Units

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Sample subject outline - Semester 1 2013

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

Rationale

Digital technologies have the potential to transform teaching and learning in ways which previous technologies have been unable to do. It has been suggested that introducing technology into a learning environment is ecological rather than additive making significant and permanent changes in what is taught and how it is learnt.

To gauge, harness and direct this potential requires a systematic viewing of the domain through differing perspectives and requires a rethinking of the foundational questions concerning what we believe teaching and learning to be. The digital perspectives addressed in this unit are historical, theoretical, practical, professional and personal with each contributing to a deeper understanding of how students learn in environments that integrate digital technologies or are reliant upon them.

This unit will provide an overview of the domain of information and communication technology (ICT) in education through a review of seminal and contemporary research and practice in face-to-face, blended and online learning environments. It is intended for educators and system leaders as well as those who have a curiosity about the way digital technologies are helping to reshape the educational landscape.

Aims

The aim of this unit, through bridging research and practice, is to allow you to formulate informed, personally relevant and contextualised understandings of the potential of digital technologies to influence teaching and learning.

Objectives

On completion of this unit, you should be able to:

1. apply advanced knowledge and understanding of digital technologies in teaching and learning from multiple perspectives; GC: A
2. critically evaluate the use of digital technologies in teaching and learning against published research schema or system benchmarks; GC: B
3. ask informed questions of contemporary research, opinion, policies and initiatives relating to digital technologies in education; GC: A, B
4. articulate a personal philosophy, supported by theory and practice, relating to how, when, where and why digital technologies can be used to enhance teaching and learning; GC: G

Content

This unit will cover the following topics providing an overview of digital technologies in teaching and learning through the following interdependent perspectives:

1. Historical perspective
This topic will introduce students to the seminal research and early interventions on the use of digital technologies in teaching and learning.
2. Theoretical perspective
This topic will provide an overview of research in this domain and will also explore the research on practitioners, particularly the connection between educators' beliefs and actions.
3. Practical perspective
This topic will examine contemporary exemplary and innovative practice in terms of current systemic policies for the use of digital technologies in teaching and learning.
4. Professional perspective
This topic addresses the professional standards and systemic expectations for the ethical and effective use of digital technologies in teaching and learning.
5. Personal perspective
This topic engages students in critically reflecting on their own understandings and dispositions towards the use of digital technologies in teaching and learning.

Approaches to Teaching and Learning

During the semester, you will use flexible channels of communication and collaboration and learning will be supported by standard and emergent technologies. Your active participation in the unit through peer mentoring and online discussion is encouraged.

Assessment

A range of writing genres are used in the assessment instruments, including formal analysis (Case Study), formal academic writing (Literature Review) and academic reflection (Reflective Journal). Within these genres you are encouraged to produce texts that have profession relevance.Learning activities in the first part of the semester will provide practice and formative feedback on tasks related to assessable work. Following each formal assessment, a statement of results against each criteria will be provided along with summary comments.

Assessment name: Reflective Journal
Description: The journal is a collaborative online text written in two parts. In the first part, written as a blog over the course of the semester, you will respond to unit activities, readings and discussions and relate them to theoretical positions and frameworks provided. In the second part, you will present and argue for a personal perspective focused on productive relationships between digital technology and learning. This is based on your earlier reflections, in the form of a concise metaphor.
Relates to objectives: 4
Weight: 20%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Assessment name: Case Study
Description: In this assignment of approximately 2000 words, you will provide an analytic account of teaching episode that you are engaged in (just completed, current or planned). Your analysis will draw on the different perspectives covered in the unit to provide a rich description of the way digital technology has influenced, in the case chosen, of the teaching, professional contexts, curriculum and local policy frameworks that are applicable. You will choose one of these perspectives to isolate an issue for a focused study in the Literature Review assignment.
Relates to objectives: 1 & 3
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Literature Review
Description: This assignment, of approximately 2500 words, follows the identification of a significant issue related to your current teaching practice in the Case Study. You are to conduct academic research of current literature around the application of digital technology to learning in this area. Your review should evaluate and interpret authoritative, relevant research in order to recommend productive approaches to resolve the issue.
Relates to objectives: 2
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: End-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

References

Lloyd, Margaret M. (2008) Uncertainty and certainty: the visions and roadmaps of ICT educational policy. Computers in New Zealand Schools, 20(3). pp. 13-21.

Nehring, J. & Cuban, L. (2009). The practice of school reform: lessons from two centuries. New York: State University of New York.

Peschl, M. (2006). Modes of knowing and modes of coming to know. Knowledge creation and knowledge co-construction as socio-epistemological engineering in educational processes. Constructivist Foundations, 1(3), 111-123.

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