Course Outline

EDU103 Teaching with Technology

Course Coordinator:Natalie McMaster (nmcmaste@usc.edu.au) School:School of Education and Tertiary Access

2022Semester 2

USC Sunshine Coast

USC Moreton Bay

USC Fraser Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Online

Online You can do this course without coming onto campus.

Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course is designed to support your development and ongoing professional learning as an educator. You will explore your own professional learning needs in response to integrating the use of technology across the curriculum. The course will provide you with opportunities to critically analyse the safe, responsible and ethical use of technology in teaching and learning. During the course you will also explore digital pedagogies and frameworks used to implement teaching and learning activities in each phase of learning which are rich with technologies. 

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage in self-directed learning using the Canvas course modules, associated activities, current research/reading via USC library databases and the required/recommended textbooks and resources. 2hrs Week 1 10 times
Tutorial/Workshop 1 – The tutorial requires on-campus engagement in hands-on activities using a range of technologies to support the application of learning materials. 2hrs Week 1 10 times
Online
Learning materials – You are required to engage in self-directed learning using the Canvas course modules, associated activities, current research/reading via USC library databases and the required/recommended textbooks and resources. 2hrs Week 1 10 times
Tutorial/Workshop 1 – The tutorial requires online engagement via Zoom to support the application of learning materials. 2hrs Week 1 10 times

Course Topics

 

  • Technology across the curriculum: technology integration practices in the classroom and assessment for learning.
  • Safe, responsible and ethical use of technology in education.
  • Integrating technology in education using the SAMR model.
  • Computational thinking, coding and robotics.
  • Exploring the components of Technological Pedagogical Content Knowledge (TPACK) and the implications for learning.
  • Analysing your personal technologies competence to identify areas of strength and areas for further development.
  • Examples of professional learning opportunities to develop different components of TPACK to support the development and implementation of professional learning.
  • The NetworkedTeacher model.
  • Principles of reflective practice and peer assessment.
  • E-portfolio development.

What level is this course?

100 Level (Introductory)

Engaging with discipline knowledge and skills at foundational level, broad application of knowledge and skills in familiar contexts and with support. Limited or no prerequisites. Normally, associated with the first full-time study year of an undergraduate program.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Identify and describe current and emerging technologies relevant to learning and teaching in primary schools Knowledgeable
2.6, 3.4
2 Reflect critically on your ability to engage with elements of Technological Pedagogical Content Knowledge (TPACK) as part of your professional practice Knowledgeable
Sustainability-focussed
6.1, 6.2, 6.3, 6.4
3 Engage in ethical practice in planning for learning and teaching using technology and supporting colleagues in their professional learning Ethical
Sustainability-focussed
1.3, 4.1, 6.3
4 Engage in problem solving to develop a professional development action plan that will contribute towards the development of sustained improvement in the safe use of technologies within your teaching practice Sustainability-focussed
6.1, 6.2, 6.3
5 Reflect on how your personal action plan has developed elements of your TPACK knowledge for implementation in professional practice. Sustainability-focussed
6, 6.1, 6.2, 6.3

* Competencies by Professional Body

CODE COMPETENCY
Australian Institute for Teaching and School Leadership
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources
4.1 Support student participation
6 Engage in professional learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.

Pre-requisites

Enrolled in Program ED010, ED101, ED102, ED303 or ED304

Co-requisites

Not applicable

Anti-requisites

Not applicable

Specific assumed prior knowledge and skills (where applicable)

A basic ability to utilise central software, for example, a Word Processing software (eg Word), a Presentation Software (eg Keynote) and the Internet as resources for multimedia and the variety of internet browsers (eg Mozilla Firefox, Safari and Explorer) that are available for use.

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Feedback on the results of the quiz will be provided in tutorial in week 4, to assist with progression in the course. Students will also be provided with feedback on their academic progress in the course via their results from assessment Task 2a.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Quiz/zes Individual 0%
1 hour quiz conducted online
Week 3 Online Test (Quiz)
All 2a Plan Individual 20%
Completion of action plan in template provided (approx 1000 words)
Week 5 Online Assignment Submission with plagiarism check
All 2b Oral and Written Piece Individual 50%
10 minute published video
Week 8 Online Assignment Submission with plagiarism check
All 2c Report Individual 30%
1000 words in PebblePad workbook provided
Week 10 Online ePortfolio Submission
All - Assessment Task 1:Quiz
Goal:
Demonstrate knowledge of digital pedagogy, theoretical underpinnings including TPACK and SAMR, Digital citizenship, curriculum, key policy documents and online repositories to support teaching with technology.
Product: Quiz/zes
Format:
In this task you are required to answer quiz questions based on the week 1-3 online learning content and recommended readings that you are provided each week on Canvas. From that content, you will identify and describe digital pedagogy, theoretical underpinnings including TPACK and SAMR, Digital citizenship, curriculum, key policy documents and online repositories to support teaching with technology. This quiz will be conducted online.
Criteria:
No. Learning Outcome assessed
1
Identify and describe digital pedagogy, theoretical underpinnings including TPACK and SAMR, Digital citizenship, curriculum, key policy documents and online repositories to support teaching with technology.
1
All - Assessment Task 2a:Personal action plan for professional development
Goal:
The goal of this task is to create a personal action plan to develop your Personal Learning Network (PLN) and improve on your Technological Pedagogical Content Knowledge (TPACK). This task is linked to assessment Task 2b and 2c, where you will need to report on the completion of your actions.
Product: Plan
Format:
Using a template provided, you will create a personal action plan. The plan will outline how you will develop your Personal Learning Network (PLN) and your Technological Pedagogical Content Knowledge (TPACK) over the next 4 weeks. It will also includes plans for the research and design of your video presentation for Assessment Task 2b. The completion of your action plan will be reported on in Assessment Task 2c.
Criteria:
No. Learning Outcome assessed
1
Identify and plan actions for the development of a Personal Learning Network (PLN) relevant to teaching with technology in primary schooling contexts.
4
2
Identify and plan actions for the development of your Technological Pedagogical Content Knowledge (TPACK) to meet your professional learning needs.
2
3
Identify current or emerging technologies relevant to learning and teaching in primary schools, which you will learn as part of your action plan.
1
4
Identify and plan actions for the development of a video presentation for Assessment Task 2b, relevant to teaching with technology in primary schooling contexts.
4
All - Assessment Task 2b:Technologies for the classroom video presentation
Goal:
The goal of this task is to design a professional development presentation video for colleagues on a technology which can be integrated into teaching and learning in primary school.
Product: Oral and Written Piece
Format:
In this task you will design a 10-minute video presentation for your peers, on a technology which can be integrated into teaching and  learning in primary school. You will need to conduct research on the technology and learn how to use it effectively. The video content including all graphics, images and sources are cited. You will share your completed video with peers in tutorial.
Criteria:
No. Learning Outcome assessed
1
Describes the technology and its application to teaching and learning in primary school, identifying strengths, limitations, safety and ethical considerations.
1 3
2
Explains how the technology can be used in the classroom with examples linked to Australian Curriculum and identification of the level of SAMR depicted in the examples.
1 3
3
Designs and delivers a hands-on activity in the video which teaches peers how to use the technology.
3
4
Demonstrates ability to create a 10 minute video to support colleagues in their professional learning with academic literacies for graphic and image citations, clear verbal and written communication skills.
3
All - Assessment Task 2c:Report on completion of personal action plan
Goal:
The goal of this task is to report on the completion of the personal action plan for professional development created for Assessment Task 2a.
Product: Report
Format:
Using the template provided in PebblePad, you will reflect and report on the completion of the actions outlined in your personal action plan for the development of your Personal Learning Network (PLN) and demonstrate your Technological Pedagogical Content Knowledge (TPACK). To complete this task you must first complete Assessment Task 2a and Task 2b.
Criteria:
No. Learning Outcome assessed
1
Analysis and evidence of the completion of actions in the personal action plan which developed own Personal Learning Network (PLN) and engagement with teaching colleagues.
3
2
Analysis and evidence of the completion of actions in the personal action plan which developed own Technological Pedagogical Content Knowledge (TPACK).
2
3
Explain how the completion of the action plan impacted on own TPACK and demonstrate understanding of the rationale for continued professional learning.
5
4
Written language appropriate for the format and audience that demonstrates a professional level of personal literacy skills​ and APA7 referencing conventions.
1

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.

Schedule

Period and Topic Activities
Week 1
Theory of Digital Pedagogy
Week 2
Preparing lifelong learners
Week 3
Understanding the Digital Literacy capability
Week 4
Understanding the Digital Literacy capability
Week 5
The networked teacher
Week 6
Creative technologies and play
Week 7
Developing digital pedagogy Foundation to Year 3
Week 8
Developing digital pedagogy Year 4 - Year 10
Week 9
Understanding the Digital Technologies Curriculum
Week 10
E-portfolio development, reflecting on your TPACK

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Howell, J., & McMaster, N. 2022 Teaching with Technologies: Pedagogies for collaboration, communication, and creativity n/a Oxford

Specific requirements

Not applicable

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

SafeUSC

USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.

The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website: https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching

Student Charter

USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890
  • Email:studentcentral@usc.edu.au