013182 Technological and Applied Studies Teaching Methods: Information Processes and Technology
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Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): ( 168 credit points of completed study in spk(s): C10406 Bachelor of Technology Master of Teaching Secondary Education AND 013246 Technological and Applied Studies Teaching Methods: Technology (Mandatory) AND (013247 Technological and Applied Studies Teaching Methods: Engineering Studies OR 013248 Technological and Applied Studies Teaching Methods: Software Design and Development))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Drawing upon subject content knowledge in the field of information processes and technology (IPT), teacher-education students are supported to produce an element of an information system to the same scale they would, as graduated teachers, support senior secondary school-students to produce a similar element. The focus of this subject is for teacher-education students to plan and deploy teaching, learning and assessment activities and tools around the process of preparing the information system. This includes an assessment task-notification that describes what is to be made and then how. Alongside designing assessment tasks, rubrics, and feedback strategies for the information system element, teacher-education students gain competencies in developing key assessment documentation, including maintaining records for registration purposes including data storage and privacy.
Subject learning objectives (SLOs)
| a. | Design and implement a range of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess IPT student learning. |
|---|---|
| b. | Explain the purpose of providing timely and appropriate feedback to IPT students about their learning. |
| c. | Conduct assessment moderation and its application to support consistent and comparable judgements of IPT student learning. |
| d. | Interpret student assessment data to evaluate student learning and modify teaching practice in IPT classes. |
| e. | Plan and oversee strategies for reporting to students and parents/carers and the purpose of keeping accurate reliable records of student achievement. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
- Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- Assess, provide feedback and report on student learning (1.4)
- Create and maintain inclusive, supportive, well-managed, diverse and safe learning environments (3.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
Contribution to the development of graduate attributes
There are five APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Standard 5.1 is taught and practised in the Week 3 lecture and tutorial, and assessed in Assessment task 1 criterion a.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Standard 5.2 is taught and practised in the Week 8 lecture and tutorial, and assessed in Assessment task 2 criterion d.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Standard 5.3 is taught in the Week 3 lecture and practised in the Week 9 tutorial, and assessed in Assessment task 2 criterion c.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Standard 5.4 is taught and practised in the Week 8 lecture and tutorial, and assessed in Assessment task 1 criterion b.
5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Standard 5.5 is taught and practised in the Week 8 lecture and tutorial, and assessed in Assessment task 1 criterion a.
Teaching and learning strategies
Through structured discussion and online interaction, teacher-education students critically reflect upon current methods with a view to creating meaningful assessment tasks for students. In addition to curated asynchronous online content, students collaborate in tutorial sessions to generate assessment tasks in response to set briefs. Teacher-education students complete projects that develop skills in generating key assessment documentation for Information Processes and Technology. Group feedback sessions enable teacher-education students to further analyse the validity of their solutions as teaching resources for the classroom. Differentiated approaches to assessment that cater to all learners are examined and practised. Teacher-education students experiment with creating mixed methods for assessment including a range of response types such as written, oral, presentation, media and demonstration. Methods are tested in tutorial sessions as interactive activities.
Content (topics)
Planning teaching and assessment for an Information Processes and Technology project includes:
- syllabus assessment philosophy
- assessment ‘for’, ‘as’ and ‘of’ learning
- assessment support documentation
- assessment grids for information processes and technology
- project work in information processes and technology
- assessment task writing for information processes and technology
- assessment task rubrics
- HSC course school based and external assessment
- formative and summative feedback
- program registration and evaluation
- program and lesson improvement.
Assessment
Assessment task 1: Stage 6 Assessment Grid
| Objective(s): | a, d and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||
| Length: | 1,200 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Graphics/multimedia output with project report and rubric
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: |
| ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must pass all assessment tasks to pass this subject because the tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against the Australian Professional Standards for Teachers. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Required texts
Education Standards Authority. Digital Technologies and ICT Resources. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning- areas/technologies/coding-across-the-curriculum
Education Standards Authority. Technologies in Kindergarten to Year 10. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning- areas/technologies
Education Standards Authority. Technologies Stage 6. Retrieved from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/technologies
References
Australian Institute for Teaching and School Leadership. Australian Professional Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy- framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Gallo, C. (2009). The presentation secrets of Steve Jobs how to be insanely great in front of any audience. New York: McGraw-Hill.
Glover, N. (2006). Design and Technology: Preliminary and HSC. Australia: Nelson.
Grover, D., & Vinton, S. Digital Technologies for the Australian Curriculum 9 & 10 Workbook. Australia: Nelson.
Johnstone, G., Lowbridge, M., & Smith, J. (2010). Excel HSC - Information Processes and Technology Study Guide. Liechhardt: Pascal Press.
Kerr, D., & Wilson, S. (2010). Excel HSC - Food Technology Study Guide. Leichhardt: Pascal Press.
Metcalf, P., & Metcalfe, R. (2013). Excel HSC - Engineering Studies. Leichhardt: Pascal Press.
Metcalf, P., & Metcalfe, R. (2014). Excel Preliminary - Engineering Studies. Leichhardt: Pascal Press.
Powers, G. (2000a). Information Processes and Technology HSC Course Textbook. Australia: Harcourt Education.
Powers, G. (2000b). Information Processes and Technology Preliminary Course. Australia: Harcourt Education.
Trimmer, R., & Trevallion, D. (2011). Excel HSC and Preliminary - Design and Technology Study Guide. Leichhardt: Pascal Press.
Wesley, A., Adamthwaite, K., Rocca, R., McKee, S., & Ellis, D. (2014). Design and Technology Stage 6 Textbook, Interactive Textbook and Toolkit. Australia: Cambridge University Press.
Wesley, A., Rocca, R., McKee, S., & McLean, M. (2014). Design and Technology - Stage 6 (NSW): Student Book (Print & Digital): Cambridge University Press.