The Practice (PCK) of Teaching Technologies (9890.2)
|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 4 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn successful completion of this unit, students will be able to:
1. Demonstrate knowledge and understanding of appropriate pedagogical practices in relation to the learning area of Technologies;
2. Demonstrate familiarity with the purpose and content of the Technologies Australian Curriculum, and critically analyse its practical application in classrooms; and
3. Appreciate interrelations between pedagogical knowledge, content knowledge and technological knowledge.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
PrerequisitesStudents must have passed 24 credit points. Students in the following courses must also have passed 11765 Foundations of Pedagogy: 321JA Bachelor of Primary Education, 322JA Bachelor of Primary Education (STeM), 323JA Bachelor of Primary Education (Creative Arts), 324JA Bachelor of Primary Education (H&PE)
Assumed knowledgeBasic ICT Literacy and Pedagogical Content Knowledge Units.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2021||UC - Canberra, Bruce||Semester 2||02 August 2021||On-Campus||Ms Emily Ashcroft|
|2022||UC - Canberra, Bruce||Winter Term||30 May 2022||On-Campus||Dr Duncan Driver|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Ms Emily Ashcroft|
Fleer, M. (2016) Technologies for Children. Port Melbourne: Cambridge University Press.
Available for purchase from the bookshop The School Locker, and also available on 3 hour loan from the library.
To purchases through The School Locker, use the link: https://theschoollocker.com.au/universities/university-of-canberra or visit The School Locker Store situated inside the UCX Shop.
Additional Recommended Readings
Australian Curriculum: Technologies, through the website https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/
Digital Technologies Hub, through the website https://www.digitaltechnologieshub.edu.au/
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A. and Hornstein, M. (2010) ‘Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom', International Journal of Art & Design Education, 29(1), pp.37-53.
Fletcher, G.H.L. & Lu, J.J. (2009) ‘Human Computing Skills: Rethinking the K-12 Experience', Communications of the ACM, 52(2), pp.23-25.
Koehler, M. J., Mishra, P. and Cain, W. (2013). ‘What is technological pedagogical content knowledge (TPACK)?' Journal of Education, 193(3), pp.13-19.
Long, C. (2012) ‘Teach Your Students to Fail Better with Design Thinking', Learning and Leading with Technology, February, pp.16-20.
Wing, J.M. (2006) ‘Computational Thinking', Communications of the ACM, 49(3), pp.33-35.
Submission of assessment items
Extensions & Late submissions
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, 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.
Special assessment requirements
An aggregate mark of 50% is required to pass the unit.
All assignments must be submitted to pass this unit.
Note: Formal assessment takes place during class in Week 7, for which attendance and participation is compulsory or penalties to the associated assignment task (Assignment 1) may be applied. Normal extension provisions apply.
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.
150 hours for this 3 credit point subject are comprised of the following:
Reading and private study 50 hours
Tutorial and online participation: 50 hours
Assessment tasks: 50 hours
Please note, these are approximations.
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 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. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
Note: Formal assessment takes place during class in Week 7, for which attendance and participation is compulsory or marks attributed to that assessment component will be forfeited (Design Exhibition, 5%).
Required IT skills
Word processing skills.
During this unit students will be exposed to online coding and will need to develop their skills and understanding in this area.
Basic modelmaking materials may be required (e.g. cardboard, scissors, tape, etc). For assignment 1, students are encouraged to reuse and recycle materials rather than purchase new. Students are not required or encouraged to purchase materials for their Community Design Project; however, they can if they choose to do so.
Work placement, internships or practicums
This unit encourages students' practical development of key pedagogical and attitudinal skills essential for teaching within the 21st-century classroom. This unit supports students to develop key pedagogical knowledge, content knowledge and knowledge of students and how they learn in relation to the Australian Curriculum: Technologies. Furthermore, students will practise and develop important technical skills to prepare them for future work within the education profession. Additionally, this unit will explore essential learning theories specific to the teaching of the Australian Curriculum: Technologies. These theories, including Design Thinking and TPACK, will underpin students' developing pedagogical approaches to instructing Design Technologies and Digital Technologies.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore, all unit enquiries should be sent by email using a student university email account. Students should contact the Service Desk ( firstname.lastname@example.org ) if they have any issues accessing their university email account.