MA Digital Technologies, Communication and Education / Course details

Digital Technologies, Communication and Education (DTCE) is a distinguished, award-winning programme with a rich history spanning nearly twenty years. We are proud of the transformative impact our programme has had on the careers and lives of our alumni, many of whom are now doing innovative work in the field of digital education.

The programme equips students with the knowledge and skills to thrive in the digital age, tailored to empower a diverse range of professionals: teachers, lecturers, administrators, managers, e-learning designers, trainers, and all those passionate about education.

As we navigate through the digital transformation, this programme provides you with a profound understanding of the dynamic environment that permeates both our personal and professional lives. By integrating theory with practical, real-world insights, our programme equips you with the necessary competencies to navigate, evaluate, and shape the digital future of education.

Whether your goal is to further your career, enrich your understanding of digital education, or position yourself at the forefront of educational innovation, our MA in Digital Technologies, Communication, and Education empowers you to release your potential in this digitally connected world.

You will:

• Develop interpersonal and group communication abilities to enable independent learning, collaboration, and informed decision-making through reflection on your own practice.
• Build confidence and expertise in designing innovative educational materials using digital technologies and pedagogies.
• Critically evaluate uses of digital technologies in both formal and informal educational settings, relating this to your own needs and practice.
• Systematically understand and critically assess research and methodologies relevant to digital technologies in education, applying this knowledge in research projects.
• Manage rapid technological change and analyse its impacts on educational processes, institutions and policies

• Interdisciplinary focus - The program combines perspectives from education, technology, communication, sociology, and other fields for a comprehensive understanding of learning with technology.
• Global orientation - The use of educational technology is presented as an international phenomenon, with students encouraged to apply concepts to their home countries and share experiences.
• Customization - Students have flexibility to pursue topics of personal interest, create career-relevant projects, and tailor their dissertation research.
• Hands-on technology skills - Along with theory, students gain practical experience with multimedia, coding, mobile apps, video production, and other technologies to enhance competencies.
• Communication emphasis - The program highlights the role of communication in teaching and covers skills like teamwork, problem-solving, presenting, and effective online and face-to-face communication.
• Critical perspective - Students learn when not to use technology, critically evaluating its management and effects rather than just gaining tech skills.
• Forward-looking - The course emphasizes understanding rapid technological change and its emerging impact on education policy, institutions, and practice.
• Research-focused - As a research-based program, it provides grounding in academic literature and rigorous research methods for the field.

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement. Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

• Practical project work such as designing educational multimedia materials, developing a group podcast, or producing an educational video.
• Written assignments like literature reviews or self-reflective essays
• Appraising existing software, websites, or educational initiatives.
• Analyzing case studies of technology integration in schools or educational settings.
• Collaborative group work and presentations.

For the dissertation, students can pursue either a traditional research project reporting empirical findings or theoretical analysis, or take a more practical approach of designing and evaluating an educational technology intervention.

The course is taught by the Manchester Institute of Education (MIE) which has its own Student Hub. Here you'll find all your teaching staff and support staff as well as a place to relax with fellow students.

MIE is based in the University's Ellen Wilkinson building, which is centrally located on the University's Oxford Road campus, close to the Main Library, Alan Gilbert Learning Commons and the Students' Union.