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021702 ICT in School Education: Current Issues and Applications

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

Description

This subject provides an overview of contemporary social issues, curriculum issues and emerging learning technologies relating to the use of ICT in K–12 education. Strategies are developed for keeping up to date with K–12 e-learning trends and developments including new pedagogical approaches. Sessions are mostly hands on and students develop related technical skills (no experience necessary).

Subject learning objectives (SLOs)

a). Describe and analyse a range of current social, economic, political and legal issues relating to ICT in primary and secondary school education;
b). Analyse current curriculum issues relating to ICT in K-12 education;
c). Critique a range of contemporary learning technologies and associated pedagogical approaches;
d). Demonstrate your confidence in using new media to communicate and demonstrate an experiential, ‘risk-taking’ approach to developing your digital fluency;
e). Develop communication skills appropriate to the teaching profession

Contribution to the development of graduate attributes

This subject addresses the following Coure Intended Learning Outcomes:

1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)

2. Critical and Creative Inquiry
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS3)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

Teaching and learning strategies

The subject includes structured workshops, tutorials, discussions, individual research and engagement in assignments that critically examine and apply current thinking in the area.

Content (topics)

Students will initially examine young people’s digital culture, and contemporary issues and trends in ICT in Education. Existing, new and emerging learning technologies in K-12 education will be examined in relation to potentially disruptive digital pedagogies. Students will also develop a learning resource for children. They will develop their professional learning networks, identify relevant teacher standards and ICT elaborations, and explore how they can demonstrate these standards and reflect on their development.

Assessment

Assessment task 1: Digital learning resource

Objective(s):

c) and d)

Groupwork: Individual
Weight: 70%
Length:

Part A. Digital Product. To be negotiated with staff. (Equivalent to 1000 words)

Part B. Word document (800 words)

Part C. Word document (400 words) + evidence of peer feedback (not counted in word limit).

Criteria linkages:
Criteria Weight (%) SLOs CILOs
informed choice and depth of explanation of theoretical perspective underpinning design and use of resource (B) 10 c) 1.2
appropriate selection and creative use of digital media (A) 25 d) 1.5
degree of risk in innovation (A, B) 10 c) 1.5
coherence and strength of rationale (B) 10 c) 1.2
critical insights into pertinent teaching approaches (B) 15 c) 1.5
depth of consideration for improving design and use of resource (C) 15 c) 1.2
organisation and presentation (A) 15 d) 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Interactive Poster (Pairs)

Objective(s):

a), b), d) and e)

Weight: 30%
Length:

1 page (e.g. PDF, Glogster, Infographic, Canva)

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Strength of argument about the significance of the chosen issue 15 a) 2.2
Depth of understanding of chosen issue 25 b) 2.2
Depth of analysis and range of literature 20 a) 2.2
Effectiveness of the organisation and presentation of the poster, including degree of interactivity and use of new media 30 d) 6.1
Accuracy, clarity and cohesiveness of the written text, including accurate referencing 10 e) 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at classes are important in this subject because it is based on a collaborative approach which involves essential online activities, including interchange of ideas with other students and staff. An attendance roll will be taken at each class. Where possible, students should advise the lecturer in a timely manner if they are unable to attend.

Required texts

A selection of readings will be available via UTSOnline.

References

Bransford, J., Brown, A., & Cocking, R. (1999) How people learn: Brain, mind, experience, and school. National Academy of Sciences, Washington, DC, US.

Finger, R., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making it happen. Sydney: Pearson.

Grabe, M., & Grabe, C. (2007). Integrating technology for meaningful learning. Boston: Houghton Mifflin.

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. South Melbourne, Vic.: Oxford University Press,

Hunter, J. (2015). Technology integration and High Possibility Classrooms: Building from TPACK. NY: Routledge.

Jonassen, D. (2006). Modelling with technology: Mindtools for conceptual change. NJ: Pearson Merrill Prentice Hall

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology. (3rd ed.). pp1-12. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall

Roblyer, M & Doering, A. (2013). Instructional software for 21st Century Teaching. In M. Roblyer (Ed). Integrating educational technology into teaching. (pp. 74-109) Boston, Ma.: Pearson. (6th ed.).

Roblyer, M & Doering, A. (2013). Integrating educational technology into teaching. (6th international edtn.) Boston, Ma.: Pearson. The accompanying web site is at: http://www.prenhall.com/roblyer/

Shelly, G., Cashman, T., Gunter, G., & Gunter, R. (2008). Integrating technology and digital media in the classroom: Teachers discovering computers. Boston, Mass, USA: Thomson Course Technology.

Trust, T. (2012). Professional Learning Networks Designed for Teacher Learning. Journal of Digital Learning in Teacher Education, 28(4), 133-138.

Other resources

Technical Help: Lynda.com tutorials

UTS students have access to these award-winning tutorials via the UTS library

http://www.lib.uts.edu.au/help/study-skills/lyndacom-tutorials

Access to Faculty Video and Still Cameras

You can book one of the Faculty’s video or still cameras via your lecturer’s email at any stage of the semester. Please note that cameras must stay on the campus. All cameras are compatible with video and graphic editing software (eg. iMovie, Photoshop etc.)

Handheld devices

You are encouraged to bring your own (wifi-enabled) handheld device (laptop, iPhone, tablet such as iPad etc.) to classes.

Google Education tools

We will be making use of Google Education tools throughout the subject (e.g. see http://www.edutopia.org/google-for-educators )

UTS Teacher Education social media guidelines : http://bit.ly/2015UTSguidelines

UTS Library support with Study Skills: http://www.lib.uts.edu.au/help/study-skills