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The current and official versions of the course specifications are available on the web at http://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

EHT4100 Technologies Curriculum and Pedagogy

Semester 1, 2019 On-campus Springfield
Short Description: Technologies Curriculum
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Teacher Education and Early Childhood
Student contribution band : National Priority - Teaching
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded

Staffing

Examiner: Alwyn Powell

Requisites

Students must be enrolled in: BEDU (Early Child or Primary or Primary+Special Educ or Special Educ or HPE Primary or SHPE Primary) or BECH
BEDU (Early Child) Only - Enrolment is not permitted in EHT4100 if EDC3100 has been previously completed

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.

Rationale

The Australian Curriculum: Technologies has two distinct but related compulsory subjects: Design and Technologies, where learners in F-6 use design thinking to create innovative solutions for authentic problems, and Digital Technologies, where learners use computational thinking to create digital solutions. Pre-service educators in this course will develop an understanding of the key ideas of the Technologies curriculum by engaging in learning experiences that articulate the interrelated strands (knowledge and understanding; processes and production skills). Because the curriculum includes content that will be unfamiliar to many students, this course will focus on building understanding of the curriculum content and its interaction with other learning areas. The course builds on the foundation of previously studied courses in the Bachelor of Education program to develop informed, active citizens committed to shaping sustainable futures through creativity and imagination; a goal that is as relevant to future educators as it is to learners.

Synopsis

The aim of this course is to prepare graduates to implement the Technologies Learning Area of the Australian Curriculum. Pre-service educators in this course will develop an understanding of the two distinct but related subjects in the Technologies learning area (Design and Technologies and Digital Technologies) through an interdisciplinary approach. The key ideas and concepts of the curriculum are central to understanding its scope and sequence. They also provide the contexts through which the particular knowledge and understanding, processes and production skills are developed. The effective teaching and learning of Technologies will be aligned to the signature pedagogy of inquiry and the questions and skills that are its foundation. Pre-service educators will embed the Cross-Curriculum Priorities and General Capabilities, when designing from the Australian Curriculum, to integrate them into a teaching and learning sequence. Technologies draws on learners' growing experience of community and the wider world and skills of the 21st Century focusing on Science, Technology, Engineering, Arts, and Mathematics (STEAM) subjects.

Objectives

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. apply knowledge and understanding of the interrelationships between key ideas, concepts and skills of the Technologies curriculum (APST 2.1, 2.2)
  2. design teaching, learning and assessment from the Technologies curriculum using inquiry pedagogy and integrating knowledge and skills from other disciplines (APST 2.5, 3.2, 5.4)
  3. embed, where relevant, the Cross-Curriculum Priorities and the General Capabilities, including ICTs, in an authentic teaching and learning sequence using the Technologies curriculum (APST 2.6)
  4. plan and manage a supportive learning environment that aligns to the demands of inquiry pedagogy culminating in a collaborative product making task while maintaining personal development of design and technology knowledge (APST 2.1, 2.6, 6.2)
  5. enact safe and ethical procedures in a range of tasks, including when using ICTs (APST 4.1, 4.5).

Topics

Description Weighting(%)
1. Technologies and technological knowledge and key ideas in the Australian Curriculum 20.00
2. Teaching technologies
  1. analysing pedagogical approaches
  2. Considerations for safe, responsible and ethical use, in curriculum delivery including with the use of ICTs
20.00
3. Designing and using Digital Technologies for teaching and learning in the Technologies learning area and across other curricula in the primary classroom 30.00
4. Design and Technologies as a practical subject and integrating the Cross Curriculum Priorities and General Capabilities for learning into the Design and Technologies and linking STEAM subjects. 30.00

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=01&subject1=EHT4100)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 20 Mar 2019
ASSIGNMENT 2 50 50 05 Jun 2019
ASSIGNMENT 3 10 10 07 Jun 2019

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.

  2. 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.

  3. 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)

  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.

  5. 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.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. 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.

Assessment notes

  1. 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.

  2. 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.

  3. 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 Bachelor of Education and is benchmarked against the:

  1. 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
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.