EDUC 4524B - Information Technology Curric & Method B (UG)

North Terrace Campus - Semester 2 - 2016

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.

  • General Course Information
    Course Details
    Course Code EDUC 4524B
    Course Information Technology Curric & Method B (UG)
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
    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.
    Course Staff
    Leon Marsden
    0402 455 582
    Course Website:
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Seminar/Workshop: online, via Blackboard COllaborate  - Wednesday 8 - 9pm (Adelaide time).
  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:

    Course Learning Outcomes


    GA Arts
    GA Uni
    Both Semesters
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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
    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

    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
  • Learning Resources
    Required Resources
    These 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 The AITSL Australian Professional Standards for Teachers will also be referred to frequently (document provided through MyUni).
    Recommended Resources
    In 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. Examples of resources include, but not limited to, documents concerning the SACE (especially the curricula for information technology), the TIMSS and PISA studies, and the Australian National Curriculum: Technologies shaping paper.

    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:

    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 Learning
    Any lecture notes/PowerPoint slides will be available on MyUni (See the address on the front of this document). 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 discussion to provide students the opportunity to share ideas and concerns that are related to teaching Information Technology in schools.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Seminars/workshops will be held weekly commencing the week beginning 25 July 2016. The course will be delivered as 8×2 hour seminars/workshops in the second semester.

    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.  Pease contact me at 0402 455 582

    Please regularly check your email or the course’s MyUni announcements page 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.
    Learning Activities Summary
    • Please 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.
    Week Topic APST
    • Technology in the current climate
    • Types of assessment used in schools
    • Does technology enable or inhibit?
    • Assessment plans and curriculum.
    • SACE LAPs for Stage 1 and Stage 2
    1, 2, 3.7, 5.3, 5.4, 7.3, 7.4
    • Choosing assessment processes/tasks in a technology classroom
    • SACE LAPs for Stage 1 and Stage 2
    • Folio, skills and Projects – Assessment types with the skills checklist.
    3.6, 5.7, 6.1, 6.3, 7.1
    • Computer Lab OHSW and School laboratory policies Classroom management in 1:1
    • Folio, skills and Projects – Structures using the SO, Skills Checklist and PS.
    • Mapping to the SO and PS for effective assessment tools.
    2.3, 3.5, 4.2, 4.3, 4.4, 6.1, 7.1, 7.2
    • Assessment of [in, for, as] learning – examples of assessments in IT
    • Projects – Extended tasks following the SDLC.

    2.2, 3.4, 5.1, 5.2, 5.3,
    5.4, 5.5

    PE2 and holiday
    • Alternative assessment approaches in the IT classroom
    • Assessments for special needs students
    • Developing assessment tools
    1.5, 1.6, 2.1, 5.1, 5.5
    • IT education research (what do students want to learn in IT?)
    • IT assessment methods/ online assessment methods
    • Developing assessment tools
    3.6, 3.7, 5.2, 5.4, 6.2, 6.3, 6.4, 7.1, 7.2
    • Nexus between assessment and learning in IT
    • Impact of research on teaching and learning of IT - analytics
    • Moderation and external assessment
    3.6, 3.7, 5.4, 5.5, 6.4, 7.3, 7.4
    • Cross moderation practice
    • Mentors and professional groups
    • Summary/Review
    All standards
    Specific Course Requirements
    There are no additional course-specific requirements.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Learning and Assessment Plan (LAP)

    Wednesday, 24 August

    30% 1, 5, 9, 10, 11, 12
    Assessment Portfolio Wednesday, 26 October 60% 1, 4, 5, 10, 11
    Tutorial Participation 10% 3, 4
    Assessment Related Requirements
    Guidelines and suggested format for the assignments will be discussed in the seminars/workshops in Week 1. A weighted total of 50% must be obtained from the combined assessment task weighted scores in order to achieve an overall PASS in this course (provided all assessment tasks are submitted).
    Assessment Detail
    Assignment 1 [Learning and Assessment Plan for Stage 1 or Stage 2 Information Technology] - 50%

    Consistent with Learning Outcomes 1, 5, 9, 10, 11, 12.

    Assessment 1 (30%) – Learning and Assessment Plan (LAP)

     Develop two (2) individual Learning and Assessment Plans (LAP), one for SACE Stage 1 (2 Units) and Stage 2 Information Technology. You are to use the SACE Board templates for Information Technology and meet the requirements of approval. Use the following as guide to develop your LAP.

    •  Cohort/Context Description

    •  Learning Program Design. Capabilities, Literacy and Numeracy

    •  Assessment Overview

    •  Assessment Details

    •  Assessment tasks are mapped using applicable SACE Performance Standards

    •  LAP mapped against the Subject Outline and performance standards

    Total Possible Marks:  100

    APST (Graduate Level) : 1, 2, 3, 4, 6, 7

    Due Date: Wednesday, 24 August 2016 at 5:00 PM (Assignments should include a Standard Assignment Cover Sheet and must be submitted through TurnItIn [Information on myUni])

    Assignment 2: Assessment Portfolio  – 60%

    Consistent with Learning Outcomes 1, 4, 5, 10, 11

    Create a portfolio of 5 assessment tasks for Stage 1 or Stage 2 Information Technology that meet the assessment scope and requirements for moderation. See Stage 1 and 2 Subject Outline (SO) for further information.

    Your unique and individual assessment task will cover at least one folio, skills and project that demonstrate the assessment design criteria for the SACE Board. Each task is designed to create opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement against the Performance Standards (PS) for external moderation.

    The assessment portfolio will demonstrate your awareness of the professional standards and apply industry standard practice. For each assessment task, include the following:

    • A brief description of what the assessment task is as an overview including:

         • Assessment type and conditions

         • The objective(s) of the assessment task from the Subject Outline (SO) (page and key questions and concepts)

    • Assessment task and tools to gather student performance.

    • Assessment tool items mapped  using applicable SACE Subject Outline and skills check list.

    • Appropriate Performance Standards (PS) sheets for moderation and student feedback. 

    Total Possible Marks - 100

    APST (Graduate Level): 2, 3, 4, 6, 7

    Due Date: Wednesday, 26 October 2016 at 5:00 PM (Assignments should include a Standard Assignment Cover Sheet and must be submitted through TurnItIn [Information on myUni])

    Tutorial Participation – 10%
    Consistent with Learning Outcomes 3, 4.

    All students in the course are expected to attend online and participate in class discussions each week. Students are also expected to peer-discuss and review discussion points through myUni. Students must bring preparation materials to sessions for evidence and reference when required.

    APST Graduate Level: 6 and 7


    Unit and Assessment Plan

    Little or No Evidence (0 – 4 marks)
    Adequate Evidence (5 – 6 marks)
    Very Good Evidence (7 – 8 marks)
    Outstanding Evidence (9 – 10 marks)
    Cohort/context (10) Cohort/context description reflects the student
    cohort for whom the program is intended (e.g. student background and learning
    Learning Program Design (20)

    Delivery of intended learning program is described.
    How the learning program has been designed to engage the range of students in
    the group (e.g. thematic approach, choice of texts and topics, use of
    technology, forms of communication, timing of assessments). Identify flexible
    options and opportunities for negotiation as described in the subject outline
    (e.g. choice of topics for individual study).
    Assessment Overview (20)

    The set of assessment tasks matches the specifications in the subject outline and addresses the assessment design criteria from the assessment overview.
    Assessment Details (40)

    Flexibility, and where appropriate, negotiation in
    assessment that will be available to support the range of students. Assessment tasks provide opportunities for students to achieve at the highest level of the performance standards.
    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 LAP must meet SACE

    Assessment Portfolio

    Description Little or No Evidence (0 – 4 marks) Adequate Evidence (5 – 6 marks) Very Good Evidence (7 – 8 marks) Outstanding Evidence (9 – 10 marks)
    Individual assessment task descriptors and
    overview are congruent with the assessment overview for SACE (SO & PS)

    (20 Marks)

    Assessment task and tools are developed in accordance with SACE requirements and demonstrate a clear link between the assessment requirement of students and the SO, skills check list and PS:

    · Diversity in assessment
    · Appropriate assessment questions/tools for intended cohort
    · Opportunity for all level of the PS
    · Appropriate scope and requirements

    (50 Marks)

    Clear link between the SO and PS are visible to students, teachers and moderators.

    (10 Marks)

    The assessment tasks are designed to provide results and information that is meaningful, dependable and relevant for teachers, moderators and students.

    (10 Marks)

    The document is presented in a clear and structured manner, supported by a high level of presentation skills. Task for students are formatted to a high industry standard.

    (10 Marks)
    Assignments to be submitted online via MyUni and Turnitin.

    The quality of English expression is considered to be integral parts of the assessment process. Marks may be deducted for poorly organised and poorly presented work.

    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.

    Extensions for Written Assessment

    Extensions are granted at the discretion of Course Coordinators or Assessment Officer in compliance with the Modified Arrangements for Coursework Assessment Policy. Extensions beyond the due date are usually only granted in the case of significant medical, compassionate or extenuating circumstances which affect a student’s capacity to demonstrate their demonstrate their true level of competence in an assessment task.

    Students must apply for an extension by completing the online Application for Extension form. The application must give details of the extent and length of the student’s medical, compassionate or extenuating circumstances and the length of extension that is requested. The Course Coordinator or Assessment Officer will email the student regarding the outcome of their request as soon as possible after it is received. If an extension is granted it is provisional until formal evidence of the medical, compassionate or extenuating circumstances referred to in the online Application for Extension form is received. Where the application for extension is based on medical circumstances students must submit Attachment A available at the Modified Arrangements for Coursework Assessments website ( . Students must have an Australian registered medical practitioner complete Attachment A. The practitioner must clearly indicate the dates in which the student is deemed to be unfit to complete an examination and display their medical provider number or practitioner's official stamp on the Form. Students must attach this evidence as well as the email granting the extension to their written assessment when it is submitted. The evidence submitted must be consistent with details provided in the application requesting the extension. If the details of the request for an extension and the medical or other evidence verifying the reason for the extension are not consistent in all respects the extension may be nullified, and the Course Coordinator of Assessment Officer may in their discretion decide not to accept the assignment, or impose a penalty for late submission.

    Students can apply for an extension at any time before the due date for an assignment. However, students are strongly advised to make extension applications as soon as their need becomes apparent. Delay in making an application obviously involves the risk that there will be insufficient time to complete the assessment (with consequential loss of marks) if the application for extension is refused.

    If an application is made within five days of the due date, or after the due date has expired, it will not be granted unless the Course Coordinator or Assessment Officer is satisfied:

    - that the circumstances warrant an extension; and
    - the application was made as soon as was practicable, and with no unreasonable delay.

    The duration of an extension is for the Course Coordinator or Assessment Officer to determine. However, unless there are exceptional circumstances an extension should not be granted for more than 10 business days or beyond the last day on which teaching may occur in the relevant teaching period, whichever is earlier.

    If a request for an extension is rejected, the student can appeal via the Student Grievance Resolution Process within seven days of notification of rejection by the Course Coordinator or Assessment Officer.

    Penalties for Late Submission

    An assessment that is submitted after the due date, and without an extension, will incur a 5% deduction from the total mark for every 24 hours or part thereof that it is late, including each day on a weekend. For example, an essay that is submitted after the due date and time but within the first 24 hour period, and that has been graded at 63%, will have 5% deducted, for a final grade of 58%. An essay that is more than 24 hours late will lose 10%, etc. Hard copy submissions made after 5.00pm on a Friday will be assumed to have been submitted on the next business day and will be penalised 5% per day for every day including weekend days and public holidays. This penalty may be increased where the assignment is to be completed in a period of less than a week.
    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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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