Secondary Technologies PCK 1 (9914.2)

Required texts

Recommended Reading:

Fisher, J., & McLeod, A. (2016). Digital divas¿: putting the wow into computing for girls . Clayton, Victoria: Monash University Publishing.

Williams, J. P., & Stables. K. (Eds.). (2017). Contemporary research in technology education: Helping teachers develop research-informed practice.  Springer

Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/

NSW 7-10 Syllabus: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies

ACT BSSS 11-12 Frameworks: http://www.bsss.act.edu.au/curriculum/Frameworks

NSW HSC Syllabuses: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z

Supplementary Reading:

Books:

Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a   difference (2^nd ed.). Milton, QLD: John Wiley & Sons Australia.

Hattie, J. & Yates, G. (2014). Visible Learning and the Design and Technology of How We Learn. Oxon New York, NY Routledge

Killen, R. (2013) Effective Teaching Strategies from Research and Practice (6th Ed.). South Melbourne, Vic. : Cengage Learning Australia

Marsh, C., Clarke, M, Pittaway, S (2014).   Marsh's Becoming a teacher (6th ed.) Pearson

New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.

New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.

Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development.

Wiggins, G. P. & McTighe, J. (2011) The Understanding by Design Guide to Creating High-Quality Units. Alexandria, Va. : ASCD

Additional readings may be provided for each workshop and can be found on the unit Canvas site

Submission of assessment items

Extensions & Late submissions

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

All assessment tasks must be submitted on UCLearn (Canvas) via the appropriate dropbox. It is the student's responsibility to upload the correct corresponding draft or assessment item, to the right submission section.Assignments must be submitted by the student in a format accessible to the assessor(s) - as stated on the relevant Canvas site.  Please do not submit zip files or documents created in 'Pages': Microsoft Word or PDF documents are best. 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 tasks may be applied until the student makes their submission accessible.

In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation). 

Special assessment requirements

A minimum aggregate mark of 50% is required to pass the unit. 

Teaching Performance Assessment (TPA)

All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.

It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).

If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.

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.

There are two different assessment structures for Secondary PCK 1 units. Whether you are required to complete Assessment Structure A or Assessment Structure B will depend on whether this unit is your final PCK unit, attached to a final-level placement. It is the student's responsibility to ensure they complete the correct assessment structure.

Learner engagement

An approximate breakdown of the workload is:

Weekly Workshops                         20 hrs

Weekly Lesson Planning                20 hrs

Weekly Readings and Activities      50 hrs

Assessment Preparation                 60 hrs

Total hours                                      150 hrs

Participation requirements

General Attendance Requirements: 

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.

For units with a school-based clinic: 

Participation in school based tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the school based tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.

Professional Placement: 

Successful completion of the professional experience placement is critical to success in the unit.  Students must familiarise themselves with the processes and policies related to professional experience.

Required IT skills

It is expected that students undertaking this unit will have a sound level of information technology competence that includes electronic manipulation of documents, PowerPoints, photographs, videos slide-shows, e-books, websites and apps. Students need to bring an electronic device (laptop of Smart tablet) to weekly workshops.

Work placement, internships or practicums

Professional experience is a required activity to receive a grade in this unit. A successful professional placement is requisite for a Pass in this unit.  

This unit involves Work Integrated Learning (School based clinics and placement) and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Client /patient 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 (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.

You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the WWVP on applies to the ACT.  For students undertaking placements in other states or territories, it may be that an alternate background check is needed.   Please refer to the professional experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements. Students in placement/school-based units are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. Directions for this process are provided on Canvas. Students are also required to complete and submit a 'UC Student Placement/Internship Agreement Form' before commencing Professional Experience.  A link to this form is available on your CANVAS site.

Please follow the following instructions to ensure your unit convenor remains informed of progress on your negotiated placement:

1. Fill in the professional experience placement planner in collaboration with your school mentor (on Professional Experience site) indicating on the planner when your interim and final reports will be completed

2. Upload the planner as a draft to the unit site using the dropbox

3. If your proposed schedule for the completion of reports changes please upload a new planner with the revised dates

Additional information

In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation). 

Where this unit is a student's final Placement unit, you must successfully complete all aspects of the TPA to pass the unit in addition to a successful placement report. 

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 emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Theoretical foundations: This unit covers the theoretical principles of Pedagogical Content Knowledge and the implications for teaching practice. This unit is based on current and emerging professional practices for beginning teachers, as they begin their professional career.

Research Led Education: There are active researchers teaching this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and project based learning, the learning and assessment modes develop research skills in the preservice teachers.

• Semester 1, 2021, On-Campus, UC - Canberra, Bruce (200941)
• Semester 1, 2020, On-Campus, UC - Canberra, Bruce (193992)
• Semester 1, 2019, On-Campus, UC - Canberra, Bruce (186776)
• Semester 1, 2018, On-Campus, UC - Canberra, Bruce (182535)