EDP4130 Technology Curriculum and Pedagogy
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||20 June 2013|
Examiner: Peter Albion
Moderator: Petrea Redmond
Pre-requisite: EDP3333 and EDC3100
Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course.
Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.
State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.usq.edu.au/education/profexp/bluecard.
Technology can be understood as a general process of responding to human needs and wants by designing products that take advantage of available opportunities and have impacts and consequences. If educators have a deep understanding of the technology process they can better design and implement activities that allow students to learn about technology both as a focus of special study and when it is integrated with other areas of the curriculum. This course will develop students' understanding of technology and the technology-design process in ways that will enable them to plan and teach technology appropriately across the school curriculum and apply the general process of technology to aspects of their own work as educators.
Students will become familiar with contemporary curriculum and pedagogy for technology education, with an emphasis on current Queensland curriculum supplemented by material from relevant national and international sources that will equip them to apply their knowledge in a variety of contexts. The course will emphasise experiential learning appropriate to technology education by engaging students in individual and collaborative activities that require them to use the technology process to conceptualise, develop, implement and evaluate solutions to relevant design challenges. An attached professional experience will provide students with opportunity to investigate the implementation of technology education in an appropriate setting. The course provides for a 15-day professional experience placement.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- discuss the nature of technology and its roles in human affairs (Task 1, Task 3)
- recognise and explain the operation of the technology process in a variety of human activity (Task 1, Task 2, Project report)
- articulate well informed positions about technology in society, including awareness of the values dimensions (Task 1, Task 3)
- discuss the concept of technological literacy (Task 3, Project report)
- articulate a coherent understanding of technology education and strategies for incorporating it in the curriculum (Task 3, Group project, Project report)
- discuss relevant curriculum documents and implementation issues relating to technology education (Task 3, Group project, Project report)
- develop, implement and evaluate learning activities for technology education (Task 2, Group project, Project report)
- participate in collaborative processes for design and development of technology education materials (Task 2, Group project)
- communicate about technology education to a variety of audiences including peers, parents and community (Task 2, Task 3, Group project, Project report)
- demonstrate knowledge of course content using appropriate modes and conventions of expression (Task 1, Task 2, Task 3, Group project, Project report)
- analyse technology education provision in context and respond appropriately in planning for technology education (Professional experience, Group project, Project report).
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Technology and technology education - historical perspectives; national and international developments; relationship to other curriculum areas, especially science||10.00|
|2.||Characterization of the technology process; understandings of technological literacy; values dimensions of technology; technological appropriateness; recognition of technology processes in human activity||25.00|
|3.||Queensland and national technology curriculum documents; supporting resources for the syllabus; syllabus strands and their relationships; the design cycle in technology education; principles of effective teaching and learning for technology education||25.00|
|4.||Curriculum planning for technology education; school-wide and class planning; unit and lesson planning; curriculum development as a technology process; designing and implementing pedagogy for technology education; assessment and reporting for technology education||25.00|
|5.||Technology education in context; integrating technology with other curriculum areas; addressing values issues in the technology classroom; technology projects in school and community; communicating with parents and community||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDP4130)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There are no prescribed texts for this course.
Eggleston, J 2001, Teaching design and technology, Open University, Philadelphia.
Eggleston, J 2004, Teaching and learning design and technology: a guide to recent research and its applications, Continuum, New York ; London.
Fleer, M., & Jane, B 2004, Technology for children: research-based approaches, 2nd edn, Pearson Education, French Forest.
Petrina, S., & NetLibrary Inc 2007, Advanced teaching methods for the technology classroom,
Queensland Studies Authority 2003, Technology Years 1 to 10 syllabus,
(Retrieved May 12, 2008.)
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|PROFESSIONAL EXPERIENCE||1||1||28 Feb 2012||(see note 1)|
|TASK 1||15||14||19 Mar 2012|
|TASK 2||15||15||26 Mar 2012|
|TASK 3||15||15||02 Apr 2012|
|CURRICULUM PROJECT REPORT||55||55||11 Jun 2012|
- A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the sector-based professional experience.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm
Students will require access to e-mail and have Internet access to USQConnect for this course.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT ‘BLUE CARD’. For further information: http://www.usq.edu.au/education/profexp/bluecard and http://www.ccypcg.qld.gov.au/bluecard/index.html
*If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.