Year
2024Credit points
10Campus offering
Unit rationale, description and aim
This unit is important for all teachers as it focuses on the use of technologies in 21st Century learning. There is now an expectation, with the emphasis on technologies in all facets of life, that teachers need to have a strong basis and an ability to demonstrate a theoretical and technical knowledge of the use of technologies in education so as to support their students’ learning. This includes exploring strategies for teaching with technologies and developing activities for both ICT capabilities and digital technologies. Participants will examine technology as a context, stimulus and tool for learning.
The aim of this unit is to provide pre and in-service teachers with an understanding of the practical implications of technology for education across various learning environments so as to cater for the variety of learning needs in schools today.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Analyse a range of theoretical frameworks relating to teaching with information and communication technology (APST 1.2; ACECQA A8, B1, B2, B3, C7) | GC1, GC2, GC7, GC9, GC10 |
| LO2 | Embed an understanding for the use of digital technology in teaching with reference to current research and practice (APST 1.2, 2.1, 2.6, 7.4; ACECQA B3, C7, D1, E2, F1) | GC2, GC3, GC10 |
| LO3 | Explore the implementation of digital technologies in a variety of learning and teaching situations (APST 2.6, 3.4, 5.5, 7.1; ACECQA B3, C4, E3) | GC1, GC2, GC7, GC8, GC10 |
| LO4 | Implement the literacy of technology in creative ways to meet a range of student learning styles, prior experiences, special needs and language backgrounds (APST 1.3, 2.6; ACECQA B3, B9, C1, C4, D2, D4, D5, E2, E3, F1) | GC1, GC2, GC6, GC7, GC8, GC9, GC10 |
| LO5 | Create resources that integrate technology into the curriculum (APST 2.6, 3.4, 5.5; ACECQA B3, B9, E2) | GC1, GC2, GC7, GC10, GC11 |
| LO6 | Critique relevant international, national and state documents on digital technology as they relate to the use of these technologies in the classroom (APST 4.5, 7.2; ACECQA B1, B2, B3, C7). | GC1, GC2, GC8, GC9, GC10 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Psychology and child development A8. Transitions and continuity of learning (including transition to school) |
B. Education and curriculum studies B1. Early Years Learning Framework B2. The Australian curriculum B3. Numeracy, science and technology B9. Curriculum planning, programming and evaluation |
C. Early childhood pedagogies C1. Alternative pedagogies and curriculum approaches C4. Teaching methods and strategies C7. Contemporary society and pedagogy |
D. Families and community partnerships D1. Developing family and community partnerships D2. Multicultural education D4. Socially inclusive practice D5. Culture, diversity and inclusion. |
E. History and philosophy of early childhood E2. Contemporary theories and practice E3. Ethics and professional practice. |
F. Early childhood professional practice F1. Leadership |
Content
Topics will include:
- Application of learning theories to the use of digital technologies in classroom teaching practice
- An examination of constructivist approaches to teaching with technology
- Appropriate management structures for the use of digital technologies in teaching
- The role of the teacher in creating the context for the effective use of content and non-content software in an educational setting
- Using digital technologies in establishing learning centres
- The components of information and communications technology (ICT) systems in education
- International, national, state, school, early childhood, and other relevant digital technology documents
- The computer as a personal productivity tool
- Future directions for teaching and learning in the 21st Century
- Teaching, learning and literacy strategies to meet a range of student learning styles, prior experiences and special needs.
Learning and teaching strategy and rationale
This unit is generally taught fully online across a 12-week semester.
Participants should anticipate undertaking 150 hours of study for this unit including a variety of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available. These may include access to Canvas, self-paced readings, webinars (recorded and available on the Canvas site), online discussions, hands-on exercises, experiential learning, problem solving, and exploration of a broad range of technologies.
Technology Enhanced Learning
As this is a fully online unit, it is expected that students will have an Internet connected computer. They are also expected to be self-motivated learners who will regularly engage with content and discussion forums in the online modules as well as explore content with others where appropriate.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with university assessment requirements. Such procedures may include, but are not limited to: folio of practical tasks, project to exhibit skills learned in the unit, multimedia production/ presentation, reading tasks with online discussion and responses, practical demonstration of information literacy skills through consistent use of technology. Assessment tasks will be presented in various formats to show skills with ICT.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. Both assessments are completed individually.
In order to pass this unit, students are required to submit both assignments.
Active participation in online discussion is also important as these forums provide opportunities for rich discussion and elaboration of ideas that will enhance learning in this unit and assist students to develop the skills and knowledge required to create the resources required in the assessment tasks.
Electronic Submission, Marking and Return
All assessments will be submitted and returned via the Canvas interface.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Creation of a multimedia production incorporating practical (ICT general capabilities) classroom activities addressed in the unit | 50% | LO1, LO3, LO4, LO5 |
Assessment Task 2 Planning, implementing and evaluating a digital resource created in a web interface for sharing Digital Technologies teaching and learning in an educational setting. | 50% | LO2, LO4, LO6 |
Representative texts and references
Required text(s)
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum Technologies. Retrieved from https://www.australiancurriculum.edu.au
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum Technologies: Digital Technologies. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum General Capabilities: ICT. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Recommended references
Henderson, M., & Romeo, G. (Eds.). (2015). Teaching and digital technologies: Big issues and critical questions. Port Melbourne, Vic: Cambridge University Press.
Howell, J. (2012).Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, Vic: Oxford University Press.
Martinez, S. & Stager, G. (2013). Invent to learn: Making, tinkering and engineering in the classroom. Constructing Modern Knowledge Press.
Mishra, P., & Koehler, M. J. (2009, May). Too cool for school? No way! Learning & Leading with Technology, 36(7), p.14-18.
Papert, S. (1980). Mindstorms. New York: Basic Books.
Appropriate Journals and Websites
Australian Educational Computing
Australasian Journal of Educational Technology
British Journal of Educational Technology