EDUC 4524A - Information Technology Curric & Method A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4524A Course Information Technology Curric & Method A (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching Available for Study Abroad and Exchange N Prerequisites Pass in 6 courses of Computer Science Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in senior school Information Technology.
Name: Mr Leon Marsden Location: 190 Pulteney Street Telephone: Mob – 0402455582 Email: email@example.com
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6 4
Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5 5
Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3 Semester One 6
Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2 7
Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2 8
Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6 Semester 2 9
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6 10
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5 11
Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5 12
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5 Note:
Australian Professional Standards for Teachers (APST):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 6, 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 5, 6, 7, 10, 11, 12 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 10, 11, 12 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3, 8, 9
Required ResourcesThese are mainly documents for Stage 1 and Stage 2 Information Technology set by the SACE which include information about the new SACE Information Technology curriculum, the subject outlines and assessment plans. The documents can be accessed through http://www.sace.sa.edu.au/subjects/ . The draft of the Australian National Curriculum for Technologies can be found in http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf.
The Australian Professional Standards for Teachers (APST) document can be accessed through http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Australian Professional Teaching standards Domain: Professional Knowledge Focus Standard 1. Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs across the full range of abilities Strategies to support full participation of students with disability
Standard 2. Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies Information and Communication Technology
Professional Practice Focus Standard 3. Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs Engage arents/carers in the educative process
Standard 4. Create and maintain supportive and safe learning environments 4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety Use ICT safely, responsibly and ethically
Standard 5. Assess, provide feedback and report on student learning 5.1 Assess student learning
5.2 Provide feedback to students and their learning
5.3 Make consistent and comparable judgments
5.4 Interpret student data Report on student achievement
Professional Engagement Focus Standard 6. Engage in professional learning 6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice Apply professional learning and improve student learning
Standard 7. Engage professionally with collegues, parents/ carers and the community 7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers Engage with professional teaching networks and broader communities
Recommended ResourcesIn addition to the documents for Stage 1 and Stage 2 physics published on the SACE website, the lecturer will provide students various topic-related articles / websites. Participants will be encouraged to explore every avenue and source of learning resources, publications and electronic resources.
The following examples also provide useful information about using ICTs in the classroom:
a. Bate, F. (2010). A Bridge Too Far? Explaining Beginning Teachers‟ Use of ICT in Australian Schools. URL: http://www.ascilite.org.au/ajet/ajet26/bate.html
b. Ward, L. & Parr, J. M. (2010). Revisiting and reframing use: Implications for the use of ICT. Computers & Education, 54(1), 113-122. (Can be accessed through the University Library Resource Guides)
c. Gregory, S. & Lloyd, I. (2010). Accepting choices: To ICT or not to ICT: Engagement! In D. Gronn, & G. Romeo (Eds) ACEC2010: Digital Diversity. Conference Proceedings of the Australian Computers in Education Conference 2010, Melbourne 6-9 April. Carlton, Victoria: Australian Council for Computers in Education (ACEC).
d. Impact of ICT – Discourse
e. UNESCO ICT Handbook (2005)
f. Making Better Connections
g. Government of South Australia, Department of Education and Children‟s Services (2010). South Australian Teaching for Effective Learning Framework Guide: A resource for developing quality teaching and learning in South Australia / Department of Education and Children’s Services. South Australia: Author.
Online LearningAny lecture notes/PowerPoint slides will be available on MyUn. In addition, links to online resources such as topic-related journal articles and multimedia materials will also be posted on MyUni. The MyUni Discussion Board will be utilized as a medium for online student discussion. These resources will be made available in alternative methods.
Learning & Teaching Activities
Learning & Teaching ModesSeminars/workshops will be held weekly commencing the week beginning Monday, the 4th of March. The course will be delivered as 8×2 hour seminars/workshops.
Seminars/workshops are an important component of your learning in this course. The communication skills developed in seminars by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.
I will be available for consultation through negotiation. I encourage you to contact me early to ensure issues or support can be arranged as early as possible.
Please regularly check your email for course-related announcements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. A subject worth 2 points, therefore, should take 8 hours (incl 2 hours of formal classes) during the teaching weeks of the course. Students in this course are expected to attend all lectures/seminars throughout the semester. There are no tutorial sessions for this course Please refer to Access Adelaide for your timetable and enrolment details. http://www.adelaide.edu.au/access/
Learning Activities SummaryPlease note that the actual schedule of weekly topics may change in consultation with the class to better meet your needs and interests. Any changes or additions will be sent to your email and/or will be posted on this course’s MyUni site.
Schedule Week 1 · APST Standards
· Information Technology (IT) SACE Board Curriculum + Option Topics
· Learning Teaching Praxis in IT Education
1.1, 1.2, 1.5, 1.6, 2.3 Week 2 · Curriculum Design and Models
· Performance Standards
1.1, 1.2, 1.5, 1.6, 2.3, 2.4 Week 3 · Skill Check List
· Digital Learners
· Technology education for Indigenous students
1.4, 2.3, 2.4, 6.1 Week 4 · SACE for Information Technology (Stage 1 and Stage 2 – highlight topics covered)
· Other Information Technology curricula
· Research Project / PLP
1.3, 2.3, 6.1 Week 5 · Teaching Theories and Frameworks (TPACK)
· Teaching styles and practices in school technology subjects
· Unit planning
2.2, 2.3, 6.1 Week 6 · Lesson planning
·Teaching IT in schools
2.2, 2.3, 6.1 Week 7 · Assessment plans
· Assessment structure and strategies
5.1, 5.2, 5.3, 5.4, 5.5 Week 8 · Assessment plans
· Assessment structure and strategies
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Due Weighting Learning Outcome Assignment 1: Planning for Teaching and Learning Inlcuding Assessment (1,600-1,750 Words)
Friday, Week 8
50% 1, 2, 4, 5, 6, 7 Assignment 2: Practicum Report (1,400-1,500 Words) Friday, SWOT Week 40% 1, 2, 3, 4, 5, 6, 7, 8 Tutorial Participation 10% 3, 8
Assessment Related RequirementsAt least 50% (Pass) must be obtained for each assignment in order to achieve an overall PASS in this course.
Assessment DetailAssignment 1 [Planning for teaching and learning including assessment] – 50%
This assignment consists or two parts. The first part focuses on a detailed plan for a unit of work for Stage 1 or Stage 2 (either in Information Technology or a subject area of your choice). A unit may consist of different components or sections. Select a topic that can be delivered over 4 – 5 hours of contact time. The lessons within the unit must demonstrate different aspects of teaching and learning. ICT must be utilised in some way in most, (if not all) the unitâs lessons with the assumption that the school where the unit plan will be used has an “average” amount of ICT equipment and infrastructure available (e.g., networked computer suites with Internet access, interactive whiteboards, data projectors, etc.). It is therefore essential to include a rationale for using ICTs and how they could enhance student learning. The unit program should incorporate essential learning outcomes, suggested activities and appropriate support material that will allow another teacher to deliver the topic with little additional preparation.
The second part takes form of an assessment plan for the unit plan that involves ICT. The assessment plan will describe how the learning outcomes/objectives/competencies for each component/section of the unit will be assessed. It should contain a short explanation of the assessment instruments (quiz, test, practical test, project, assignment, observation schedule, portfolio, Web page, presentation, etc.) to be used for each component/section of the course. Part of this assessment plan is the creation of one or two assessment instruments that could be used. This is addition to the collection of other resources found on the Internet or obtained from teachers in schools or other sources. Clear indication must be given of which items is your original work, and which are not. The items that have been collected from other sources should have a short critical review attached to them. The critical comments should indicate the age groups or year levels, the curriculum content they assess and their sustainability/relevance to the students.
A draft of this assignment has to be posted on the MyUni website for peer reviewing. More details will be provided in the first week.
Number of words: Approx 1600 – 1750
Total Possible Marks - 100
Graduate Attributes: 1, 2, 3, 4, 6, 7, 8
APST: 1, 2, 3, 4, 5
Due Date: Week 8 (Friday) at 5:00 PM. (Assignments should include a signed Standard Assignment Cover Sheet)
Assignment 2: Practicum report – 40%
This is a report covering observations of the teaching practices using ICTs in the school where you did your first teaching practicum. The report also covers a description of the school’s existing ICT infrastructures and operating procedures.
Included in this report is an assessment and discussion of the useability of the unit plan you have developed considering the actual state of the ICT infrastructure in the school where you completed your teaching practicum. State of the ICT infrastructures includes the number of available equipment (e.g., how many computer labs, the number of computers, software available, web access, etc.), the condition of the available ICT equipment, and the school policies on the use of these ICT resources. Also include some recommendations on how the school can improve its ICT resources and how they can be fully utilised by teachers to facilitate student learning.
Number of words: Approx 1400 – 1500
Total Possible Marks - 100
Graduate Attributes: 1 – 8
APST: 2, 3, 4, 6, 7
Due Date: Swot Week (Friday) at 5:00 PM (Assignments should include a signed Standard Assignment Cover Sheet)
Tutorial Participation – 10%
All students in the course are expected to attend and participate in class discussions each week. Students are also expected to peer-discuss and review discussion points. Students must bring preparation materials to sessions for evidence and reference.
APST: 6 and 7
Criteria Description Little or No Evidence (0 - 4 Marks)
Adequate Evidence(5-6 Marks)
Very Good Evidence (7-8 Marks) Outstanding Evidnence (9-10 Marks) Description of rationale (20) The rationale clearly explains the nature of the lessons. It links to the topic content being taught and shows how you intend to use ICT to enhance your studentsâ learning.
· Where possible, rationale are substantiated with references (APA style) from reputable sources (journal articles, books, etc.)
· The rationale are coherent with every facet of the lesson plans you designed following sections a to d.
a. Instructions to students (20) Marks are awarded for clarity and coverage. How easy are the instructions to follow and do they cover everything needed. b.The use of ICT to engage and stimulate student interest (20) The use of ICT as part of the lesson delivery is stimulating and engaging to students.
· This includes a consideration for teaching students with different abilities and learning preferences (differentiated learning)
c.Enhancement of content learning through ICT usage (15) The ICT used opens up new and effective pathways for learning that could not be achieved otherwise.
· Justify why this can only be achieved with the use of ICT.
d.Overall pedagogic usefulness (15) The lesson plans xpresses a highly integrated approach combining ICT in the attainment of subject learning. This is a measure of the overall power of learning made possible by the application of ICT. Presentation The document is presented in a clear and structured manner, supported by common word- processing features such as styles, dot points, etc.
Marks may be deducted if presentation does not adhere to commonly accepted standards.
Criteria Description Little or No Evidence (0 - 4 Marks) Adequate Evidence(5-6 Marks) Very Good Evidence (7-8 Marks) Outstanding Evidnence (9-10 Marks) General Description (20) A general overview/introduction on the following:
· School (name, size, location, sector, etc.)
· Any practicum experiences, issues, limitations relevant to assignment 2
· A brief description of Assignment 1.
Reporting (30) As per assignment description.
Your report demonstrates your insight, awareness and understanding of deeper and more subtle aspects of your teaching experiences and your lesson plan in the context of your school and in general practice (i.e. the ability to consider topic in the broader context of the discipline)
Alternative solutions – making your lesson plan work! (30) Should your school not have sufficient ICT resources to accommodate lesson plan, suggest and justify alternative arrangements (e.g., no Excel license – how about OpenOffice.org or other open source/free software; no lab materials – how about simulations, learning objects, etc.)... Referencing (10) Making clear that materials used are from external sources. (See Course Profile and Assignment Cover Sheet for details on what constitutes plagiarism or other forms of cheating).
The report uses APA referencing format (both for in-text citations and list of references)
Presentation (10) The document is presented in a clear and structured manner, supported by common word- processing features such as styles, dot points, etc.
(The spell checker has been invented – try using it..;) )
Marks may be deducted if presentation does not adhere to commonly accepted standards
SubmissionPRESENTATION AND SUBMISSION OF ASSIGNMENTS
1. All assignments are to be handed in by the stipulated deadline(s), with the School of Education Assignment Cover Page, through the allocated Assignment Box located on the Ground Floor of Professions Building (10 Pulteney Street). Submission extension requests will only be granted if a completed Modified Arrangements for Coursework Assessment (MACA) Form is submitted at least 5 days before, or within 5 days after the assignment due date. Without approved extensions, late assignment submissions will each day incur a 10% mark deduction. Email submissions will not be accepted.
Please note that all assignments are to be checked through TURNITIN (it is YOUR responsibility to ensure this) before submission to the lecturer.
2. Students must retain a copy of all assignments submitted.
3. All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. Lecturers will withhold student„s results until such time as the student has signed the Assignment Cover Sheet.
4. All group assignments must be attached to a Group Assignment Cover Sheet which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
5. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University„s policy on plagiarism.
6. (Policy on late submission of work – including penalties)
7. Guidelines for referencing are specific to each School/Program. Reports/essays for this course generally follow the APA format.
RETURN OF ASSIGNMENTS AND FEEDBACK
1. Assignments will be returned to students within three weeks of the due date with written feedback. Assignments will generally be returned during tutorials/lectures.
2. Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the lecturer-in-charge.
Students can redeem failed or unsatisfactory work by submitting refined or enhanced and additional work provided that the original submission of their work met the required deadline.
Well-presented word-processed work and the quality of English expression are considered to be integral parts of the assessment process.
Assessment marks will be displayed on the course website as they are available. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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