Units

---

Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Computers are increasingly a part of the lives of children. Consequently, the early childhood educator organises teaching and learning experiences that take into account the diversity of the classroom and the uses of information and communication technologies. Within this context ICT is becoming increasingly relevant to the lives and education of children, as they offer opportunities for the child to engage in rich learning experiences in innovative and challenging ways that were not possible previously.

Early experiences with computers should be characterised by both free and structured exploration and opportunities to engage in social interactions with peers and teachers. Information and communication technologies offer opportunities for learning through exploration, creative problem solving, and self-guided instruction.

Knowledge of information and communication technologies and their role in the learning process will assist the early childhood educator with how to integrate them into their teaching program. This unit is designed to provide early childhood educators with the opportunity to explore the potential of information and communication technologies as a teaching and learning resource. It will consist of critical examinations and explorations of software that cater for the diversity of early childhood contexts, and will demonstrate ways in which such software can be planned and created to be inclusive of all children and maximise their learning experiences.

Aims

On satisfactory completion of this unit, you should be able to make informative decisions about using information and communication technologies in early childhood contexts. In doing so you should be able to demonstrate applications for diverse early childhood contexts.

Objectives

On completion of this unit you should be able to:

1. Know and understand effective teaching, learning and assessment strategies and resources where ICT is embedded(QCT Standard One);
2. Make ICT integral to learning (QCT Standard One)
3. Know and understand how ICT supports, enhances, enables and transforms language, literacy and numeracy expectations and development (QCT Standard Two);
4. Create learning experiences in which individual and groups of students actively use ICT to access, organise, research, interpret, analyse, create, communicate and represent knowledge.

Content

This unit will cover the following topics and will contribute to your developing Professional Learning Profile:
Guided exploration of the functions of computers will provide the foundation to understanding the place of ICT in the diversity of early childhood contexts.
ICT will be used as a means for reflecting on teaching to diverse early childhood contexts. Considerations of equity will be presented and discussed as well as the necessity to facilitate access to computers so all children provided with rich learning experiences for all children.
Software is designed using different pedagogical approaches. As a basis for reflection software will be reviewed in light of its pedagogical approach and appropriateness as a teaching and learning resource.

Approaches to Teaching and Learning

A combination of face-to-face workshop sessions and online experiences will assist you to explore ICT and its appropriateness to early childhood contexts. Teaching and learning approaches will support varying learning styles.

Assessment

Assessment in the unit is both formative and summative. Formative assessment is provided through feedback in discussion forums, and through written feedback on assessment tasks. Summative assessment consists of the following two tasks:

Assessment name: ICT teaching and learning port
Description: ICT teaching and learning portfolio development. This assessment task requires you to provide an overview of a teaching and learning resource which meets the diversity of early childhood contexts. It must include intended outcomes, teaching strategies to be utilised, open-ended questions to be asked, language to be developed and assessment strategies likely to be used.
Length: 500 words.
Relates to objectives: 2 - 4
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Learning portfolio
Description: The portfolio requires you to document your learning in this unit. You must complete all assessment pieces and attend all the workshops. The assessment task requires you to produce a portfolio which demonstrates significant learning related to diversity, ICT and early childhood education. The learning portfolio "tells the story" of your learning in this unit. It links the theory and the practice of teaching. You will be able to choose from a range of resources, those that best demonstrate your significant learning.
Length: 2000 words (plus other media)
Relates to objectives: 1 - 4
Weight: 80%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts

There is no set text for this unit. Some readings may be available on the Course Materials Database (CMD).

References

Behrman, R. (2001).Society: The cyber children have arrived. The Futurist, 35(5), 14-15.
Bolt, D. B. (2000). Digital divide: Computers and our children's future. New York: TV Books.
Clements, D., & Sarama, J. (2002). The role of technology in early childhood learning. Teaching children Mathematics, 8(6), 340-343.
Sarama, J., & Clements, D. (2002). Learning and teaching with computers in early childhood education. In O. Saracho, & B. Spodek, (Eds.), Contemporary perspectives on early childhood curriculum (pp. 171-216). Connecticut: Information Age Publishing.
Thouvenelle, S. (2003). Completing the computer puzzle: A guide for early childhood educators. Boston: Allyn and Bacon.

top

Risk assessment statement

There are no out of the ordinary risks associated with the conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012