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Course Detail

Course Name Educational Technology
Course Code 24CLT668
Program M. Sc. Cognitive Sciences, Learning and Technology
Semester Elective
Credits 3


Unit I

Unit I – Foundations of Educational Technology
Defining ‘Education’ and its Fundamentals Understanding the Essence of ‘Technology’ Necessity and Scope of Educational Technology

Unit II

Unit II – Historical Perspectives
Ancient and Medieval Educational Technologies

Unit III

Unit III – Frameworks for 21st Century Learning
TPACK Framework – Integrating Content, Pedagogy, Technology, and Context Developing Expertise – TPK, PCK, TCK, and PACK
Contextual Factors in TPACK Knowledge

Unit IV

Unit IV – Policy and Implementation
Syllabus and Curriculum Design
Implementing Educational Policies at Different Levels National-Level Educational Policies

Unit V

Unit V – Innovative Pedagogies and Challenges
Active, Collaborative, and Project-Based Learning Exploring Outdoor and Mobile Learning
Adapting Educational Technologies during Crisis (e.g., COVID-19)

Course Objectives and Outcomes

Prerequisite: Successful completion of an introductory course in Education or equivalent foundational knowledge in educational theories and practices.

Course Objectives:

  1. Articulate Key Concepts with Practical Significance: Students will articulate key concepts in Educational Technology with practical significance, showcasing an understanding beyond theoretical knowledge.
  2. Apply Historical Insights in Decision-Making: Graduates will apply insights from the historical evolution of Educational Technology to make informed decisions, demonstrating a critical understanding of how past practices influence contemporary education.
  3. Proficiently Apply TPACK Framework: Students will apply the TPACK framework to integrate content, pedagogy, technology, and context, enhancing their ability to design and deliver effective learning experiences.
  4. Analyze and Contribute to Policy Implementation: Graduates will analyze existing educational policies, propose practical solutions for implementation at different levels, and actively contribute to improving educational systems.
  5. Demonstrate Innovative Pedagogical Expertise: Students will demonstrate expertise in implementing innovative pedagogies, showcasing adaptability in diverse educational contexts, and addressing challenges with creative and effective solutions.

Course Outcomes:

CO1: Application of Foundational Concepts in Practice: Graduates will be equipped to apply the foundational concepts of Educational Technology in real-world educational settings, fostering effective learning environments.
CO2: Informed Decision-Making through Historical Perspectives: Students will develop the ability to make informed decisions by drawing insights from the historical evolution of Educational Technology and applying lessons from the past to current and future educational challenges.
CO3: Strategic Integration of Frameworks for Enhanced Teaching: Graduates will strategically integrate contemporary frameworks like TPACK into their teaching practices, optimizing content, pedagogy, technology, and context to enhance student learning.
CO4: Policy Advocacy and Implementation Skills: Students will learn to advocate for and implement educational policies at various levels, including designing syllabi and curricula and contributing to improving educational systems.
CO5: Innovative Pedagogical Adaptability: Graduates will demonstrate adaptability by implementing innovative pedagogies, fostering active, collaborative, and
project-based learning, and successfully navigating challenges presented by evolving educational landscapes


  • Technological Integration Skills: Students will develop the ability to integrate educational technologies into instructional strategies, enhancing the overall learning experience.
  • Policy Analysis and Design Competence: Graduates will acquire skills to analyze and contribute to educational policies critically, enabling them to design and implement effective educational frameworks actively.
  • Innovative Pedagogical Expertise: Students will cultivate expertise in employing innovative pedagogical approaches, including active learning, collaboration, and project-based methodologies, fostering engaging and dynamic learning environments.
  • Strategic Decision-Making in Education: Graduates will hone their decision-making skills by drawing from historical perspectives and applying contemporary frameworks, ensuring strategic and informed choices in educational practices.
  • Adaptability to Evolving Educational Landscapes: Students will develop adaptability to navigate challenges in the ever-evolving educational landscape, demonstrating the flexibility to incorporate emerging technologies and pedagogical approaches into their teaching methodologies.

Course Outcomes (CO) – Program Outcomes (PO) Mappings


Textbooks and Papers

  1. Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group.
    McCarthy, J., & Wright, P. (2004). Technology as experience. interactions, 11(5), 42-43.
  2. Ramteke, R. D., Tawalare, K. A., & Tawalare, K. K. (2015). Ancient teaching learning method-guru shishya parampara. Journal of Education Technology in Health Sciences, 2(1), 22-24.
  3. Davies, P. (1999). What is evidence‐based education?. British journal of educational studies, 47(2), 108-121.
  4. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  5. Heitink, M., Voogt, J., Fisser, P., Verplanken, L., & van Braak, J. (2017). Eliciting teachers’ technological pedagogical knowledge. Australasian Journal of Educational Technology, 33(3).
  6. Lachner, A., Backfisch, I., & Stürmer, K. (2019). A test-based approach of modeling and measuring technological pedagogical knowledge. Computers & Education, 142, 103645.
  7. Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.
  8. Mishra, P., & Koehler, M. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In Society for Information Technology & Teacher Education International Conference (pp. 1511-1517). Association for the Advancement of Computing in Education (AACE).
  9. Aithal, P. S., & Aithal, S. (2020). Analysis of the Indian National Education Policy 2020 towards achieving its objectives. International Journal of Management, Technology, and Social Sciences (IJMTS), 5(2), 19-41.
  10. Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British journal of educational technology, 37(5), 749-760.
  11. Heift, T., Mackey, A., & Smith, B. (2019). History, pedagogy, data and new directions: An introduction to the educational technology issue. Annual Review of Applied Linguistics, 39, 1-7.
  12. Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 49.

Reference Books:

  • Saettler, P. (2004). The evolution of American educational technology. IAP.
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Examining pedagogical content knowledge (pp. 3-17). Springer, Dordrecht.
  • Van Driel, J. H., & Berry, A. (2010). Pedagogical content knowledge. In International encyclopedia of education (pp. 656-661). Academic Press.
  • Huddart, D., Hirniak, J., Sethi, R., Hayer, G., Dibblin, C., Rao, B. M., … & Sethi, S. (2020). # MedStudentCovid: How social media is supporting students during COVID‐19. Medical Education, 54(10), 951.
  • Wong, A., Ho, S., Olusanya, O., Antonini, M. V., & Lyness, D. (2021). The use of social media and online communications in times of pandemic COVID-19. Journal of the Intensive Care Society, 22(3), 255-260.
  • Tabira, Y., & Otieno, F. X. (2017). Integration and implementation of sustainable ICT-based education in developing countries: low-cost, en masse methodology in Kenya. Sustainability Science, 12(2), 221-234.
  • James, J. (2011). Low-cost computers for education in developing countries. Social indicators research, 103(3), 399-408.
  • Issroff, K., & Scanlon, E. (2002). Educational technology: The influence of theory. Journal of Interactive Media in education, 6.
  • Johan, R., & Harlan, J. (2014). Education nowadays. International Jounal of Educational Science and Research (IJESR), 4(5), 51-56.
  • Emad, G., & Roth, W. M. (2009). Policy as boundary object: A new way to look at educational policy design and implementation. Vocations and Learning, 2(1), 19-35.
  • Dyer, C. (1999). Researching the implementation of educational policy: A backward mapping approach. Comparative education, 35(1), 45-61.
  • Bijker, W. E. (2010). How is technology made?—That is the question!. Cambridge journal of economics, 34(1), 63-76.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.

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