021702 ICT in School Education: Current Issues and Applications
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
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.
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 task 1: Digital learning resource
c) and d)
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).
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Assessment task 2: Interactive Poster (Pairs)
a), b), d) and e)
1 page (e.g. PDF, Glogster, Infographic, Canva)
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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.
A selection of readings will be available via UTSOnline.
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.
Technical Help: Lynda.com tutorials
UTS students have access to these award-winning tutorials via the UTS library
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.)
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