| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Information Technology Curriculum 2 |
| Unit ID: | EDBED3133 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3033) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED3024 and EDDDE3112) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
| This unit follows on from Information Technology Curriculum 1 focusing on curriculum and pedagogy in the Information Technology specialist teaching area for undergraduate Pre-Service Teachers. This unit is designed to enable pre-service teachers to become well-informed, capable teachers of Information Technology. They will develop understandings of contemporary curriculum guidelines and policy documents relevant to secondary schooling. They will develop critical understandings of the place and use of information technologies in schools and be able to examine, through research, issues related to effective learning, pedagogy and assessment. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | No |
| Supplementary Assessment: |
| 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. | Understand school practices in relation to technology as well as Information Technology Curriculum in the secondary years. |
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| K2. | Demonstrate well developed understandings of contemporary curriculum frameworks and policy documents. |
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| K3. | Demonstrate a working knowledge of the current Technology curriculum across the secondary years. |
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| K4. | Demonstrate critical understandings of ethical, social and political issues related to the use of technology. |
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| K5. | Demonstrate the capacity to enable students to utilise Information Technology in a range of learning settings. |
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| K6. | Understand how literacy and numeracy can be developed in Information Technology education. |
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| Skills: |
| S1. | Design units of work and assessment approaches in line with current curriculum guidelines for students in secondary school settings. |
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| S2. | Demonstrate and continually develop a repertoire of approaches to ensure positive learning outcomes for students using new technologies. |
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| S3. | Model and articulate problem-solving approaches. |
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| S4. | Demonstrate and develop strategies to enable the development of Information Technology planning in schools. |
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| S5. | Apply literacy and numeracy teaching strategies in the Information Technology area. |
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| Application of knowledge and skills: |
| A1. | Design and plan Information Technology learning sequences using the curriculum policies for senior secondary students. |
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| A2. | Present a critical evaluation of information technology support resources. |
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| A3. | Present a technology lesson including rationale, resources, lesson plan, evaluation and links to theory. |
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| Unit Content: |
Topics to be covered
- The Information Technology revolution and its impact on learning and teaching.
- The role of Information Technology across the secondary school curriculum.
- Ethical and safe practices with Information Technology.
- Issues associated with the implementation of Information Technology in the curriculum.
- Selecting applications for use in Information Technology classrooms.
- Designing and implementing solutions to Information Technology problems.
- Uses of Information Technology in a range of contemporary social, economic and political settings.
- Developing effective classroom environments to support the effective teaching and learning of Information Technology for all students.
- Examining curriculum designs and assessment approaches in contemporary policies and frameworks as well as school experiences.
- Skill acquisition across a range of contemporary Information Technology applications.
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| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | S1, A1 | AT1 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | S3, A2 | AT2 | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | K4 | AT1 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | K5, A3 | AT3 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | K1, A1 | AT1 |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4
S1, S3, S5
A1 APST 2.1, 2.2, 2.3, 2.5, 2.6, 3.1 3.2, 3.3, 3.4, 5.1.
| Design and develop Information Technology learning sequences using current curriculum policies for secondary students .The program will incorporate mobile technology, assessment strategies, approaches catering for diverse learners and consider 21st century modes of teaching and learning practice | Curriculum Design | 40-60% | | 2. | K1, K2, K3, K6; S2, S3, S4; A2 APST 2.1, 3.4, 3.2, 3.3. | Regular submissions and participation in online discussion forums which identify growth as a developing teacher and critically evaluates information technology teaching and learning resources. These submissions will include classroom observations, lesson plans, reflection on lessons, research into the development of key teaching strategies that engage students in their learning. | Critical reflection of experiences as learner and teacher. | 20-40% | | 3. | K1, K5;
S2, S3, S4, A3 APST 2.1, 2.5, 2.6, 3.2, 3.3, 3.4, 4.1, 4.2.
| Plan and deliver an ICT learning experience which can be delivered in an online environment or as a professional development session in class, focusing on theoretical concepts and practical application. | Performance Assessment | 20-40% |
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