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

EDM8012 Investigating TPACK

Semester 1, 2021 Online
Short Description: Investigating TPACK
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070105 - Teacher Education: Secondary
Grading basis : Graded

Staffing

Examiner: David Martin

Requisites

Pre-requisite: EDM5001

Rationale

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 be capable of imparting 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 with autonomy and expert judgements to the needs of learners in a time of change, using the Technological, Pedagogical and Content Knowledge (TPACK) framework.

Synopsis

This course aims to develop critically reflective, expert classroom ready teachers who are able to effectively, creatively and safely use ICTs to enhance and transform the ways their learners think and learn, and their own professional practice. Preservice teachers engage in developing advanced understanding of the complexity of technological change and its broader impact on society. The course scaffolds the critical examination of what it means to be a citizen and teacher in contemporary digital world. Preservice teachers synthesise these complex changes, reflect on the impact on the education system, curriculum, and the practice and expectations of teachers. The material presented scaffolds the exploration, synthesis and critical analysis of contemporary practice and research around the use of ICTs to transform student learning within chosen discipline areas.

Objectives

On successful completion of this course preservice teachers should be able to:

  1. appraise the relationship between technology and society and the implications of changes in both for learning and teaching by appraising relevant issues and the strategies available to support the safe, responsible and ethical use of ICT (Australian Professional Standards for Teachers (APST) 4.5);
  2. illustrate a critical understanding of the process of identifying personal professional learning needs (APST 6.1, 7.4);
  3. demonstrate a critical understanding of the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice (APST 6.1, 7.4);
  4. illustrate a critical understanding of relevant and appropriate sources of professional learning for teachers and combine this understanding with knowledge drawn from constructive feedback from supervisors and teachers to improve teaching practices (APST 6.2, 6.3);
  5. apply knowledge and skills for digital citizenship derived from relevant research about how ICTs can engage students and transform learning to inform the selection of a range of resources, including ICT, for the design of engaging learning experiences for diverse students choice of appropriate teaching strategies for using ICT to expand curriculum learning opportunities for all students (APST 2.6, 3.4);
  6. create and organise classroom activities using clear directions that support students’ wellbeing and safety being mindful of curriculum, legislative, administrative and organisation requirements underpinned by ethics and appropriate conduct for the teaching profession together with strategies to support the safe, responsible and ethical use of ICT in learning and teaching (APST 4.2, 4.4, 4.5, 7.1, 7.2);
  7. critically analyse current applications of ICTs in the preservice teachers discipline teaching areas and apply relevant and appropriate sources of professional learning and relevant research to understand the rationale for continued professional learning, and the implications for improved student learning through the synthesis of proposals for action and reflection on the implications for future practice through expert cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (APST 6.2, 6.4).

Topics

Description Weighting(%)
1. Relationship of technology to society and the implications of changes in both for learning and teaching to support the safe, responsible and ethical use of ICT 5.00
2. Digital citizenship and research on student engagement with ICTs and exploration of professional dialogue 15.00
3. ICTs, student engagement and transform learning to inform selection of resources and design for diverse students, and exploration of societal expectations, standards and curriculum 20.00
4. Engaging learning experiences for diverse students through the demonstrated ability to arrange and assemble teaching strategies for using ICT to expand curriculum learning opportunities for all students based on current literature, theories, models and frameworks 30.00
5. Current applications of ICTs in specialist teaching areas and sources of professional learning and the rationale for continued professional learning 25.00
6. Key principles in codes of ethics and conduct for the teaching profession and strategies available to support the safe, responsible and ethical use of ICT in learning and teaching 5.00

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=2021&sem=01&subject1=EDM8012)

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.
Graham, C, Borup, J, Short, & Archambualt, L 2019, K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration.
(Retrieved from https://edtechbooks.org/k12blended.)
Martinex, S, & Stager, G 2019, Invent to Learn: Making, Tinkering, and Engineering in the Classroom, 2nd edn, Constructing Modern Knowledge Press, Torrance, CA.
Russell, T 2012, Teaching and using ICT in secondary schools, 1st edn, David Fulton Publishers, London.
Relevant Journal: Australian educational computing; Computers & Education; Educational technology research and development.
Relevant Websites: Australian Council for Computers in Education (ACCE) http://www.acce.edu.au Queensland Society for Information http://www.qsite.edu.au.

Student workload expectations

Activity Hours
Directed Study 45.00
Independent Study 120.00

Assessment details

Description Marks out of Wtg (%) Due Date Objectives Assessed Notes
ASSIGNMENT 1 40 40 31 Mar 2021 1,2,3,4,6,7 (see note 1)
ASSIGNMENT 2 60 60 02 Jun 2021 1,2,3,4,5,6,7 (see note 2)

Notes
  1. Literature Review
  2. Justified Unit of Work

Important assessment information

  1. Attendance requirements:
    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.

  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. (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.)

  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 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 Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).

Other requirements

  1. 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.

Date printed 18 June 2021