Jim Haworth

Jim just completed year one of the part-time distance learning version of the MA DTCE and talks about his experience so far.

On choosing my course

Choosing an MA was not an easy decision. American universities seem to focus on particular tools whereas British universities focus more on developing students’ criticality. At many universities key information such as cost, module structure, duration, assessment criteria and contact hours was not always clear. I even ended up creating a spreadsheet comparing what I considered key aspects of courses to try and make sense of it all. Manchester’s website made finding this information easy. Emails with course leaders clarified any further questions I had. Something I valued above all was the nature of the responses. Responses were personalised and answered specific questions I had, rather than sending me an email with links to pages that I had already read.

On my highlights so far

A highlight of the MA DTCE has been the number of contact hours and opportunities to interact with tutor and fellow students via Zoom, Padlet, Miro, Blackboard, Canvas, Google Docs and Sheets to name a few. Prior to starting the course I was dreading becoming a distance learner but personal circumstances meant that was my only option. I envisaged distance learning as an isolating experience where learning was done largely independently. This was not the case. The MADTCE tutors have years of experience at catering for distance learners. As Covid restricted face-to-face teaching the tutors on MADTCE made the transition to fully-online seamlessly. As a distance learner I probably benefited from teaching and learning going fully online. Tutors refined their practice with as little impact on the student experience as possible. Teaching online is more time-consuming than teaching face-to-face but this did not deter tutors from responding fully and promptly to students using a range of communication tools.

On my learning so far

I came into the MA DTCE looking to develop my understanding in a particular area of education technology - Makers Education - but through interactions with peers and tutors, course materials and personal choice, I have found that my interest in other areas such as - big data, teaching and learning online, video production and information literacy - has also grown, which was unexpected. I also feel better equipped to investigate areas of education that previously I would not have known how to approach. MA DTCE focuses on developing critical literacy as well as transferable skills that are directly applicable to a range of professional contexts.

On my plans for the future

As a primary technology specialist I wanted to find a course that I could relate to my teaching. Participating in the MADTCE has developed my understanding of areas and issues surrounding education in the UK and internationally. Having completed half of the MA in one year I hope to complete the second half next year or possibly over the next two years. Flexibility is also another prerequisite to look for in a distance learning MA and MADTCE provides it. As well as the connections I have made on the course, I feel confident that the skills and insights I have gained will be beneficial to me not only as a technology specialist but also more broadly as an educator, leader and parent.