Units

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Sample subject outline - Semester 2 2013

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

Rationale

It is widely held that information and communication technology (ICT) simultaneously threatens to disrupt traditional teaching practices and offers opportunities for development of more effective approaches. In turn, these beliefs have led to a heightened interest into the rethinking of pedagogy within a technological framework, in all sectors of formal education (pre-school, primary, secondary and post-compulsory).

This unit unpacks and critiques some of the complex relationships between digital technology and pedagogy including determinist and co-constructive positions. Major theoretical approaches to teaching and learning within technologically-rich environments, including the Conversational Framework, Technological Pedagogical Content Knowledge framework and Community of Practice models will be introduced. These approaches are used in order to analyse and plan effective real-world learning environments. This unit is designed to build on the knowledge gained from reflective educators and who actively work with technology.

Aims

The aim of this unit is to engage you with (i) broad theoretical frameworks that seek to explain technological change; (ii) specialised educational theory predicated on rich technological environments; and (iii) approaches to tool learning at individual and group levels. These engagements serve a practical aim: to improve pedagogical practice in personal and organisational domains.

Objectives

On completion of this unit you should be able to:

1. formalise existing professional knowledge of the pedagogical use of ICT through critical focused personal reflection and active engagement in collaborative networks; GC: A, E

2. critically analyse contemporary professional practice using theoretical knowledge of ICT in teaching and learning; GC: A, B, C.

3. develop proposals for change in ICT pedagogy that are well-grounded theoretically and practically; GC: A, B, G

Content

This unit will cover the following topics:

• examining diverse approaches to learning new ICT tools for professional and personal purposes.



• The reading program provides an introduction to contemporary theoretical positions related to: technological change, frameworks for educational design with ICT and professional development models.



• Agendas and policy documents are analysed and used to develop well-grounded proposals for change.

Approaches to Teaching and Learning

Consistent with its specific focus on digital pedagogies, this unit will model the approaches to teaching and learning it is investigating. It will, for example, make use of "digital" resources such as electronic documents, streaming media and web applications. During the semester, you may participate in face-to-face group meetings, teleconferences and/or online synchronous events such as scenarios. A major feature will be your participation in asynchronous discussions in order to demonstrate and refine understandings of major issues and your reflection on this is included in the unit assessment. Opportunities for the collaborative construction and review of assignments will permit you to form small teams with other students who share similar interests or backgrounds.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will include smaller tasks that mirror the major assessment items. You will have the opportunity to seek both peer- and instructor-feedback on your formative work, based on criteria for assessment that is similar to the major assessment items.

Assessment name: Poster
Description: The first assignment is a poster which asks you to undertake a reflective examination of the learning associated with a professionally relevant digital technology
Length: 1500 words or equivalent)
Relates to objectives: 1
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid semester

Assessment name: Academic article
Description: The second assignment is an academic article suitable for publication in professional journal which will present an evaluation of a critical ICT imperative followed by an informed response.
Length: 2500 words or equivalent
Relates to objectives: 2 & 3
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: End teaching period

Assessment name: Learning Journal
Description: The third assignment will be a learning journal, that is, a reflection paper based on evidenced participation in unit discussions and structured activities such as scenarios.
Length: 1000 words or equivalent
Relates to objectives: 1, 2, & 3
Weight: 10%
Internal or external: External
Group or individual: Individual
Due date: End teaching period

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

There is no set text for this unit. Current readings drawn from the professional and research literature will form the basis of content for this unit.

Journals and conference proceedings are a critical resource in emerging domains. Academic journals with relevance to this unit include:
Australian Educational Computing
Australian Journal of Educational Technology
British Journal of Educational Technology (BJET)'
Computers in Schools
Journal of Research in Technology Education (JRTE)
Journal of Technology and Teacher Education
Technology, Pedagogy and Education

Breuleux, A. (2001). Imagining the present, interpreting the possible, cultivating the future: Technology and the renewal of teaching and learning. Education Canada, 41(3), 1-8.

Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). London: Routledge.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Risk assessment statement

There are no out of the ordinary risks associated with the general 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: 31-Oct-2012