Details for EDU542 Learning and Teaching through ICT

In this subject, students will explore the ways ICT skills can be embedded across the curriculum to support quality learning and teaching based on relevant pedagogical approaches for Years 7-12/Stages 4-6. It will provide Teacher Education Students (TES) with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practices, as well as critically engaging with models of pedagogy. It will also consider the impact of technology in the classroom and society. The TES will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources.  

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU542
• Credit points: 10

Subject Coordinator

Prerequisite

The following subjects are prerequisites:

• EDU407 Foundations of Christian Education
  or
• 40 credit points.

Unit Content

Outcomes

1. Critically analyse the concepts, substance; structure and content of the selected readings and reflect on how they inform understanding of the impact of technology in education and teaching practice. 
2. Select and evaluate appropriate free and commercial educational software tools (including government sites and resources), mobile apps, web services and online learning resources as:
   • productivity tools that will improve efficiency in teaching and administrative tasks; assessment and reporting; data analysis;  
   • increase engagement and understanding in student learning;
3. Demonstrate an understanding of the GTSDs in identifying professional learning needs. 
4. Plans a unit of work from the relevant syllabus, for concept and skills development, and knowledge acquisition that incorporates ICT for learning and to judge student achievement through assessment for learning, as learning and of learning, which could be used to reliably report to parents/carers and professionals. 
5. Multimedia presentation to parents/carers on the use of ICT in a designated unit of work, including communicating the safe, responsible and ethical use of ICT.  
6. Justifies the use of multimedia presentations to engage parents/ carers and community in understanding how assessment, recording and reporting work within both Christian and state school environments.

Subject Content

1. Approaches to Teaching: understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking; educational research literature; pedagogical theories and assessment strategies for ICT in education; emerging theories;
2. Using Technology: ICT technologies in the 21st century (computers, mobile devices, interactive whiteboards etc.); ICT in education, e-portfolios, assistive technologies; ICT as a productivity tool for both students and teachers; modelling these practices in a pedagogically sound way; ICT safety and acceptable use policies; legislative requirements; current technology issues; censorship; concept of affordances; online collaboration student-student, teacher-student and teacher-teacher; understanding of the collaborative and student led nature of effective ICT-mediated learning; the importance of integrating ICT within teaching and learning; meaningful learning and its characteristics;  
3. Managing Information: Locating government sites and resources (including ACARA, and NESA online syllabus documents. Advanced searching techniques, evaluating information sources, locating scholarly information; collecting information (data collection devices, surveys); citing information; techniques for managing information, presenting and communicating information; 
4. Instructional Design: ID theories; available e-learning and m-learning tools (free and commercial); teaching students to critique tools and nurture innovative improvements; developing engaging and interactive educational resources; evaluating educational software and resources; limitations of technology; ICT-based assessment tasks linked to curriculum outcomes; 
5. Social Impact: Worldview and Christian discernment; impact of technology on society; impact of the non-neutrality of technology on culture; contrasting perceptions of self; technological impact on the knowledge generation and epistemology; ethical issues (piracy, cyberbullying and harassment etc.) in different contexts and cohorts; 
6. Models of pedagogy, such as the Quality Teaching Framework, for teaching and assessing computing technology; range of strategies for teaching and assessing computing technology: teacher actions promoting student learning; creating a supportive and inclusive learning environment; encouraging reflective thought and action; enhancing the relevance of new learning; facilitating shared learning; making connections to prior learning and experience; providing sufficient opportunities to learn; teaching as inquiry and e-learning and pedagogy; classroom management and pedagogical best practices in a Bring Your Own Device (BYOD) environment including literacy and numeracy teaching strategies; teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities e.g. special needs, EALD, G&T; knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds; physical, social and intellectual development and characteristics of students and how these may affect learning; Open Educational Resources (OER) Massive Open Online Courses (MOOCs); debates such as to filter/not filter internet access, allowing administration rights to students, plagiarism and copyright issues associated with technology. 

This course may be offered in the following formats

• Face to face on site (extensive)
• Face to face on site (intensive)
• ​E-learning (online/asynchronous) 
• ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Critical Reflection (30%)
2. Professional e-Portfolio (30%)
3. Unit of Work and Multimedia Presentation (40%)

Prescribed Text

No prescribed texts applicable.