013408 Teaching and Learning with Digital Technologies
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.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 96 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10406 Bachelor of Technology Master of Teaching Secondary Education
These requisites may not apply to students in certain courses. See access conditions.
Description
In this subject, students investigate ways of using learning technologies to help young people design, think, create and learn in a digital world. Participants explore how various technologies might mediate authentic, active, collaborative learning in their discipline area and consider appropriate e-learning theories and pedagogies for face-to-face, online and mobile learning environments. They also consider contemporary social issues, curriculum issues and emerging learning technologies relating to the use of information and communications technology in high school education.
Subject learning objectives (SLOs)
| a. | Critique a range of contemporary learning technologies and pedagogical approaches (GTS 1.2, 3.4, 5.1) |
|---|---|
| b. | Explain the theoretical underpinnings of a range of technology-enhanced learning designs in secondary education (GTS 1.1, 1.2, 2.6) (PA 3.1, 3.3, 3.5, 3.6, 3.7, 3.12, 3.13, 3.14) |
| c. | Describe appropriate pedagogical approaches using learning technologies to engage young people in authentic, active, and collaborative learning (GTS 2.6, 3.4) (PA 3.3, 3.4, 3.8, 3.11) |
| d. | Analyse current issues and applications relating to ICT in secondary education (GTS 1.2, 4.5, 6.2, 6.4, 7.4) (PA 3.1, 3.2, 3.9, 3.10, 3.14); and |
| e. | Develop communication skills appropriate to the teaching profession (GTS 3.5, 6.2, 7.4) |
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)
- Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Faculty of Arts and Social Sciences' Graduate Attributes and Master of Teaching in Secondary Education Course Intended Learning Outcomes (CILOs):
1. Professional readiness
1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
1.5) Engage in professional learning, demonstrating complex problem solving and intellectual independence in a research project
2. Critical and creative inquiry
2.1) Enquire into and research practice to improve educational experiences and outcomes
2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching
6. Effective communication
6.1) Assess, provide feedback and report on student learning
Teaching and learning strategies
This subject is offered in a blended mode consisting of face-to-face block classes (Saturdays), twilight sessions (online mid-week) and independent study activities. This flexible approach to the subject is designed to cater for the wide range of students’ background experiences, capabilities, interests and commitments. It is also designed to encourage students to engage in peer support activities and develop autonomous learning strategies. The subject includes structured workshops, tutorials, discussions, webinars, screencasts, individual research and engagement in assessments that critically examine and apply current thinking in the area. Early formative feedback will be provided after assignment one and two proposals.
Independent study activities. Throughout the session, students will engage in pre-class independent study mode (ISM) activities relevant to their interests as outlined on Canvas. They will exchange ideas with peers and staff in a range of online fora. The online and offline learning tasks will help students to ‘co-own’ the learning process.
Attendance at classes and participation in online activities are important in this subject because it is based on a collaborative approach, 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.
Content (topics)
Students will initially examine young people’s digital culture, and contemporary issues and trends in ICT in Education. They will then be introduced to a model of contemporary teacher knowledge: technological pedagogical content knowledge (TPACK) and also to selected technology-enhanced learning theories, designs and resources. Existing, new and emerging learning technologies in 7-12 education will be examined in relation to potential disruptive digital pedagogies. Students 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) in their course portfolio.
Assessment
Assessment task 1: Unit Plan (Individual)
| Objective(s): | a, b, c and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 2000 words References not included in Word limit. | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Digital publication (Individual)
| Objective(s): | d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Length: | Part A: Infographic with interactive elements (25%) Part B: 500 word discussion about the identified issue using evidence based literature to support your argument (15%) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is important in this subject because it is based on a collaborative approach which involves essential activities and interchange of ideas with other students and the lecturer.
Required texts
A selection of readings will be available via Canvas.
References
Additional References
Beetham, H. & Sharpe, R. (2020). Rethinking pedagogy for a digital age: Principles and practices of design. London: Routledge.
Bower, M. (2017). Design of technology-enhanced learning: Integrating research and practice. London: Emerald.
Gunter, G., & Gunter, R. (2015). Teachers discovering computers. Integrating technology in a changing world (8th edtn.) Boston, Mass, USA: Cengage Learning.
Henderson, M., & Romeo, G. (eds.) (2015). Teaching and digital technologies. Big issues and critical questions. Cambridge: Cambridge University Press.
Howland, J., Jonassen, D., & Marra, R. (2013). Meaningful learning with technology (4th ed.). NJ: Pearson.
Hunter, J. (2015). Technology integration and High Possibility Classrooms: Building from TPACK. NY: Routledge.
Kearney, M., Burden, K., & Schuck, S. (2020). Theorising and implementing mobile learning: Using the iPAC framework to inform research and teaching practice. Singapore: Springer. https://www.ipacmobilepedagogy.com/
Roblyer, M & Hughes, J. (2018). Integrating educational technology into teaching. (8th edtn.) Boston, Ma.: Pearson.
Other resources
TechnicalHelp: LinkedIn Learning tutorials (formerly Lynda.com)
UTS students have access to these award-winning tutorials via the library
(or use Library search facility)
Headphones and Handheld devices
You may choose to bring your own headphones. You should also bring your own (wifi-enabled) handheld device (laptop, iPhone, tablet such as iPad etc.) to classes as we may be using other classrooms during the semester (ie. outside the computer room).
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 2023 Social Media Guidelines
Please ensure you are familiar with the Initial Teacher Education Guidelines for professional practice using social media (see link in Canvas).
UTS Library support with Study Skills
https://www.uts.edu.au/current-students/support/academic-support/study-skills