PhD Study : A Critical Analysis of Digital Education in schools in Northern Ireland

Summary

For more than 30 years the School of Education at Ulster University was centrally involved in the development of  education technology in schools, adapting  the protean waves of technologies to both lesson content and pedagogical approaches and enabling student teachers to act as ambassadors for the latest education technologies. It might be considered that Northern Ireland is fortunate to have a managed system for ICT hardware and networking (Classroom 2000, C2K) and there have been episodic CPD schemes for teachers, focused on both technology and pedagogy.

However, in recent years, CPD for the latter has diminished substantially, even as the technology has moved inexorably forward.  In addition, having once been an exemplar of best practice, Northern Ireland is the only part of the UK not to have a Digital Education/Education Technology strategy.

Proposals designed to investigate the current status and impact of education technology, with a specific focus on teaching and learning, are particularly welcome. Research designs may wish to draw on previous studies from Ulster University and elsewhere.

References

Gardner, J & Galanouli, D (2004) Research into Information and Communications Technology in Education: disciplined  enquiries for telling stories better, Technology, Pedagogy and Education, 13(2) 147-162

Galanouli D, Murphy CA & Gardner J (2004), Teachers’ perceptions of the effectiveness of ICT-competence training.Computers and Education, 43(1-2) 63-80

McNair V & Galanouli D (2002) Information and Communications Technology in Teacher Education: Can a reflective portfolio enhance reflective practice? Journal of Information Technology for Teacher Education, 11(2) 181-196

Galanouli D & McNair V (2001) ‘Students’ perceptions of ICT-related support in teaching placements.’, Journal of Computer Assisted Learning, 17(4) 396-409

Galanouli D & Collins J (2000) Using unmediated computer conferencing to promote reflective practice and confidence-building in initial teacher education, Journal of Information Technology for Teacher Education, 9(2) pp 237-254

Roger Austin, Angela Rickard & Jacqueline Reilly (2017) Face-to-face contact in blended learning for intercultural education: the role of teachers, Irish Educational Studies, 36:3, 323-340, DOI: 10.1080/03323315.2017.1327364

R Austin, B Hunter, L Hollywood - Computers in Human Behavior (2015) - Elsevier, Supporting community cohesion through ICT: The epartners programme in Northern Ireland

M Selinger, R Austin - Technology, Pedagogy and Education (2003) - Taylor & Francis; A comparison of the influence of government policy on information and communications technology for teacher training in England and Northern Ireland.

Websites:

Northern Ireland Council for the Curriculum Education and Assessment (CCEA) http://www.nicurriculum.org.uk/curriculum_microsite/local_global_citizenship/index.asp

DE: ICT in schools https://www.education-ni.gov.uk/articles/ict-schools

Learning in Digital Wales http://resources.hwb.wales.gov.uk/VTC/2015/02/10/lidw_overview_february_2015.pdf

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• Sound understanding of subject area as evidenced by a comprehensive research proposal
• A comprehensive and articulate personal statement
• Research proposal of 1500 words detailing aims, objectives, milestones and methodology of the project
• Research proposal of 2000 words detailing aims, objectives, milestones and methodology of the project

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• For VCRS Awards, Masters at 75%
• Completion of Masters at a level equivalent to commendation or distinction at Ulster
• A comprehensive and articulate personal statement

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living