d r a f t school of education, fremantle...

D R A F T

School of Education, Fremantle Campus

UNIT OUTLINE

ED4632

Transforming

Learning

Through ICT

Semester 1, 2017

General Information

UNIT OUTLINE: ED4632 – SEMESTER 1, 2017

The University of Notre Dame Australia Date of Publication to students 17/04/2017 2 of 19

Credit Points 20 Delivery Mode Internal

Assumed Prior Knowledge /Special Skill Requirements

Information and communications technologies (ICT) competency skills that would be acquired in daily life.

The Bachelor of Education first year unit ED1113, Introduction to ICT for Teachers, provided beginning education students with the opportunity to develop basic ICT skills to assist with this unit.

Pre-requisite Unit/s

None Co-requisite Unit/s

None

Contact Hours per Week

Lecture/s: Tutorial: Practicum:

Workshop/s: 3 hours Lab Session/s:

Lecture/Tutorial Attendance: Seven weekly workshops

STAFF DETAILS

Role Telephone Email Office

Location

Availability

By student appointment, AND

Unit Coordinator/

Lecturer

9433 0165 [email protected] ND36/208 Before/after workshops

Lecturer/tutor [email protected] Before/after workshops



School’s Senior Administration Officer

Mrs Claire Donaldson

9433 0154

[email protected] ND36/211 Please phone for appointment

Unit Outline Statement

This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other relevant policy, guideline or procedure. The General Regulations can be accessed at http://www.nd.edu.au/university/regulations.shtml. University Policies and Guidelines can be accessed at

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml. Communication to Students (Email & Learning Management System) It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and to the Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University (and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The unit’s Blackboard noticeboard should also be checked on a regular basis. The login page for Blackboard can be accessed at https://learnit.nd.edu.au/. All relevant material for this unit will be found on Blackboard. All students enrolled in this unit will automatically be enrolled in this unit on Blackboard. Feedback for Students The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Unit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to this unit are:

Further detailed resources to support curriculum development;

Increased distribution, and less, assessment components.

http://www.nd.edu.au/university/regulations.shtml

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml



CONTENTS PAGE

1. UNIT DESCRIPTION ............................................................................................................ 4

2. UNIT LEARNING OUTCOMES ............................................................................................... 4

3. GRADUATE ATTRIBUTES AND PROFESSIONAL OUTCOMES .................................................... 4

4. ATTENDANCE AND ABSENCE .............................................................................................. 5

5. ASSESSMENT (SEE ALSO SECTION 10 – ACADEMIC INTEGRITY) ............................................ 5

6. UNIT PROGRAM ................................................................. ERROR! BOOKMARK NOT DEFINED.

7. RESOURCES .................................................................................................................... 11

8. DISABILITY SUPPORT ....................................................................................................... 11

9. LEARNING SUPPORT ........................................................................................................ 12

10. ACADEMIC INTEGRITY ....................................................................................................... 12

NOTE:

Clicking one of the headings above will take you to that section in the Unit Outline.

To return back to the Contents page, click the heading title of that section.



1. Unit Description The unit is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communications technology (ICT) to support learning outcomes for their students, early childhood, primary or secondary (both lower and upper). The unit develops the ICT skills learnt in ED1113, Introduction to ICT for Teachers. A variety of opportunities provided by ICT to transform the learning and teaching experience and an understanding of pedagogical approaches towards ICT implementation are explored. Students will produce a rich technology-based teaching resource that can be maintained and used in the classroom.

2. Unit Learning Outcomes At the completion of this unit, students will: 1. Understand ways in which ICT enhance opportunities for learning; 2. Explore theoretical models that underpin ICT integration; 3. Examine implementation issues associated with effective use of ICT in classrooms; 4. Produce an ICT integrated teaching and learning resource (e.g. inquiry-oriented WebQuest).

3. Graduate Attributes and Professional Outcomes Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:

Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy, literacy, numeracy and information skills.

2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use of clear, critical and creative thinking and effective problem solving skills.

3. Technical Competence and Inter-disciplinarily

A comprehensive technical knowledge of a field of study, in addition to inter-professional knowledge extending beyond a single discipline.

4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development, with a capacity to be self-directed and utilise effective time- management skills.

5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability to apply ethical thinking skills to social/societal problems and challenges.

6. Philosophical and Religious Approaches to Life

The ability to be an open and reflective individual, sensitive to and accepting of others’ values and beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.

7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.

8. Research and Information Retrieval Skills

The ability to construct new concepts or create new understandings through the process of research and inquiry.

9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of social and cultural diversity and individual human rights.

10. Commitment to Active Citizenship

A commitment to connect with and serve the community through active participation, engagement and reflection.



AITSL National Professional Standards for Teachers (Graduate) The National Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.

Domain Standard Focus Area

Professional Knowledge

1. Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic

backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the

full range of abilities 1.6 Strategies to support full participation of students with disability

2. Know the content

and how to teach it

2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)

Professional Practice

3. Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents/carers in the educative process

4. Create and maintain supportive and safe learning environments

4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically

5. Assess, provide

feedback and report on student learning

5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

Professional Engagement

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

7. Engage professionally with colleagues, parents/carers and the community

7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities

4. Attendance and Absence In accordance with the School of Education Regulations Chapter IV: 4.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit

Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-Completion (FN) grade for the unit.

4.2 A student is required to attend all scheduled classes for each unit they are enrolled in. 4.3 Where a student is absent from tutorials for two consecutive weeks or more than twice during an

intensive unit or more than three times for a semester long unit, the tutor should inform the Course Coordinator who will contact the student.

4.4 Full time attendance at all scheduled practicum or internships, including necessary briefing sessions, is compulsory.

Attendance will not form part of any assessment for this unit.

5. Assessment (SEE ALSO SECTION 10 – ACADEMIC INTEGRITY) Students must ensure they have read and understood University information which is available and relevant to assessment. This includes but is not limited to the General Regulations [Chapter 6], relevant School Regulations and any other policies, guidelines and procedures relating to assessment which appear on the University’s website.



5.1 Assessment Structure (Marking rubrics are provided with this unit outline.)

Item No

Assessment Type and

Description

Weight %

Due Date (As timetabled or tutorial)

Related to Learning Outcome

No (s)

Related to Graduate Attribute

No (s)

Related to AITSL Graduate Standard

Focus Areas No (s)

1 Planning 25% Tutorial Week 4 (15 May) 3, 4 and 5 1-4, 7 and 8

1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5,

5.1

2 Student group activity

25% As allocated from 22 May 5 and 6 3, 7 and 8 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

3 Publishing 50% Tutorial day in week following Week 7 (6 June) (Note: reading reflection first post is due prior to Week 2 tutorial, or no marks)

7 1-4, 7 and 8

1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5, 6.2,

7.3, 7.4

Assessment Item 1: Planning (marked as a group) 25%

In pre-assigned groups, you will fully scope out (plan) your major teaching and learning resource using ICT in any content area or phase of learning in which you intend to teach. On the teacher’s page in your website, you are to provide:

- A joint statement expressing your understanding of what is required for the ICT Integration Project as well as why the project is important for you as a pre-service teacher.

- A mind map showing clearly what you intend to do and how it fits in with the WA / Australian Curriculum. Include your overall curriculum goal, and weekly learning goal with ICT tools used.

- A Project Plan that details what actions will be taken by each group member and by when. The Project Plan is to be detailed through to the completion of the Publishing stage (not just the Planning stage).

- A Forward Planning Document (see http://forwardplanning.weebly.com/) that specifies the teaching and learning that is planned over a four lesson sequence. (For those new to FWP documents, four lesson plans are acceptable.)

- A statement articulating the integration of four ICT resources (minimum of one per week) that will be used in addition to the Internet. The statement should include why you selected the ICT resources and how they are being used as a learning tool (rather than teaching tools).

- A statement indicating how your project is underpinned by established learning theory (e.g., multiple intelligences, social constructivism, and cognitive theory).

This assessment item should be published on the Teacher’s Page of your online environment and is due as previously timetabled under Assessment Structure (5.1). The Planning rubric for this phase of your ICT Integration Project is attached. It is essential that you review the rubric criteria.

You must submit, by the due date, your website URL to your group’s Assessment 1 link in Blackboard.

In groups of two to three, you are invited to produce a major teaching and learning resource using ICT. The resource should span a four lesson sequence and include a minimum of four student-centred uses of ICT (at least one ICT tool per lesson). It can be targeted at any year level, learning area and be cross-curricula if you wish. It should be inquiry oriented, seeking to actively engage students in inquiry, problem-solving and creative work. The WebQuest inquiry learning format has proven to be a useful framework. The resource also needs to be flexible in that it can be accessed anywhere, anytime. For this reason, you will be asked to publish your resource on the Web. Web publishing tools will be introduced in the workshops. The ICT integration project should:

Integrate ICT into the curriculum (i.e., computers are not just things that students learn how to use; they are tools that help students learn in a range of learning areas).

Encourage ICT to be used collaboratively as thinking tools to solve problems (i.e. social constructivist).

Engage students in content in an interesting, novel and exciting way.

The ICT Integration Project is broken down into two assessable components: (1) Planning and (3a) Publishing. For the Planning assessment component, an individual and group reflection (short online survey) is to be completed prior to any marks being provided. Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to due dates. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks.

http://forwardplanning.weebly.com/



Assessment Item 2: Student Group Activity 25%

In pre-assigned groups, students will present an adapted version of one of the four lessons from Assessment Item 1. The activity should highlight ICT integration and be 30 minutes (maximum) duration; including post activity discussion. The purpose of this activity is to give students the opportunity to present ICT integrated lessons in a supportive and semi-authentic environment. The activity is also to generate class discussion and debate about key concepts encountered in the readings and in the lectures. Your group’s goal is to design an activity with sound learning objectives for a specified year level. This activity should model good practice in the effective integration of ICT.

Your ICT integrated SGA/discussion can take any form you wish. Some suggestions are: Interactive whiteboard Real life simulations Problem-based activities Test/quizzes Interactive games Online discussion boards

Whichever activity you design, it must:

1. Engage the audience in active discussion and participation; 2. Encourage the audience to consider how ICT contributed to learning.

It is not simply a presentation where your group stands at the front of the room and delivers content. You are to design some form of activity that will help the class to develop their understanding of concepts and/or reflect on the teaching and learning approaches used. It is advised that you keep the activity simple and spend most of your time thinking about how to generate class discussion and participation through the use of effective ICT integration. Purpose of group activity:

To create an ICT environment in which teaching skills can be practised and honed;

To assist students to become more confident facilitators of learning;

To provide students with the opportunity to work collaboratively.

Preparation tasks for group activity:

Consider topic application to your school setting;

Prepare an interactive ICT activity around your topic (i.e. be creative!);

Divide the workload evenly and test the ICT in the computer lab prior to the session.

Activity:

Be organised to facilitate a 30 minute session (major on ICT interaction, not just information dissemination);

All members are expected to contribute equally to the activity, in both the planning and presenting aspects.

Evaluation: A copy of the “Student Group Activity Rubric” to be used by your tutor for evaluation purposes is attached. The rubric should be consulted for relevant criteria prior to the preparation of your activity.

Please note: A mark will only be given for the student group activity if:

1. The lesson has been published in your website (e.g., Weebly) with relevant information (e.g., links and instructions for students, see Assessment 3(a) publishing rubric to help guide expectations) prior to the commencement of the lesson.

2. Your website URL is submitted in both the “Groups” page, as well as uploaded to your group’s Assessment item 2 link in Blackboard (these locations will be shown in class).

Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to the due date. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks. Marks may also be adjusted if a student’s individual presentation far exceeds others in the group in terms of organisation, delivery and/or ICT engagement.

All members are to know and to help facilitate their chosen ICT tool.



Assessment Item 3: Publishing (marked as an individual submission) 50% 3(a) ICT Integration (25%) Students are responsible for publishing one lesson each of the group site as well as a small general contribution (e.g., introduction, task, reflection). A rubric for the Publishing phase of your ICT Integration Project is attached. The rubric should be consulted for relevant criteria prior to publishing.

Using ICT (e.g. Weebly web builder site), publish your major teaching and learning resource from Assessment 1 (Planning). The resource should be inquiry oriented and/or problem based, (e.g., a WebQuest). The url for your published web page must be provided, by the due date, on the Assessment 3 link, in Blackboard.

****It is the responsibility of students to maintain a back-up of the ICT integration project****

The ICT integration project must include:

a) The design of a unit of work that encompasses four sequential lessons (minimum) in any subject area(s) to foster the attainment of clearly articulated, purposeful learning outcomes.

b) The integration of four ICT resources (minimum of one per lesson) in the unit of work. These four ICT resources will be in addition to the Internet. Attempts should be made to use ICT as learning tools rather than teaching tools.

c) Linkages with an established learning theory within the design.

3(b) eJournal/ePortfolio (25%)

eJournal: Students are encouraged to make an effort to contribute to discussions, debates and skills workshops, assist other students as appropriate, reflect on theoretical readings and class activities and complete the appropriate eJournal/ePortfolio postings.

You may want to make brief blog reflections/notes on the other readings. These readings will help you form the planning assessment component; for example, project understanding, integration of ICT, and learning theory. The readings include:

Australian Curriculum, Assessment and Reporting Authority. Australian curriculum. Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Open College. Webquests. Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

ePortfolio: Fourteen ICT tools are to be presented, consisting of at least seven categories demonstrating well-honed ICT skills. In general, time will be allocated in workshops to help you complete this assessment component. Include personalised examples and descriptions on each ICT tool together with an account of how the ICT could be used in an educational context; for example, does the technology assist the student to create (hint: consider technology use in relation to Bloom’s Taxonomy). You may choose your seven (or more) categories from the following list: Animations Audio/video/photo editing Apps Open

category (consult with tutor)

Blogging Comics Games and quizzes Mind mapping Online collaboration Presentation tools Surveys and polls Timelines Word clouds

For your main reading reflection, you are asked be a critical writer; evaluate, analyse, contest, appraise and perhaps plan for the future. You are not expected to agree with all your readings or workshops. Feel free to write down what you do not agree with, but more importantly, why you do not agree. Remember that a journal provides the opportunity for you to express your reaction to the readings and workshop discussions. Support your comments with the readings and other research. The main reading reflection (no more than 750 words) is the NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/)

http://www.australiancurriculum.edu.au/

http://punya.educ.msu.edu/publications/mishra-koehler-l&l-2009.pdf

http://www.opencolleges.edu.au/informed/teacher-resources/webquests

http://tcx.sagepub.com/content/47/1/20

http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf


http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/



5.2 Referencing style

For this unit, the referencing style to use is: American Psychological Association 6th edition (APA) for in-text style Students can access support materials for this style in the Referencing Guide available via University Library Homepage. Questions about applying styles should be directed to the University Library. Contact details are available via University Library Homepage.

5.3 Submission of Assignments The following formatting/presentation specifications must be followed for assignment submissions:

o Correct use of spelling, punctuation and grammar is essential o Acknowledge your sources of information – reference material o Use your own words

All students must be familiar with, and abide by, the information contained in the booklet ‘Information For Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional Standards; Student Attendance; Lesson Plans; Referencing in Academic Work and Literacy Standards.

Assessment urls (i.e., ePortfolio, SGA, and Planning/Publishing) must be provided, by the due date, in the “Tutorial Group Page” and, where applicable, updated.

Assessments will not be accepted if the url is sent by e-mail.

Late Submission of Assignments When a student realises that an assessment item is going to be submitted late then the student should contact the Unit Coordinator to discuss the situation. An assessment item submitted after the due date without an approved extension is subject to penalty. The penalty is 10% of the total value of the assessment per day for the first 5 days (weekend included) and will receive a mark of zero after that time. The assessment item will still need to be submitted to meet unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit. Request for Extension of an Assignment Requests for extensions of time are approved only in exceptional circumstances and must be made on an official form which should be given to the Unit Coordinator. The request must be made before the due date of the assessment, unless unforeseen circumstances have prevailed. Where a request is made on medical grounds an appropriate and current medical certificate must be attached. A Request for Extension form is available from Reception in the School of Education and from the School of Education section of the University website. Alternatively, go to UNDA Website (http://www.nd.edu.au/). On the left hand side under ‘Current Students, click ‘Schools’ then click the ‘Fremantle’ campus link under ‘Education’. On the right hand side, click ‘Application for Extension Form’ (http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc).

http://library.nd.edu.au/home



http://www.nd.edu.au/

http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc



6. Unit Program

Week beginning

TOPIC WORKSHOP ACTIVITIES

WORKSHOP PRE-READINGS

23 April (Week 1)

Introduction to the unit

1. Unit outline overview 2. Learnit, Weebly

(http://2017ict.weebly.com/) 3. Introductions - WordCloud 4. Discussion: ICT Setting (PrimaryPad

summaries) 5. Discussion: Digital natives debate 6. Establishing student groups 7. Blooms digital taxonomy 8. ePortfolio: Mind maps (bubbl.us),

online collaboration (PrimaryPad) and word clouds (Tagxedo and/or Wordle)

Australian Professional Standards for Teachers http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

Curriculum:


http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies

Technology Wheel http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 4.5

1 May (Week 2)

The rationale for using ICT: The goal

1. Blogs: creation and why 2. ePortfolio: mind maps (SpiderScribe)

and online collaboration (Google Slides)

3. Creating with ICT: The ICT Integration Project in detail

4. ePortfolio: mind maps (Text2mindmap),Britannica School, Britannica Image Quest, and Scootle and digital learning objects

Mishra, P. and Koehler, M. Too Cool for School? No Way! Learning & Leading with Technology, May 2009, Vol. 36 Issue 7, p.14-18. AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

8 May

(Week 3) ICT and current trends: Currency

1. Blog entries (Prior to class: remember no marks if done later.)

2. Discussion: Why use technology? Social constructivism and relevance of ICT enhanced curriculum

3. SAMR and TPK. Mission Possible - inquiring with ICT.

4. ePortfolio: Feedback (AnswerGarden), avatars, video editing (Animoto), photo editing (Slide.ly and Smore), mind maps (Text2mindmap), copyright, and Creative Commons

5. Creating with ICT: Brainstorm and project manage the ICT Integration Project

NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/) AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

15 May (Week 4)

ICT and cognition

(consumption vs creativity tools)

1. Blog entries (Prior to class) 2. Reading discussion: Mobile learning

and personalisation 3. QR code Scavenger Hunt 4. Activity: ICT consumption/creation

Cognitive tool challenge 5. Collaborating with ICT: Setting up

your web site

WebQuests - "so yesterday" or 21st century learning? Dulin, B. (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ AITSL focus: 2.1, 2.2, 2.6 and 3.3

http://2017ict.weebly.com/

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020








http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf







http://www.opencolleges.edu.au/informed/teacher-resources/webquests/

http://www.opencolleges.edu.au/informed/teacher-resources/webquests/



22 May (Week 5)

mLearning

1. Discussion: Mobile learning and using mobile devices in the classroom

2. Activities: Making movies to demonstrate learning, and accessing and reviewing apps

3. ePortfolio: differentiated learning 4. Assessment: Group Activities 5. ICT Integration Project – final stage

Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

29 May (Week 7)

Assessment and ICT: Almost there

1. Assessment rubrics and apps A

2. ePortfolio: Visualiser search engines 3. Activity: Assessment quizzes and

surveys (e.g. Google Forms, Flubaroo, Survey Monkey, Obsurvey, Classmarker, ProProfs and Edmodo)

4. Assessment: Group Activities

Australian Computer Society http://www.acs.org.au/become-a-member/students AITSL focus areas: 2.3, 2.6, 5.1, 5.2 , 6.2, 7.3 and 7.4

6 June (Week 7)

ICT and collaborating – Being connected

1. Discussion: How does ICT help with professional learning, and engaging with colleagues, parents/carers and the community, including professional teaching networks and broader communities?

2. Bringing the real world into your classroom: Cybersmart, e-pals, Google Earth, News and Hangouts, 100 word challenge, and Skype

3. ePortfolio: Thinking outside the classroom walls

4. Assessment: Group Activities 5. ICT Integration Project

http://posti.artscentremelbourne.com.au/for-teachers http://www.cybersmart.gov.au/ AITSL focus areas: 2.2, 3.4 and 4.5

7. Resources 7.1 Text/s and/or course reader: There is no set text for this unit.

7.2 Essential readings Australian Curriculum, Assessment and Reporting Authority. Australian curriculum. Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with

Technology, (36)7. 14-18. NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-

preview.pdf Open College. Webquests. Retrieved from http://www.opencolleges.edu.au/informed/teacher-

resources/webquests Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards

http://tcx.sagepub.com/content/47/1/20 Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

Supporting resources (e.g. complementary readings and other handouts), ‘how to’ video links and relevant websites (e.g. global community epals) can be found in the Weebly environment for this unit.

8. Disability Support

Students with a disability should refer to the University’s Policy: Students with a Disability. For further information and contact details visit Disability Support.

http://www.acs.org.au/become-a-member/students

http://www.acs.org.au/become-a-member/students

http://posti.artscentremelbourne.com.au/for-teachers

http://posti.artscentremelbourne.com.au/for-teachers

http://www.cybersmart.gov.au/







http://tcx.sagepub.com/content/47/1/20



http://www.nd.edu.au/nav-future-students/disability-support/disability-services



9. Learning Support

The Academic Enabling & Support Centre (AESC) offers a range of valuable programs to support students in succeeding in their studies. To find out more about what is available, visit AESC.

More generally, other types of learning support available are:

IT helpdesk contact details – Email: [email protected] Phone: (08) 9433 0777 In Person: St Teresa’s Library, Library Courtyard (building N7) between 8am and 5pm

weekdays.

Personal student support services (e.g., counselling) are available through the Student Services Office - contact at (08) 9433 0658. To visit, please find them at ND7 (enter via Mouat Street) or ND9 (opposite St. Teresa’s library – enter through Bateman’s Courtyard). To contact [email protected].

Library support may be accessed via the homepage - http://library.nd.edu.au/

Please contact your tutor if you require assistance with using the University’s Learning Management System (Blackboard/Learnit).

10. Academic Integrity All students have an obligation to uphold the University community’s standards on ethical scholarship.

Good scholarship involves building on the work of others, but the use of others’ work must be

acknowledged appropriately. Plagiarism constitutes a violation of academic integrity under the provisions

of the General Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These

documents are on the University’s website and should be referred to for more detailed information and

definitions, especially as plagiarism is subject to disciplinary action.

The University’s Academic Integrity Module (AIM) is an online resource which will help you to

understand the principles and practices of ethical scholarship and the importance of upholding academic

integrity in your work. You are strongly encouraged to make use of this resource as well as the range of

other tools (as outlined in the module) which are provided by the University to support and enhance the

attainment of student academic integrity. To find AIM, go to the “CURRENT STUDENTS” menu tab of

Notre Dame’s website or click on the following: Academic Integrity Module.

If you require further explanation or help, contact the Unit Coordinator or Tutor.

http://www.nd.edu.au/nav-current-students/academic-enabling-and-support-centre

mailto:[email protected]

mailto:[email protected]

http://library.nd.edu.au/


http://www.nd.edu.au/university/projects/academic-integrity



Planning Rubric (25%)

Names: _________________________________________________________

Teacher’s Page:

Project understanding

0 points Little or no understanding of the objectives of the ICT Integration Project.

1 point Some understanding of the objectives of the ICT Integration Project and clear ideas for its development.

2 points Sophisticated understanding of the objectives of the ICT Integration Project.

Mind map 0 points Not provided or rudimentary.

1.5 points Provided but lacks detail.

3 points Clear ideas for development including links to the Australian curriculum.

Forward planning document

2 points Rudimentary forward planning document (or lesson plans).

4 points Forward planning document describes the learning that is proposed and the sequence in which it is to be implemented.

9 points Forward planning document describes the learning that is proposed, the sequence in which it is to be implemented, and exhibits innovation in curriculum design that will help to motivate and stimulate learners to achieve their goals.

Project plan

0 points Project plan not developed.

1 point Project plan developed but does not provide a sufficient level of detail.

2 points Project plan clearly shows the steps that are required to complete the project along with timeframes and responsibilities.

Integration of ICT

1 points Little or no use of ICT.

3 points ICT is used in the curriculum but not as a learning tool. It is mostly used as a teaching tool.

6 points ICT is carefully embedded into the curriculum as a tool to support thinking and learning. Detailed explanation provided.

Learning theory

0 points Links to learning theory not explicit in the implementation of the curriculum.

1.5 points Some elements of learning theory have been considered in the design of the curriculum but they are not explicitly explained.

3 points Strong elements of learning theory have influenced the design of the curriculum and they have been drawn on in the implementation.

Total Score /25

ACADEMIC LITERACY

The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD Students are

expected to

demonstrate a high

standard of academic writing.

To score a high

grade, standard Australian English

should be used to

communicate key ideas clearly and

concisely.

Insufficient evidence of

ability displayed. There

are substantial errors in: the structure and

coherence of the written work;

the appropriate use

of expression and grammar;

the accuracy of

spelling and punctuation.

Adequate level of ability

displayed. There are

several errors in: the structure and


the appropriate use of

expression and grammar;

the accuracy of


High level of ability


few errors in: the structure and


the appropriate

use of expression and grammar;

the accuracy of


Very high level of ability


incidental errors in: the structure and


the appropriate use

of expression and grammar;

the accuracy of


Extremely high level

of ability displayed.

There are no errors in: the structure and


the appropriate use

of expression and grammar.

the accuracy of


Comments:



Student Group Activity Rubric Group Members: ___________________________ (25%)

***Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as being technically able to help their team

members in the class activity. ***

Criteria F P C D HD

Organisation of

session

/5 marks

Limited

organisation

with no learning

objectives

stated. Group

given no, or

little, indication

of the task(s)

they were being

asked to

undertake. No

checks for prior

knowledge. (1 mark)

Learning objectives

stated in rudimentary

form. Group given

limited indication of the

task(s) they were being

asked to undertake.

Rudimentary attempt to

check for prior

knowledge. (2.5 marks)

Learning

objectives stated

but did not fully

capture activity.

Group given a

good indication

of the task(s)

they were being

asked to

undertake. Prior

knowledge

checked. (3 marks)

Learning objectives

clearly stated and used.

Group given a clear

indication of the task(s)

they were being asked to

undertake. Prior

knowledge checked and

acted upon, e.g. through a

motivational connection

to prior knowledge. (4 marks)

Learning objectives

very clearly stated, used

and reviewed. Group

given a comprehensive

indication of the task(s)

they were being asked

to undertake. Prior

knowledge checked and

acted upon with clear

connections made to

prior knowledge. Successfully/

innovatively gains

group’s attention. (5 marks)

Used ICT to

engage the

audience in active

discussion and

participation

/10 marks

Limited attempt

to engage

audience by

using ICT or

consider ICT

application.

Presentation

only. (2 marks)

Surface attempt to

engage audience by

using ICT. ICT selected

has some relevance for

target audience.

Activity is a

presentation but

audience is asked to

consider and answer

some pertinent

questions. (5 marks)

Good attempt to

engage audience

by using ICT

through

interactive

activity. ICT

selected

challenged the

target audience

to actively

engage in

content. (6 marks)

Successful engagement of

audience by using ICT

through interactive

activity. ICT selected

challenged the target

audience to actively

engage in content and

consider the ICT within

the context. (8 marks)

Activity is innovative

and tasks engage

audience creatively.

Successful and

prolonged engagement

of audience by using

ICT thoughtfully. ICT

selected challenged the

target audience to

actively engage in

content, consider the

ICT within the context,

and reflect on their

learning. (10 marks)

Encouraged the

audience to

consider how ICT

contributed to

learning

/5 marks

Limited attempt

to encourage the

audience to

consider ICT

contribution to

learning. (1 mark)

Surface attempt to state

and review the use of

ICT in the classroom. (2.5 marks)

Good attempt to

get audience to

reflect on how

the ICT

contributed to

the learning in

the classroom

context. (3 marks)

Excellent attempt to

monitor and facilitate the

audience in considering

how ICT contributed to

the learning in the

classroom context. (4 marks)

Thorough and insightful

examination of

implementation issues

associated with

effective use of ICT in

classrooms. (5 marks)

Selected Lesson

Website

Publishing

/5 marks

Selected lesson

component of

website not

ready prior to

SGA or limited

attempt. (1 mark)

Surface attempt to

describe learning

processes on the web

page. Some directions

are given in learning

materials, but there is

missing information.

Students or users might

be confused. (2.5 marks)

Good attempt to

describe

learning

processes and

student

directions on the

web page. (3 marks)

Learning processes are

clearly described on the

web page. Every step in

the learning sequence is

clearly stated at a level

appropriate to the learner.

Scaffolding evident. (4 marks)

Clear directions and

comprehensive

scaffolding processes or

tools are evident on the

web page. Checks are in

place to assess student

understanding.

Provision of supporting

material, e.g, guides,

templates, and

examples. (5 marks)



SGA CHECKLIST

Definitions clear and concise.

Clear focus on topic.

Evidence of depth and breadth of understanding.

Well planned, organised and sequenced.

Established (or set) group’s prior knowledge.

Showed enthusiasm through body language, eye contact, stance, voice, posture.

Motivation through use of questioning.

Creative multi-sensory experience provided.

Worked well together as a group.

Selected appropriate ICT.

Supported students’ use of ICT.

Reflected on the way in which ICT were used by students and the learning that resulted.

Time effectively utilised. ACADEMIC LITERACY: The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to

demonstrate a high

standard of academic

writing. To score a high

grade, standard Australian

English should be used to

communicate key ideas

clearly and concisely.

Insufficient evidence of ability

displayed. There are substantial

errors in:

the structure and

coherence of the written

work;



the accuracy of spelling

and punctuation.


displayed. There are several

errors in:

the structure and coherence

of the written work;



the accuracy of spelling and

punctuation.


displayed. There are few

errors in:

the structure and

coherence of the

written work;


expression and

grammar;

the accuracy of

spelling and

punctuation.


displayed. There are incidental

errors in:






and punctuation.

Extremely high level of ability

displayed. There are no errors

in:

the structure and


work;


expression and grammar.


and punctuation.



Publishing Assessment 3a: ICT Integration Curriculum (25%) While this assessment component is individually marked, there is a group work component in order for the four lessons to be cohesive. Be clear in the Project Plan as to which component you are responsible.

Group work: /4

Beginning Developing Accomplished Score

Motivational

attributes

INTRODUCTION

0 points

The way in which the learning

sequence is introduced is not

motivating.

2 points


sequence is introduced relates

somewhat to the learner's

interests and/or describes a

compelling question or problem.

4 points

The way in which the learning sequence

is introduced draws the reader into the

curriculum by relating to the learner's

interests or goals and/or engagingly

describing a compelling question or

problem.

What the students

are expected to do

(Cognitive level)

TASK

0 points

The overall design of the learning

sequence is inappropriate for the

target audience.

2 points

The overall design of the

learning sequence is limited in

its significance to students' lives

and is appropriate for the target

audience. As appropriate, the

learning sequence requires

analysis of information and/or

putting together information

from several sources.

4 points


sequence is significant to students’ lives

and is stimulating for the target audience.


sequence elicits thinking that goes beyond

rote comprehension. Task requires

synthesis of multiple sources of

information, and/or taking a position,

and/or going beyond the data given and

making a generalization or creative

product.

REFLECTION

0 points

Activity not provided or does not

promote student reflection

2 points

Activity provided promotes

some student reflection about

the ICT integration project.

4 points

Activity provided promotes deep student

reflection about the ICT integration

project.

/4

Individual lesson: /21

Beginning Developing Accomplished Score

Aesthetics (This refers to the curriculum itself, not the external resources linked to it.)

Visual appeal

0 points

There are few or no graphic

elements. No variation in layout or

typography.

OR

Colour is garish and/or typographic

variations are overused and

legibility suffers. Background

interferes with the readability. There

are more than 5 broken links,

misplaced or missing images or

badly sized tables.

1 point

Graphic elements sometimes,

but not always, contribute to the

understanding of concepts, ideas

and relationships. There is some

variation in type size, colour and

layout. There are some broken

links, misplaced or missing

images, or badly sized tables.

2 points

Appropriate and thematic graphic

elements are used to make visual

connections that contribute to the

understanding of concepts, ideas and

relationships. Differences in type size

and/or colour are used well and

consistently. No mechanical problems

noted.

Design and flow

0 points

The curriculum is confusing and

unconventional. There is no

connection between one learning

experience and the next.

1.5 points

There are a few places where

the learner or user can get lost

and not know where to go next.

3 points

It is always clear to the learner or user

what all the pieces are, and how to get to

them. Connections between learning

experiences are seamless.



How the learning sequence is introduced

Cognitive

effectiveness

0 points


sequence is introduced does not

prepare the learner for what is to

come, or build on what the learner

already knows.

1.5 point


sequence is introduced makes

some reference to learner's prior

knowledge and previews to

some extent what is to come.

3 points

The way in which the learning sequence

is introduced builds on learner's prior

knowledge and effectively prepares the

learner by foreshadowing what is to

come.

Learning processes (The process is the step-by-step description of how students will accomplish the task.)

Clarity of learning

process

0 points

Learning processes are not clearly

stated.

1.5 point

Learning processes are

somewhat described. Some

directions are given in learning

materials, but there is missing

information. Students or users

might be confused.

3 points

Learning processes are clearly described.

Every step in the learning sequence is

clearly stated at a level appropriate to the

learner. Most students or users would

know exactly where they are in the

learning sequence and know what to do

next.

Scaffolding

0 points

No scaffolding processes or tools are

evident in the learning design.

1.5 point

Some scaffolding processes or

tools are evident in the learning

design.

3 points

Comprehensive scaffolding processes or

tools are evident. Checks are in place to

assess student understanding. Provision of

guides and templates for thinking about

learning and opportunities provided for

students to manage their own learning.

Communicative

attributes

0 points

The learning design promotes little

communication and debate amongst

students.

1 points

The learning design promotes

some communication and debate

amongst students.

2 points

The learning design promotes extensive

communication and debate amongst

students.

Resources

Relevance and

quality of resources

0 points

Learning sequences are

"presentation oriented".

Links are mundane. They lead to

information that could be found in a

classroom encyclopedia.

Resources are provided but with no

direction.

1.5 points

Learning sequences are activity-

driven and supported by relevant

resources.

Some links carry information

not ordinarily found in a

classroom.

Guided use of resources

3 points

Learning sequences are activity driven

and supported by relevant, interactive and

engaging resources. Every resource

carries its weight and there is a clear

connection between the resource and the

activities that students are asked to

undertake.

Links make excellent use of the Web's

timeliness and colorfulness.

Varied resources provide enough

meaningful information for students to

think deeply, eg resources specify tasks

and/or student roles or perspectives.

Evaluation

Clarity of evaluation

criteria

0 points

Criteria for success are not

described to students.

1 point

Criteria for success are at least

partially described to students.

2 points

Criteria for success are clearly stated to

students and users in the form of a rubric.

Criteria include qualitative as well as

quantitative descriptors.

The evaluation instrument clearly

measures what students must know and

be able to do to accomplish the task.

Total Score /21



ACADEMIC LITERACY The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to

demonstrate a high

standard of academic

writing. To score a high

grade, standard Australian

English should be used to

communicate key ideas

clearly and concisely.

Insufficient evidence of ability

displayed. There are substantial

errors in:

the structure and


work;




and punctuation.


displayed. There are several

errors in:





the accuracy of spelling and

punctuation.


displayed. There are few

errors in:

the structure and

coherence of the

written work;


expression and

grammar;

the accuracy of

spelling and

punctuation.


displayed. There are incidental

errors in:






and punctuation.

Extremely high level of ability

displayed. There are no errors

in:

the structure and


work;


expression and grammar.


and punctuation.

Comments:



Publishing Assessment 3b: ePortfolio/eJournal Rubric (25%)

Critical review of reading/eJournal (11 marks):

Fail Pass Credit Distinction High Distinction

Critical

review of

reading

0 marks

Poor effort to provide

insight into what was

learned in completing

the reading. The

journal entry is a

haphazard description

of the article and is of

limited educational

value. No attempt to

use the literature for

support and guidance.

An ambiguous

reflection with no real

direction or purpose.

No commentary

summary.

3 marks

Rudimentary

insight provided

into what was

learned in

completing the

reading. Only

general reference

is made to the

literature.

4 marks

Reasonable effort

to provide insight

into what was

learned in

completing the

reading.

Reflection is more

or less a

description of the

article rather than

an interpretation

of what it means.

Literature

substantiates

ideas.

5 marks

Good effort to provide

insight into what was

learned in completing

the reading.

Reflection is thorough

and an attempt is

made to use the

literature to support

interpretations. One or

two key ideas are

drawn out and

communicated

effectively.

6 marks

Exemplary effort to

provide insight into

what was learned in

completing the reading.

Reflection demonstrates

originality and

creativity. It is also

thorough, well written

and draws on the

literature to substantiate

and support thoughts

and ideas. A

sophisticated, multi-

dimensional

interpretation of the

readings.

Comments

on two

students’

reflections

0 marks

Comment/questions

not posed.

1 mark

Rudimentary

comment /

question.

1.5 marks

Reasonable effort

made to make two

meaningful

postings.

2 marks

Good effort to draw

out key ideas and

communicated

effectively.

2.5 marks

Exemplary engagement

with two student’s

reflections.

Reflection

on peer

comments

0 marks

Response not made.

1 mark

Rudimentary

response.

1.5 marks

Reasonable effort

made to make a

meaningful

response.

2 marks

Good effort to draw

out key ideas and

communicated

effectively.

2.5 marks

Exemplary engagement.

ePortfolio framework set-up, including brief reflection on ICT in the workshops (14 marks): F P C D HD

ePortfolio framework, including appropriate and effective multimedia elements such as

images, slide shows, embedded videos and links (use embed code), etc (3 marks)

ICT examples of personal use, including reflection on the ICT and its application in an

educational context (8 marks - *see detailed note below)

About Me detailed with good use of media (eg video) (3 marks)

*ICT tools clarification:

Fail

(3 marks) Pass

(4.5 marks) Credit

(5.5 marks) Distinction

(6.5 marks) High Distinction

(8 marks)

Less than 14 ICT

tools presented

14 ICT tools

presented, consisting

of seven categories.

Personalised

examples provided.

14 plus ICT tools


of at least seven

categories. A

personalised example

on at least seven ICT

tools is presented.

Educational context

considered.

14 plus ICT tools


of at least seven

categories

demonstrating sound

ICT skills. A

personalised example

and brief description

of how each ICT

could be used in an

educational context is

provided.

14 plus ICT tools presented,

consisting of at least seven

categories demonstrating well-

honed ICT skills. Excellent

posting with personalised

example on each ICT provided.

Reflection and description on

each ICT tool together with an

account of how each ICT could

be used in an educational

context is provided.

ACADEMIC LITERACY: The overall grade awarded for the assignment cannot be greater than that awarded for the School of Education Academic

Literacy component.

d r a f t school of education, fremantle...

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