EDUC 6524A - Information Technology Curric & Method A

North Terrace Campus - Semester 1 - 2014

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 6524A
    Course Information Technology Curric & Method A
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    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
    Prerequisites Pass in 6 courses of Computer Science
    Restrictions Available to GradDipEd 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
    Name: Mr Leon Marsden
    Location: 190 Pulteney Street
    Telephone: Mob – 0402455582
    Email: lmarsden@pulteney.sa.edu.au
    Course Timetable

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

    Seminar/workshop time: Wednesday Week A 9am, Week B 8:30 Room: Level 8 Week A and Pulteney Grammar Week B 
  • Learning Outcomes
    Course Learning Outcomes
    1 Knowledge and Understanding
    The course is designed to provide the students with the basic principles, strategies and techniques needed for planning for learning and teaching about and using appropriate information and communication technologies (ICTs) in the senior secondary years of schooling. This includes approaches to student learning, student assessment and evaluation, and reporting on student progress
    2 With the emergence of the most advanced pieces of technologies available for teaching today, this course will encourage the use of creativity and imaginative teaching approaches.
    3 This course will introduce students to Stage 1 and Stage 2 SACE Curriculum for Information Technology. The (Shape of) Australian National Curriculum for Technologies and the AITSL National Professional Standards for Teachers will also be included. The course is also designed to introduce and make students aware of the current trends, locally and globally, in Information Technology education.
    4 This course will provide students the opportunities to develop and critically assess teaching programs for SACE Information Technology.
    5 This course provides topics that will be of value to classroom teachers and for those who are involved in managing the integration, embedding and infusion of appropriate ICT resources in timely and meaningful contexts in school environments.
    6 The course will contribute to students‟ capacity to share and collaborate with fellow students, and an awareness and expertise in the collaborative practices of teachers with each other and with the broader educational community.
    7 Communication Skills
    The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates. This course specifically seeks to develop students’ abilities to:
    • Show critical thinking and reflection through group interaction, oral and written presentations.
    • Prepare detailed written lesson plans and resources integrating ICTs for effective student learning.
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4, 5, 6
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 3, 4, 5, 6
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 3, 4, 5, 6, 7
    Skills of a high order in interpersonal understanding, teamwork and communication. 7, 8, 9
    A proficiency in the appropriate use of contemporary technologies. 3, 6
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 2, 3, 4, 6
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2, 3, 5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2, 3, 4, 7
  • 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 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 AITSL National Professional Standards for Teachers document can be accessed through http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf

    AITSL 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 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.

    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).

    URL: http://acec2010.info/proposal/476/accepting-choices-ict-or-not-ict-engagement

    d. Impact of ICT – Discourse
    URL: http://www.elearningeuropa.info/extras/pdf/ict_impact.pdf

    e. UNESCO ICT Handbook (2005)
    URL: http://unesdoc.unesco.org/images/0013/001390/139028e.pdf 

    f. Making Better Connections
    URL: http://www.dest.gov.au/archive/schools/publications/2002/MBC.pdf
     
    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 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 Modes
    Seminars/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. 
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    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 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.

    Schedule
    Week 1 · AITSL 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
    · Summary/Review
    All standards
  • 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
    There are two written assignments required for this course. One is a Unit Plan and the other a Practicum Report. An additional requirement is student participation in the course. 
    Assessment Related Requirements
    At least 50% (Pass) must be obtained for each assignment in order to achieve an overall PASS in this course.
    Assessment Detail
    Assignment 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 unit‟s 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
    AITSL: 1, 2, 3, 4, 5

    Due Date: 09 May 2014 (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
    AITSL: 2, 3, 4, 6, 7

    Due Date: 20 June 2014 (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.

    AITSL: 6 and 7
    Assessment Criteria/Rubrics
    Assignment 1
    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 students‟ 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.
    Assignment 2
    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
    Submission
    PRESENTATION 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.
    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 (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.

  • 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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