013246 Technological and Applied Studies Teaching Methods: Technology (Mandatory)

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 2025 is available in the Archives.

Description

This subject focuses on how Technology Mandatory 7-8 can be organised and implemented for effective teaching and learning. The subject combines theory and practice to ensure that students have a sound knowledge of how the four context areas are organised and delivered in Stage 4. This includes understanding the opportunities and limitations of implementing Technology Mandatory in any given context, approaches to teaching and learning, and the relationship between practical and theory lessons in the classroom. Students obtain an overview of the Technology Mandatory structure and its relationship to the Australian Curriculum. Students are introduced to planning lessons using a range of methods such as collaborative, student centred and project-based learning. Students also gain practical skills in making teaching resources using timber and basic hand tools that can be used across a range of Technology Mandatory context areas.

Subject learning objectives (SLOs)

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.

• Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
• 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 three APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Standard 2.1.1 is taught in the Week 2 and 3 lectures, practised in the Week 2 tutorial, and assessed in Assessment task 1, criterion b.

3.3.1 Include a range of teaching strategies.

Standard 3.3.1 is taught in the Week 3 and 5 lectures, practised in the Week 5 and 6 tutorials, and assessed in Assessment task 1, criterion a.

3.4.1 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Standard 3.4.1 is taught in the Week 6 and 8 lectures, practised in the Week 8 and 9 tutorials, and assessed in Assessment task 2, criterion b.

Teaching and learning strategies

Students are supported to learn through asynchronous lectures, practice-oriented tutorials in specialist workshop spaces, and curated online teaching and learning content and activities. Using technical workbenches, students will be taught how to use timber and basic hand tools. The diversity of activities provides opportunities for students to engage with emerging approaches to Technology

Mandatory education and critically reflect upon their own philosophy and practice. As students explore Technology Mandatory, they consider the implications of how syllabus content is interpreted for cultural and contextual relevance. To reinforce theoretical approaches, students regularly present to their peers and gain immediate feedback. Tutorials include individual, group and lecturer guided tasks in which students produce written, drawn and oral responses. The collaborative nature of the tasks builds the foundation for collegiality required for success in the classroom and school faculty.

Content (topics)

1. An overview of the Technology Mandatory syllabus
2. The influence of the National Curriculum Technologies Learning Area
3. The four context areas of Technology Mandatory
4. Approaches to teaching Technology Mandatory
5. Project-based /workshop-based learning in practical subjects
6. Teaching in a workshop. UTS Fabrication Workshops induction
7. Making simple teaching resources using timber and associated hand tooling
8. Introduction to workshop lesson planning and presentation
9. Thinking Skills – computational, design and systems thinking
10. Design in TAS, and Technology Mandatory

Assessment

Assessment task 1: Materials Technologies - Lesson Plan

Assessment task 2: Design Project

Minimum requirements

For Work, Health and Safety reasons, students must successfully complete the mandatory induction to use the UTS DAB Workshop space. The workshop sessions contribute to the completion of Assessment Tasks 1 and 2.

Failure to complete the UTS DAB Workshop mandatory induction will prohibit students from working in that space and participating in the scheduled workshop sessions.

Students must pass all assessment tasks to pass this subject. The tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject.

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

Acar, O. A., & Tuncdogan, A. (2019, 2019/10/03). Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model. Teaching in Higher Education, 24(7), 895-909. https://doi.org/10.1080/13562517.2018.1516636

Australian Institute for Teaching and School Leadership. Australian Professional Standards for Teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64

Baeten, M., Dochy, F., Struyven, K., Parmentier, E., & Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19(1), 43-62. https://doi.org/10.1007/s10984-015-9190-5

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39-43.

Bergmann, J. (2014). Flipped learning : gateway to student engagement. International Society for Technology in Education.

Bergmann, J., & Sams, A. (2007). Flip Your Classroom : Reach Every Student in Every Class Every Day. International Society for Tech in Ed. http://ebookcentral.proquest.com/lib/uts/detail.action?docID=3317690

Conran, T. (1996). Terence Conran on design. Overlook Press.

David, J. L. (2008). Project-Based Learning [Article]. Educational Leadership, 65(5), 80-82. https://www.lib.uts.edu.au/goto?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=31501220&site=ehost-live

Education Standards Authority. Digital Technologies and ICT Resources. 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. https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies

Education Standards Authority. Technologies Stage 6. https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies

Khalaf, B. K., & Zin, Z. B. M. (2018). Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review [Article]. International Journal of Instruction, 11(4), 545-564. https://doi.org/10.12973/iji.2018.11434a

Larmer, J., & Mergendoller, J. R. (2010). 7 Essentials for Project-Based Learning [Article]. Educational Leadership, 68(1), 34-37. https://www.lib.uts.edu.au/goto?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=53491079&site=ehost-live

Lee, S. J., & Branch, R. M. (2018). Students' beliefs about teaching and learning and their perceptions of student-centred learning environments. Innovations in Education and Teaching International, 55(5), 602-610. https://doi.org/10.1080/14703297.2017.1285716