Technology Skills for Teaching 2 (B) (10106.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Students will be required to complete the following practical and theory components:
Practical component: completion of practical application of industry/vocational qualification at UC partner school/s or approved training provider; attainment of a vocational certificate appropriate to their teaching specialisation; and
Theory component: academic studies in professional practice and active involvement in networking groups for vocational education and training in schools.
Learning outcomesOn successful completion of this unit, students will be able to:
1. Consolidate technical skills in a particular technology or vocational area relevant to their teaching specialisation;
2. Apply technical skills to a limited range of projects in their teaching specialisation;
3. Apply communication and organisational skills specific to the vocational education sector in schools;
4. Evaluate the impact of current issues for professional practice in the vocational education and training environment; and
5. Demonstrate active involvement in networking groups for vocational subjects in schools.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
PrerequisitesEnrolment in 327JA or 328JA and completion of Technology Skills for Teaching 2A; or approval from course convener
Incompatible units8796 Acquisition of Vocational Skills 2 (part B)
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Dr Michael Davies|
Links to readings will be available on Canvas.
Submission of assessment items
Extensions & Late submissions
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. Although most file types are accepted, PDF formats are not.
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, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment 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 both an ungraded pass (UP) for assessment Item 1 and 50% or more for assessment Item 2.
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.
Workshop activities: 40 hours
Fieldwork: 80 hours (8 days minimum)
Reading, research and assignment preparation: 30 hours
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation e.g., medical or similar certificates.This is required for certification and Professional Accreditation.
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. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Required IT skills
Students will need to be competent users of the learning management system, Canvas.
Although most running costs associated with school-based field trips for the OLMP are covered, other costs may be incurred as a part of other participation in the OLMP. Students are responsible for ensuring they can meet these and should discuss options with the teaching staff 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.
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