| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Technology and Communication for and with Diverse Learners |
| Unit ID: | EDBED3116 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070113 |
| Other Change: | |
| Brief description of the Unit |
This course explores a range of ICT software and hardware and the ways in which it can be used in the classroom. Graduates will actively engage in the use of ICT to develop knowledge and understanding of its multiple uses. ICT will be investigated as both a planning and a communication tool for diverse learners including children with dis/ability. Specific augmentative and adaptive communication technologies will be used to create learning programs and assessment tasks. A range of technologies, programs and apps will be examined for planning and delivering inclusive classroom programs. Students will review appropriate ICT approaches for embedding into classroom practice. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Recognise and reflect on the interplay between ICT, curriculum development and implementation |
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| K2. | Build basic understanding of the range of software and hardware available for use in an inclusive classroom |
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| K3. | Consider the importance of individualising technology and communication devices |
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| Skills: |
| S1. | Examine and explore programs and apps for curriculum development |
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| S2. | Identify and explore technologies for assessment |
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| S3. | Respond to communication needs of children with dis/ability |
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| Application of knowledge and skills: |
| A1. | Design assessment tasks that use inclusive technologies |
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| A2. | Develop ICT based interactive programs that are accessible for all students |
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| A3. | Create, adapt and sustain ICT into daily aspects of classroom management |
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| Unit Content: |
Facilitated communication and augmentative communication approaches Program development through the use of interactive whiteboards, iPads and other assistive technologies Basic technology use for everyday work and assessment ICT experience in soft/ hardware for use in planning and implementing learning programs Individualising access to technologies for supporting children with dis/abilities Communication assistance for creating effective assessment opportunities Inclusive classroom strategies that involve the use of ICT to create routines and learning opportunities |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | | Develop a classroom routine that embeds ICTÂ Inclusive teaching strategies should be documented and linked to a range of technologies within the Australian Curriculum. | Presentation | 40-60% | | 2. | | Create an assessment tool that uses technology to demonstrate student ability. Critically reflect on its importance in the curriculum and how it links to supporting individual communication skills. | Interactive online assessment tool | 40-60% |
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