|Semester 1, 2022 Online|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|Grading basis :||Graded|
|Version produced :||27 June 2022|
Examiner: Lisa Jacka
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.
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.
Course learning outcomes
On successful completion of this course preservice teachers should be able to:
- 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);
- illustrate a critical understanding of the process of identifying personal professional learning needs (APST 6.1, 7.4);
- 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);
- 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);
- 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);
- 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);
- 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).
|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
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Description||Weighting (%)||Course learning outcomes|