DLRNG300-21A (NET)

Developing of Digital Technologies: Contemporary Social and Educational Issues

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: nia.sugiharto@waikato.ac.nz

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Paper Description

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This paper considers the broad range and pace of development in digital technologies, and implications for educators and others involved in technologies for education and training, including businesses, and new learners. This paper has theoretical, historical and empirical aspects.
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Paper Structure

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This paper is taught entirely online in A Trimester. All class interaction takes place in Moodle, the Learning Management System at the University of Waikato. Most of the class activity is asynchronous.

There are four modules of work, each last three weeks:

Assessment Topic

Module 1

Module 2

Module 3

Module 4

Critical examination of historical developments and use of technologies for education and training

Needs and opportunities of digital technology developments and use within contemporary social and educational issues

Theoretical and stakeholder approaches to flexible and online education and training

Trends and Implications for educators, public and private sectors, and the future

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Learning Outcomes

    1. Critically examine historical and contemporary developments in use of technology for education and training and the implications for educational curricula and professional learning.

    2. Demonstrate understanding of the administrative, curriculum, professional and social considerations related to requirements for professional development and training in technology education;

    3. Explain contemporary perspectives, practices and the implications of using digital communication technologies to facilitate learning;

    4. Demonstrate understanding of a range of challenges arising from digital innovations, including speed of introduction, ethics, access, usability, safety, data management and design.

    5. Critically discuss the role of digital tools and social media in education and training, including online communication, interaction, online community building.

    Linked to the following assessments:
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Critique (20%)
18 Mar 2021
11:00 PM
  • Online: Submit through Moodle
2. Development of Technology (25%)
1 Apr 2021
11:00 PM
  • Online: Submit through Moodle
3. Development of Technology Use for Purpose (25%)
14 May 2021
11:00 PM
  • Online: Submit through Moodle
4. Research-Based Projected Futures (30%)
4 Jun 2021
11:00 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Recommended Readings

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Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. London, England: Sage Publications.

Selwyn, N. (2013) Education in a Digital World: Global Perspectives on Technology and Education' Routledge.

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Other Resources

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The books can be purchased through the Bookstore on campus or through online websites such as The Book Depository http://www.bookdepository.co.uk/)

You are also expected to source relevant reading material independently through the Library catalogue and databases in accordance with your specific interests and assignment work in this paper.

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Online Support

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Support is available from the Paper Convenor and lecturer Kerry Earl Rinehart, Librarians, VERD in Moodle, other resources available from the top level of Moodle and from Student Learning http://www.waikato.ac.nz/students/student­learning/.

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This paper has a credit value of 15 points. The expected workload in a 300 ­level paper is a minimum of 150 hours.

Approximately 3 hours per week will be spent participating and contributing to online discussion.

Assignment planning and development will take approximately the equivalent number of hours (e.g. 30% = 30hours)

Plus approximately 14 hours during the course to be spent on other reading, watching, browsing in order to review contributing materials (provided or located independently to use and share).

For some students it will be less than this and for others who are new to online learning extra time may be needed. Generally, your class time will be spent:

Reading through the online material.

Reading related information and literature.

Preparing your responses to questions and activities in the four modules.

Participating regularly to the discussion topics.

Thinking, reflecting, questioning ...

Maintaining contact with teaching staff and the class.

Seeking and sharing found resources with others in the class.

Improving your own digital/information communication technology skills and literacy.

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Linkages to Other Papers

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This paper is one of five Education-focused papers in the proposed Digital Learning major. It is designed to compliment any and all of the other four or it may be taken after any 200 level paper in the major.
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Prerequisite papers: DLRNG200 or DLRNG201




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