. Retrieved 24 March 2000 from the World Wide Web:
http://metalab.unc.edu/cmc/mag/1995/mar/berge.html.
Romiszowski, A. J., & Mason, R. (1996). Computer-mediated communication. In D.
H. Jonassen (Ed.) Handbook of Research for Educational Communications and
Technology, New York: Macmillian LIBRARY Reference USA, 438-456.
Ellis, A. 2001. Student-Centred Collaborative Learning via Face-To-Face and
Asynchronous Online Communication: What’s The Difference? [WWW
document]. URL
http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf. 5
May 2006.
Additional readings
Mantovani G (1994) Is computer-mediated communication intrinsically apt to
enhance democracy in organizations? Human Relations 47, 1, 45–62.
Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a
multicultural environment. Journal of Asynchronous Learning Networks, 7 (1),
37-55.
Rheingold H (1994) The virtual community Minerva, London.
Salmon G (2004) E-moderating: the key to teaching and learning online Routledge
Falmer, London.
Wenger E (1998) Communities of practice: learning, meaning and identity
Cambridge University Press, New York.
Ess, C. (ed), 1996. Philosophical Perspectives on Computer Mediated
Communication. New York: State University of New York Press.
Pfister, Hans-Rüdiger, Müller, Werner & Holmer, Torsten (2004) Learning and Re-
Learning from Net-Based Cooperative Learning Discourses. In: Cantoni, Lorenzo
& McLoughlin, Catherine (Ed.): Proceedings of the Conference on Educational
Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2004). Norfolk,
2720-2724.
Lea M and Spears R (1991) Computer-mediated communication, de-individuation
and group decision making International Journal of Man-Machine Studies 43,
283-301
17

Seminar 4: Learning Design
Issue: Debate: learning objects or learning design? Implications for teaching,
learning and design.
Core readings
Wiley, D. 2003. The coming collision between automated instruction and social
constructivism. In C. M. Gynn & S. R. Acker (ed.), Learning objects: contexts and
connections/, pp 17-28. The Ohio State University: Columbus. http://telr-
research.osu.edu/learning_objects/documents/Wiley.pdf
Squires, D (1999), Educational Software and Learning: Subversive Use and Volatile
Design, Proceedings of the 32nd Hawaii International Conference on System
Sciences – 1999
Oliver, R., Wirski, R., Wait, L. & Blanksby, V. (2005). Learning designs and learning
objects: where pedagogy meets technology. . In (C. Looi, D. Joassen & M. Ikeda,
(Eds). Towards Sustainable and Scalable Educational Innovations Informed by
the Learning Sciences. (pp. 330-337). Amsterdam: IOS Press.
Additional readings
Bork, A. 2001. Tutorial Learning for the New Century. Journal of Science Education
and Technology, 10(1) http://www.ics.uci.edu/~bork/tutorial_learning.pdf
Fischer, G. "Beyond "Couch Potatoes": From Consumers to Designers and Active
Contributors." First Monday, 2002.
Fischer, G., and et al. "Meta-Design: A Manifesto for End-User Development."
Communications of the ACM 47, no. 9 (2004): 33-37.
Nicol, Anne. "Interfaces for Learning: What Do Good Teachers Know that We
Don't?" in Brenda Laurel (ed.) The Art of Human-Computer Interface Design
(Addison Wesley, 1990), pp.113-122
Seminar 5: ICTs and educational transformation
Theme: ICTs and change
Issues: What is the role of ICTs in educational transformation? How can the
relationship between ICTs and education be understood?
Core readings
McClintock, R. 1992. Transforming Education through Information Technology.
ILTWeb Publications. [Electronic] Available:
http://www.ilt.columbia.edu/publications/mcclintock.html [2004/08/03]
Conlon, T. 2000. Visions of Change: Information Technology, Education and
PostModernism. British Journal of Educational Technology. 31(2): 109-116.
Burbules, N & Callister, C. Universities in Transition 2000 The Promise and the
Challenge of New Technologies, The Teachers College Record Volume 102 P 271,
April 2000
Mcdonald, H. & Ingvarson, L. 1997. Technology: A Catalyst for Educational Change.
Journal of Curriculum Studies. 29(5): 513-528.
18

Additional readings
Noll, A. M. Technology and the Future of The University. Information,
Communication & Society. 3(4): 645-647.
Laurillard, D . (1996). The Changing University. ITFORUM paper.
http://itech1.coe.uga.edu/itforum/paper13/paper13.html
Clegg, Sue, Alison Hudson and John Steel (2003) The Emperor's New Clothes:
globalization and e-learning in higher education. British Journal of Sociology of
Education. 24(1): 39-53.
Uys, P. & Molelu, G. 2004. Technological Innovation and Management Strategies for
Higher Education in Africa: Harmonizing Reality and Idealism. Educational
Media International 41(1): 67-80.
Dutton, William H. and Brian D. Loader (2002) “New Media And Institutions Of
Higher Education And Learning,” in Dutton and Loader. (eds.) Digital Academe:
The New Media and Institutions of Higher Education and Learning, London and
New York: Routledge: pp. 1-38.
Seminar 6: The digital divide
Theme: ICTs and change
Issues: Do ICTs exacerbate or ameliorate existing societal divides especially in
educational settings? How can the digital divide be understood in relation to teaching
and learning practices?
Core readings
Harper, V. (2003). "The digital Divide (DD): A reconceptualisation for Educators",
Educational Technology Review, vol. 11, no. 1, pp. 96-103.
Attewell, P 2001, The First and Second Digital Divides. Sociology of Education,
Jul2001, Vol. 74 Issue 3, p252-259, 8p; (AN 5020127)
Natriello, G 2001. Bridging the Second Digital Divide: What Can Sociologists of
Education Contribute? Sociology of Education, Vol. 74, No. 3 (Jul., 2001) , pp. 260-
265
Additional readings
Selwyn, N, Gorard, S & Williams, S. 2001. Digital Divide or Digital Opportunity? The
Role of Technology in Overcoming Social Exclusion in U. S. Education. Educational
Policy. 15(2): 258-277.
Alden, Christopher. "Let Them Eat Cyberspace: Africa, the G8 and the Digital
Divide." Millennium: Journal of International Studies 32, no. 3 (2003): 457-476.
Barraket, J., and Scott,G. (2001). Virtual equality? Equity and the use of information
technology in higher education. Australian Academic and Research Libraries 32:3
Broekman, I, Enslin, P. & Pendlebury, S. 2002. Distributive Justice and Information
Communication Technologies in Higher Education in South Africa. South African
Journal of Higher Education. 16(1): 29-35.
Digital divide: A collection of papers from the Toshiba/Becta digital divide seminar:
19 February 2002. British Educational Communications and Technology Agency,
Coventry.
Englebright, L and Sheldrake, S (Eds) 2003, Overcoming social exclusion through
online learning, Literature Review, Open University and Niace
19

Seminar 7: The foundations of educational technology
Theme: Underpinnings of educational technology
Issues: What are the premises underpinning ICTs in Education? How is the use of
ICTs changing the way education is understood?
Core readings
Ely, D. 1999. Toward a Philosophy of Instructional Technology: Thirty Years On.
British Journal of Educational Technology. 30(4): 305-310.
Engle, R. K. 2001. The Mythos of Educational Technology. Bulletin of Science,
Technology & Society. 21(2): 87-94.
C. Lankshear, M. Peters & M. Knobel (2000) Information, Knowledge and Learning:
Some Issues Facing Epistemology and Education in a Digital Age Journal of
Philosophy of Education, Volume 34 Page 17 - February 2000
Additional readings
Burbules, N and Callister, T (2000) Watch It Westview Press
Anderson, T and Elloumi, F( Editors) 2004, Theory and Practice of Online Learning
Athabasca University, 2004, (online book), 421 pp. ISBN 0-919737-59-5
Feenberg, A. 1999. Questioning Technology. London and New York: Routledge.
Beebe, M; Magloire, K; Banji, K; Oyeyinka, O and Rao, M (2003a) Africa dot edu. IT
Opportunities and higher education in Africa. New Delhi: Tata McGraw-Hill.
Jones, C (2004) Theory and the Practices of Learning Technology, presented at the
Networked Learning Conference 2004 University of
Sheffield and Lancaster University 2004
http://www.shef.ac.uk/nlc2004/home.htm
Turkle, S., and S. Papert. "Epistemological Pluralism." Signs 16, no. 1 (1990)
Seminar 8: Researching ICTs in Education
Issues: What are the key questions in educational technology research? The debate
about comparing ICT and non-ICT use in education as a research investigation
Core readings
Pollard, C. and Pollard, R. 2005. Research Priorities in Educational Technology: A
Delphi Study. 37(2). 145-160
Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-
211.
Twigg, C 2001, Innovations in online learning- moving beyond no significant
difference
20

Additional readings
Clinchy, Evans. "The New Technologies and the Continuing Questions," in Clinchy
(ed.) Transforming Public Education (Teachers College Press, 1997), pp.
132-142.
Reeves, C. T. Questioning the questions of instructional technology research
http://it.coe.uga.edu/~treeves/edit6900/deanlecture.pdf
Russell, T 2001 The No Significant Difference Phenomenon IDECC Website:
http://www.nosignificantdifference.org/
Joy, H & Garcia, F 2000. Measuring Learning Effectiveness: A New Look at No
Significant Difference Findings JALN Vol 4 ( 1)
Seminar 9: Evaluating impact of ICTs in Education
Issues: How does one evaluate the value and impact of ICTs in Education? What
can we learn from evaluations to date?
Core readings
Reeves, C. T. Enhancing the Worth of Instructional Technology Research through
“Design Experiments” and other development research strategies
http://it.coe.uga.edu/~treeves/AERA2000Reeves.pdf
Zemsky, R. and Massy, W. Thwarted Innovation: What Happened to elearning and
Why. A Final Report for The Weatherstation Project of The Learning Alliance at
the University of Pennsylvania in cooperation with the Thomson Corporation,
June 2004. p. 51. Available:
http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
Reeves, C. T. The Impact of Media and Technology in Schools
http://www.athensacademy.org/instruct/media_tech/reeves0.html
Additional readings
Agostinho, S., Oliver, R., Harper, B., Hedberg, J. & Wills, S. (2002). A tool to
evaluate the potential for an ICT-based learning design to foster high quality
learning. In A. Williams, C. Gunn, A. Young & T. Clear (Eds.), Proceedings of the
19th Annual Conference of ASCILITE. Auckland, NZ: UNITEC University of
Auckland, (pp 29-38).
McMahon, M. & Oliver, R. (2004). Design experiments as a research methodology
for innovation in ICT. In L. Cantoni & C. McLoughlin (Eds). Proceedings of Ed-
Media 2004, World Conference on Educational Multimedia, Hypermedia &
Telecommunications . (pp. 2026-2033). Norfolk, USA: Association for the
Advancement of Computing in Education.
Kennedy, G. 2003. An Institutional Approach to the Evaluation of Educational
Technology. Educational Media International. 40(3): 187-199.
Quinones, Sherri, and Kirshstein, Rita. An Educator's Guide to Evaluating The Use
of Technology in Schools and Classrooms (American Institutes for Research,
1998). http://www.ed.gov/pubs/EdTechGuide/.
21

Edn677x Learning, Cognition & Technology
Framework: This course will investigate the inter-related issues of learning,
technology and cognitive change. The course focuses on theories of learning and
cognitive change as well as developing an understanding of the effects of technology
on cognition. Course members will be involved in constructing/designing curricula
that incorporate technology, informed by the theories of learning that we cover
during the course. The intention of the course is to generate a view of learning and
learners that incorporates current approaches to computer mediated teaching and
learning with a view to understanding and theorising potential shifts in pedagogical
practices arising from the introduction of novel technology into classrooms.
The course is structured around the following core themes:
1. Cognition: How can we theorise about learning? What theoretical issues underlie
learning today?
2. Learning and development: Learning how to think and learn
3. Understanding learning as the use of tools
4. Theorising the impact of novel technology (in this instance computer based
learning) on activity systems
5. Tracking shifts in pedagogical practices by using the notion of the 'object' as a
methodological concept.
At the end of the course you should be able to:
• Learn to identify and follow a line of argument
• Examine practical applications of learning theories
• Use theory to construct understandings of cognitive change
• Theorise about practical applications of educational technology.
Course Requirements:
3 pieces of work are expected:
4. Seminar engagement: You will be marked on 1) your seminar presentation and 2)
your active participation in seminar discussions (20% of final mark: 5% for
participation and 15% for seminar presentation).
5. Academic Paper. These papers comprise the academic essay portion of the course
(50% of final mark).
6. Curriculum quest: Integrating technology into your own practice (group work
project) 30%
Seminar 1: What does it mean for knowledge to be constructed?
• Contributions from Cognitive Developmentalists: Piaget- Endogenous
Constructivism
o Organisation and Schemes
o Adaptation
Piaget, J. (1992) Development and Learning, in Gauvain, M. And Cole, M. (eds.)
Readings on the Development of Children, New York, W.H. Freeman & Co.
Piaget, J (2001) The Stages of Intellectual Development of the child, in Gauvain, M.
and Cole, M. (eds.) Readings on the Development of Children, New York, W.H.
Freeman & Co.
22

Bidell, T.R. and Fischer, K.W. Beyond the stage debate: Action, structure and
variability in Piagetian theory and research,
Seminar 2: Contributions from Cognitive Developmentalists cont.:
• Vygotsky- Sociocultural theory
o External to internal
o Tools and signs
o ZPD
Chaiklin, S (2003) The zone of proximal development in Vygotsky's analysis of
learning and instruction, In Kozulin,A., Gindis, B., Ageyev, V.V., Miller S.M.,
Vygotsky's educational theory in cultural context. Cambridge, Cambridge university
press.
Kozulin, A (2003). Psychological tools and mediated learning. In Kozulin,A., Gindis,
B., Ageyev, V.V., Miller S.M., Vygotsky's educational theory in cultural context.
Cambridge, Cambridge University press.
Vygotsky, L. (1992). Interaction between Development and Learning. in Gauvain, M.
and Cole, M. (eds.) Readings on the Development of Children, New York, W.H.
Freeman & Co.
Seminar 3: A sociocultural approach to mediated action
The following core issues will be covered:
• Mediated action
• Agency and culture
Karpov, Y. (2003). Vygotsky's doctrine of scientific concepts. In Kozulin,A., Gindis,
B., Ageyev, V.V., Miller S.M., Vygotsky's educational theory in cultural context.
Cambridge, Cambridge university press.
Miller, R. 1984. (1989b). Conceptual Issues in theorising about cognition. South
African Journal of Higher Education 3 (1): 154-159.
Miller, R. (1984). Reflections of mind and culture. Inaugural lecture.
Pietermaritzburg: University of Natal Press.
Wertsch, J. (1998). Properties of mediated action in Wertsch, J. Mind As Action.
Oxford: Oxford University Press.
Seminar 4: MLE- From Theory to Practice?
Feuerstein, R., Rand, Y., Hoffman, Ma. Hoffman, Me.& Miller, R. (1979). Cognitive
modifiability in Retarded Adolescents: Effects of Instrumental Enrichment. The
American Journal of Mental Deficiency, 83(6): 539-550
Kozulin, A (2002) Sociocultural Theory and the Mediated Learning Experience,
School Psychology International Vol. 23 (1): 5-30
23

Seminar 5 & 6: Activity theory 1: Quo vadis ZPD?
• First, second and third generation activity theory
• Situated cognition, distributed cognition and sociocultural theory
Kozulin, A (1986) The concept of Activity in Soviet Psychology, American
Psychologist 41: 264-74
(1995) The Learning Process: Vygotsky's theory in the mirror of its interpretations.
School Psychology international 16: 117-129
Daniels, H (2001) Current approaches to sociocultural and activity theory in
Vygotsky and Pedagogy London: Routledge
Hardman, J. (2005). Activity theory as a potential framework for technology
research in an unequal terrain. South African Journal of Higher Education. 19(2).
Nardi, B (Ed.) (1996). Studying context: a comparison of activity theory, situated
action models and distributed cognition in Nardi (ed) Context and consciousness:
Activity theory and human-computer interaction. Cambridge, MA: MIT Press
Engestrom, Y & Miettinen, R (1999) Introduction: activity theory: a well kept secret
in Engestrom, Y, Miettinen, R and Punamaki R-L (eds). Perspectives on activity
theory, Cambridge, Cambridge University press.
Seminar 7: Activity theory 2: towards a theoretical framework for
computer mediated learning?
Saljo, R. Learning as the use of tools: a sociocultural perspective on the human
technology link.
Kuutti, K (1996). Activity theory as a potential framework for human computer
interaction research Nardi (ed) Context and consciousness: Activity theory and
human-computer interaction. Cambridge, MA: MIT Press
Russell, D. (2002) Looking beyond the interface: Activity theory and distributed
learning. M Lea and K Nicoll (eds) Distributed Learning, London: RoutledgeFalmer
Halvernson, C. (2002) Activity Theory and Distributed Cognition: Or what does
CSCW need to DO with theories? Computer supported co-operative work 11: 243-
267
Hardman, J (2002). Evaluating the impact of computers in schools: A literature
review prepared for the Khanya project 1-35
Hardman. J. (2004). How do teachers use computers to teach mathematics? Khanya
project report: 1-26
24

For those of you who want to take the journey a step further, here are
some additional readings to illuminate the path:
Additional readings:
Chaiklin, S. & Lave, J. (Eds.) (1993). Understanding practice: Perspectives on activity
and context. New York: Cambridge University Press
Cole, M. (1996). Cultural psychology: a once and future discipline. Cambridge, MA:
Harvard University Press
Cole, M. and Engestrom, Y. (1993). A cultural-historical approach to distributed
cognition. In G. Saloman (ed) Distributed cognition: psychological and educational
considerations. Cambridge: Cambridge University Press
Cole, M. (1985) The zone of proximal development: Where culture and cognition
create each other. In J. V. Wertsch (Ed.), Culture, communication, and cognition:
Vygotskian perspectives. Cambridge: Cambridge University Press.
Daniels, H (2001) Vygotskain Theory and education in Vygotsky and Pedagogy
London: Routledge
Davydov, V.V. and Markova, A.A. (1983) A concept of educational activity for
school children. Soviet Psychology, 2(2), 50-76.
Dewey, J. (1963). Education and experience. New York: Macmillan
Díaz, R. M., Neal, C. J., and Amaya-Williams, M. (1990). The social origins of self-
regulation. In L. C. Moll (ED.), Vygotsky and education: Instructional implications
and applications of sociohistorical psychology. Cambridge: Cambridge University
Press.
Engestrom, Y. (1987). Learning by expanding An activity -theoretic approach to
developmental research. Helsinki: Orienta-Konsultit Oy
Engstrom, Y. Meiettinen, R & Punamaki, R.J. (1999) Perspectives on Activity
Theory, Cambridge: Cambridge University Press
Ginsburg & Opper (1979) Biography and Basic Ideas in Piaget's Theory of
Intellectual Development, New Jersey, Prentice- Hall
Ilyenkov, E. V. (19 77). The concept of the ideal. In Philosophy in the USSR:
Problems of dialectical materialism (pp. 71-99) (R. Daglish Trans.). Moscow:
Progress Publishers
Jauss, H. J. (1989). Question and answer: Forms of dialogical understanding.
Minneapolis, MN: University of Minnesota Press.
Kaptelinin, V. (1996) Computer mediated activity: functional organs in social and
developmental contexts. In Nardi, B. (ed) Context and consciousness: Activity theory
and human-computer interaction. Cambridge, MA : MIT Press
25

Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA:
Leontiev, A (1978) Activity, Consciousness, and Personality, Engelwood Cliffs, NJ:
Prentice Hall
Mercer, N. & Cole, C. (Eds.) (1994). Explorations in socio-cultural studies, Vol. III.
Teaching, learning, and interaction. Madrid: Foundacion Inf ancia y Aprendizaje
Mercer, N. and Fisher, E. (1997) 'The Importance of Talk', in Wegerif, R. and
Scrimshaw, P. (eds.) Computers and Talk in the Primary Classroom, Clevedon,
Multilingual Matters. pp 13 - 22
Mercer, N. and Wegerif, R (1998) Is 'exploratory talk' productive talk? In Littleton, K.
and Light, P, Learning with computers: analysing productive interactions. London:
Routledge
Middleton, D. And Edwards, D. (Eds.) (1990). Collective remembering. London: Sage
Publications
Moll, I. (1994). Reclaiming the natural line in Vygotsky's theory of cognitive
development. Human Development, 37, 33-342.
Overholster, J. C. (1994). Elements of the Socratic method: III. Universal definitions.
Psychotherapy, 31, 286-293.
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction.
Educational Psychologist, 26, 73-98.
Palincsar, A. S (1998) Social constructivist perspectives on teaching and learning,
Annual review of Psychology, 49: 345-75
Radzikhovskii, L. A. (1987). Activity: Structure, genesis, and unit of analysis. Soviet
Psychology, 25(4), 82-98.
Radzikhovskii, L. A. (1991). Dialogue as a unit of analysis of consciousness. Soviet
Psychology, 29(2), 8-21.
Tulviste, P. (1991). The cultural-historical development of verbal thinking. Commack,
NY: Nova Science Publisher
Valisner, J. (1988). Developmental psychology in the Soviet Union. Bloomington, IN:
Indiana University Press
Valsiner, J. (1998) The Guided Mind: A sociogenetic approach to personality.
Cambridge MA: Harvard University Press
Van Der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky: A quest for
synthesis. Camb ridge, MA: Blackwell Publishers
Van Der Veer, R. & Valsiner, J. (1994). The Vygotsky reader. Cambridge, MA:
Blackwell Publishers
26

Volosinov, V. N. (1973). Marxism and the philosophy of language. Cambridge, MA:
Vygotsky, L. S. (1981). The genesis of higher mental functions. J. V. Wert sch (Ed.
and Trans.), The concept of activity in soviet psychology. Armonk: M. E. Sharpe.
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Reiber and A. S. Carton (Eds.),
(Trans., N. Minick), The collected works of L. S. Vygotsky. Vol. 1: Problems of
General Psychology. New York, NY: Plenum.
Vygotsky, L. & Luria, A. (1994). Tool and symbol in child development. In Van der
Veer, R. and Valsiner, J. (eds.) The Vygotsky Reader. Oxford: Blackwell
Vygotsky, L. & Luria, A. (1994). Tool and symbol in child development. In R. van der
Veer, & J. Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell.
Wegerif, R., and Scrimshaw, P. (eds.). (1997). Computers and Talk in the Primary
Classroom, Clevedon, Multilingual Matters.
Wertsch, J. V. (1980). The significance of dialogue in Vygotsky's account of social,
egocentric, and inner speech. Contemporary Educational Psychology, 5, 150-162.
Wertsch, J. V. (1991). Voices of the Mind: A sociocultural approach to mediated
action. Cambridge, MA: Harvard University Press.
Wertsch, J. (1985). Vygotsky's Genetic Method in Wertsch, J. Vygotsky and the
Social Formation of Mind Cambridge: Harvard University Press
Wertsch, J. (1985) Social origins of higher mental functions in Wertsch, J. Vygotsky
and the Social Formation of Mind Cambridge: Harvard University Press
Zinchenko, V. (1996). Developing activity theory: the zone of proximal development
and beyond. In Nardi, B. (ed) Context and consciousness: Activity theory and
human-computer interaction. Cambridge, MA : MIT Press
27

Masters in Education (ICT) Proposal for South Africa

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