Technology Skills for Teaching 2 (B) (10106.2)

Required texts

There is no required textbook for this unit. 

Additional readings and other stimulus material to assist focus competencies and Outdoor Education pedagogy will be provided on the unit's Canvas site. 

Submission of assessment items

Extensions & Late submissions

Whenever possible all assessment items will be submitted online via the unit Canvas site. Standard statement to apply. Where this is not possible, exceptions may be sought from the Faculty Associate Dean Education (ADE).

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, the UP assessment item will be considered unstatisfactory.

Late submission of assignments submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

Special assessment requirements

In order to pass the unit, students must achieve an ungraded pass (UP) for Assessment 1.

The Unit Convener reserves the right to orally question the student regarding their assessment work.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE), as a prescribed authority for investigation.

Learner engagement

Please contact the course provider for the Outdoor Leadership and Mentoring Program (OLMP) to receive a detailed outline of time commitments.

Participation requirements

Attendance at all scheduled sessions in this coursework/unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g., medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. In in the event of an absence, it is the student's responsibility to make arrangements to make up for missed coursework. Failure to do so will result in an unsatisfactory completion of the vocational coursework requirements. 

Required IT skills

None.

In-unit costs

Although most running costs associated with school-based field excursions for the OLMP are covered, there are associated coursework costs as a part of other participation in the OLMP. Students are responsible for ensuring they can meet these and should discuss options with the course provider and Unit Convener as needed.

Work placement, internships or practicums

Learning in this unit will be integrally linked to experiences in professional contexts.

This unit involves classroom mentoring in a school setting and therefore, additional student responsibilities are required in addition to those described in this section. Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake the observation tasks for this unit. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services (pre-service teachers are volunteers in schools, and therefore their WWVP is free): https://www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804  

Being in a school for periods of mentoring also requires strict adherence to professional practice principles and ethics. School confidentiality must always be maintained, including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (workshops, practicals etc. if scheduled) for the successful completion of this unit. If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you meet with your Course Convener to schedule this unit for a future semester.

Additional information

Foundation of this unit

Theoretical foundation: The theoretical foundation of this unit is based on experiential learning principles and practices, as well as effective teaching in the discipline. Students develop their critical analytical skills through the learning and assessment items and are able to apply these skills to practical scenarios in educational contexts.

Practice and research-led education: Teaching staff are specialists in the discipline area who will engage students in deep and active learning and transmit to students their passion for the discipline area. The learning and assessment items develop best practice and provide opportunities for students to apply these skills to teaching scenarios in educational contexts.

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