EDM8012 Investigating TPACK
|Semester 2, 2019 Online|
|Short Description:||Investigating TPACK|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Petrea Redmond
Information and Communication Technology (ICT) is a major transformative force in contemporary industry and society, requiring a conscious response from education. The Australian national vision for ICT in education includes that students should leave school with the knowledge and skills required to apply ICT in their careers and that ICT should be used to enhance learning and teaching across the curriculum. The general capability for ICT included in the Australian Curriculum addresses the first part of the vision by involving “students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.” For this vision to be achieved teachers must be prepared to impart the relevant knowledge and skills for the general capability, apply ICT creatively to enhance learning and teaching in all learning areas, and engage in their own professional learning to maintain and extend their capability as ICT continues to evolve. This course will address these essential components of teacher preparation with a focus on developing professional educators capable of responding effectively to the needs of learners in a time of change, using the Technological, Pedagogical and Content Knowledge (TPACK) framework.
This course aims to develop reflective, classroom ready teachers who are able to effectively, creatively and safely use ICTs to enhance and transform the ways that their learners think and learn, and their own professional practice. To achieve this, pre-service teachers will:
- develop an understanding of technological change and its broader impact on society;
- examine what it means to be a citizen and teacher in contemporary digital world;
- look at how these changes have impacted the education system, curriculum, and the practice and expectations of teachers;
- explore, synthesise and critically analyse contemporary practice and research around the use of ICTs to transform student learning in their specific learning areas; and,
- examine what this means for classroom management strategies.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership (AITSL) - Australia Professional Standards for Teachers (APST). The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- explain the relationship of technology to society and the implications of changes in both for learning and teaching (Assignments 1, 2 & 3) (APST 4.5)
- apply knowledge and skills for digital citizenship to analyse relevant issues and propose effective, ethical and safe responses as a learner, teacher and citizen (Assignments 1, 2 & 3) (APST 4.5, 6.1, 6.2, 6.3, 7.1, 7.2, 7.4)
- apply knowledge of ICTs and their roles in the professional lives of teachers to develop and engage in a personal learning plan to enhance professional practice (Assignments 1, 2 & 3) (APST 6.1, 6.2, 6.3, 7.4)
- analyse curriculum and develop plans to transform student learning that demonstrate appropriate consideration for professional, legal, safety and legal requirements (Assignments 2 & 3) (APST 2.6, 3.4, 4.5, 7.1, 7.2)
- apply knowledge of relevant research about how ICTs can enhance and transform learning to inform selection of resources and design of engaging learning experiences for diverse students (Assignments 2 & 3) (APST 2.6, 3.4)
- select and explain strategies for managing ICT in classrooms appropriate to a variety of contexts (Assignments 1, 2 & 3) (APST 4.2, 4.4, 4.5)
- critically analyse current applications of ICTs in their specialist teaching areas and apply knowledge of relevant research to synthesise proposals for action and reflect on the implications for future practice (Assignment 2 & 3) (APST 6.2, 6.4)
- demonstrate expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (all assessment).
|1.||An introduction to understanding technological and societal change||5.00|
|2.||Digital citizenship: Living, working, learning and teaching in a digital/connected world – safely, responsibly and ethically||15.00|
|3.||ICTs in Education: Societal expectations, standards and curriculum||10.00|
|4.||ICTs to enhance and transform learning: literature, theories, models and frameworks||30.00|
|5.||Managing ICTs in the classroom: Issues and strategies||10.00|
|6.||Exploring ICT and learning in the disciplines||25.00|
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://omnia.usq.edu.au/textbooks/?year=2019&sem=02&subject1=EDM8012)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||13 Aug 2019|
|ASSIGNMENT 2||60||60||07 Oct 2019|
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 for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the
o internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
o professional accreditation standards of the Australian Institute for Teaching and School Leadership, and the Queensland College of Teachers’ Board of Teacher Registration.
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.
2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.