What should be covered in EDC3100?

The following is the next step in thinking about the course I teach. The rough process and background is available in the first post. The first post and the most recent in this series considered student feedback. This post moves onto to thinking about the course itself, what it covers, and whether that’s any good.

In the end this post is perhaps more of a description of the current state of play, some newish requirements and some ad hoc observations. More thinking required.

Considerations and assumptions

Some of the underpinnings of this analysis includes

Current structure and content

The aim here is document (and refresh my memory) of the current structure and content of the course. The aim being to identify issues with the current situation in the next section.

The 15 week course is currently divided into four distinct parts

  • Module 1 – What and why? (Weeks 1-3)

    Tries to encourage the students to look at questions like: What are ICTs? What does ICTs and Pedagogy mean? What does it look like? Why should you use ICTs in your learning and teaching? What might it mean for your practice?

    A major focus is on students increasing their use of ICTs for learning, both Uni and professional.

    Current weekly themes are:

    1. ICTS, PLNs and You
    2. ICTs and Pedagogy: Why and what?
    3. Building your TPACK.

      Introduce TPACK/SAMR models and the ICT general capability. Encourage students to start thinking about how they might use ICTs in their teaching.

  • Module 2 – How do you do it? (Weeks 4, 5 and 8)

    Currently the aim is to “make you effective planners of units of work that have effectively integrated ICTs to enhance student learning”.

    Current weekly themes are:

    1. Effective planning – a first step.
    2. Develop your learning plan.
    3. Finishing your UoW.
  • Module 3 – Issues and implementation (Weeks 9-11 and 15)

    The aim here is to focus explicitly on activities and resources the prepare the students for using ICTs for student learning while on Professional Experience.

    Currently weekly themes are:

    1. Professional experience expectations and design.

      Outline requirements/expectations for Professional Experience and how students may integrate ICTs into their teaching (i.e. a bit more focus on lesson planning and implementation).

    2. Digital citizenship.

      Revisiting and expanding on the broad topic of digitial citizenship.

    3. Interactive white boards

      As the title suggests, learning about using IWBs. By this stage, students should know about where they’re going for PE and now what type of IWB they have.

    4. What happened and what comes next.

      This is a combination of reflection on Professional Experience, on the course and thinking about the future of ICTs and learning/teaching at both a personal and broader scales.

  • Professional experience (Weeks 12-14).

    Where the students get to put what they learned into practice.

What’s required?

AITSL standards

The obvious requirements are these standards

  • 2.6 – Information and Communication Technology (ICT) – Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Demonstrate the ability to use a range of digital resources and tools in ways that enable deep engagement with curriculum and support a range of approaches to learning

  • 3.4 – Select and use resources – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Demonstrate knowledge of the use of digital resources and tools to support students in locating, analysing, evaluating and processing information when engaged in learning.

  • 4.5 – Use ICT safely, responsibly and ethically – Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

    Demonstrate understanding of safe, legal and ethical use of digital resources
    and tools, including cyber safety practices, respect for copyright, intellectual
    property, and the appropriate documentation of sources.

The remaining standards can perhaps all apply at varying levels depending on what the students do. Some that are particularly relevant to the current structure of EDC3100 include

  • 3.2 – Plan, structure and sequence learning programs – Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

    Select and sequence digital resources and tools in ways that demonstrate knowledge and understanding of how these can support learning of the content of specific teaching areas and effective teaching strategies.

  • 6.2 – Engage in professional learning and improve practice – Understand the relevant and appropriate sources of professional learning for teachers.

    Understand how to improve professional practice in the effective use of digital resources and tools through means including evaluation and reflection on current research and professional practice on a regular basis, and collaboration with colleagues both nationally and internationally through participation in online learning communities.

  • 7.2 – Comply with legislative, administrative and organisational requirements – Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Not applicable, apparently.

  • 7.4 – Engage with professional teaching networks and broader communities – Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

    Understand the range of opportunities for sharing and enhancing professional practice available through online communication with experts and community representatives, and contribution to professional and community sites, online discussions and forums.

<a href="the ICT statements for the graduate standards“>The ICT statements from AITSL have also been added to the appropriate standards above.

Drawing on the ICT statement, the following become interesting or just stuff we might be expected to touch upon follows. I’ve emphasised a couple that probably already apply.

  • 1.1 – Physical, social and intellectual development and characteristics of students – Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

    Demonstrate knowledge and understanding of ways that students’ ICT use can influence their physical, social and intellectual development and how this may affect the students’ engagement and learning.

  • 1.2 – Understand how students learn – Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Assignments 2 and 3

    Demonstrate knowledge and understanding of research into how student engagement and learning can be enhanced through the use of digital resources and tools.

  • 1.3 – Students with diverse linguistic, cultural, religious and socioeconomic backgrounds – Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Assignments 2 and 3

    Demonstrate the ability to match digital resources and tools with teaching strategies in ways that are responsive to students’ diverse backgrounds.

  • 1.5 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities – Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Assignments 2, 3

    Select and use specific digital resources and tools that are matched to teaching strategies designed to meet students’ individual and diverse learning needs.

  • 1.6 – Strategies to support full participation of students with disability – Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

    Demonstrate knowledge and understanding of digital resources and tools, including adaptive and assistive technologies, that can support the participation and learning of students with disability.

  • 2.1 – Content and teaching strategies of the teaching area – Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. use of TPACK in places

    Demonstrate knowledge and understanding of ways that the use of digital resources and tools can complement teaching strategies of specific teaching areas.

  • 2.2 – Content selection and organisation – Organise content into an effective learning and teaching sequence. Assignment 2 and PE

    Demonstrate the ability to select and organise appropriate digital content in relation to relevant curriculum.

  • 2.3 – Curriculum, assessment and reporting – Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Assignment 2

    Demonstrate the ability to use digital resources and tools when devising learning sequences and lesson plans designed to meet curriculum, assessment and reporting requirements.

  • 2.4 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians – Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Demonstrate broad knowledge and understanding of how digital resources and tools can be used to promote understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and societies.

  • 2.5 – Literacy and numeracy strategies – Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Know and understand how teaching and learning with technologies can enable, support and enhance literacy and numeracy development.

  • 3.1 – Establish challenging learning goals – Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

    Demonstrate how to set goals that include the use of digital resources and tools to support differentiated approaches to teaching and learning.

  • 3.3 – Use teaching strategies – Include a range of teaching strategies.

    Demonstrate knowledge and understanding of how to support a range of teaching strategies through the use of digital resources and tools. These ways may include the promotion of creative and innovative thinking and inventiveness, engagement of students by exploring real world issues and solving authentic problems, the promotion of student reflection and promotion of collaborative knowledge construction.

  • 3.4 – Select and use resources – Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Demonstrate knowledge of the use of digital resources and tools to support students in locating, analysing, evaluating and processing information when engaged in learning.

  • 3.5 – Use effective classroom communication – Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Use a range of digital resources and tools to support effective communication of relevant information and ideas, taking into account individual students’ learning needs and backgrounds, the learning context, and teaching area content.

  • 3.6 – Evaluate and improve teaching programs – Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Demonstrate the capacity to assess the impact of digital resources and tools on students’ engagement and learning when adapting and modifying teaching programs.

  • 3.7 – Engage parents/carers in the educative process – Describe a broad range of strategies for involving parents/carers in the educative process.

    Describe how digital resources and tools can support innovative ways of communicating and collaborating with parents/carers to engage them in their children’s learning.

  • 4.1 – Support student participation – Identify strategies to support inclusive student participation and engagement in classroom activities.

    Identify strategies that address the diverse needs of learners through learner-centred approaches that are supported by selection and sequencing of available digital resources and tools.

  • 4.2 – Manage classroom activities – Demonstrate the capacity to organise classroom activities and provide clear directions.

    Demonstrate the capacity to provide clear directions and manage student access to digital resources and tools to support student engagement and learning.

  • 4.3 – Manage challenging behaviour – Demonstrate knowledge of practical approaches to manage challenging behaviour.

    Demonstrate knowledge of practical approaches for encouraging responsible social interactions and make use of digital resources and tools, as appropriate to the needs, backgrounds and interests of students, when managing challenging behaviours.

  • 4.4 – Maintain student safety – Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

    Demonstrate understanding of risks to students’ well-being and safety while using digital resources and tools. Demonstrate understanding of practices and tools to mitigate these risks.

  • 5.1 – Assess student learning – Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

    Demonstrate understanding of the educative value of providing students with multiple and varied diagnostic, formative and summative assessments and the application of digital resources and tools in facilitating a range of approaches to assessment.

  • 5.3 – Make consistent and comparable judgements – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

    Demonstrate knowledge and understanding of the ways that digital resources and tools can be used to enhance the validity, reliability and efficiency of approaches to assessment and evaluation.

  • 5.4 – Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

    Demonstrate the capacity to use digital tools for recording, managing and analysing student assessment data to inform future practice.

  • 5.5 – Report on student achievement – Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

    Demonstrate knowledge and understanding of current and potential use of digital resources and tools to support reporting to students and parents/carers and for achievement record keeping.

  • 6.1 – Identify and plan professional learning needs – Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

    Demonstrate an ability to use the ICT Statements of the National Professional Standards for Teachers to identify personal goals for professional development.

  • 7.1 – Meet professional ethics and responsibilities – Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Understand and apply ethical and professional practice principles when using digital resources and tools for teaching and learning.

  • 7.3 – Engage with the parents/carers – Understand strategies for working effectively,
    sensitively and confidentially with parents/carers.

    Understand how to use digital resources and tools for communicating effectively, ethically, sensitively and confidentially with parents/carers.

Obviously not all of this should be covered in EDC3100, but just doing the copy and paste into the above (a mindless task) has generated the obvious idea that many of the above appear to be based on common technical knowledge for gathering, storing, analysing, manipulating etc information using ICTs. At the same time there is common content around topics such a cybersafety/digital citizenship. A bit of coding using NVIVO might help with this. Identify a the common categories and allow better evaluation of the content of the course and also help with communication to the students.

Learning objectives

The competition

EDUC261: Information and Communication Technologies and Education – Macquarie University

  • “..ways in which ICT is changing education…how to successfully select and apply learning technologies to achieve intended learning outcomes; the new literacies that educational technologies create; and appropriate pedagogies for the contemporary global classroom…”
  • Learning outcomes – like these better than those for the course I teach.
    1. Perform basic contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data)
    2. Describe a range of contemporary ICTs and critically evaluate their potentials for educational purposes
    3. Develop ICT-based learning designs based on appropriate selection and use of contemporary educational technologies
    4. Critically evaluate and justify technology selection and design decisions with reference to current scholarly commentary, research and theory in pedagogy regarding ICTs in educational contexts
    5. Articulate strategies for classroom management that promote inclusive education
    6. Explain in a broad sense how ICTs impact on our social, cultural and educational lives
    7. Model positive attitudes and social behaviours relating to the integration of ICTs within teaching and learning, including effective participation in groupwork processes.
  • Assessment is interesting –
    1. Create a wiki page explaining a particular ICT and its potential applications to learning.
    2. design a LAMs sequence and explain the choices.
    3. As a group develop a module of work in Moodle.
    4. In class exam – essay on a topic.
  • Content much more focused on learning using “technology x” (e.g. virtual worlds, games) – different approach than EDC3100.

Misc thoughts on problems, requirements and possible changes

Various thoughts/comments that arose while preparing the above

  • The “questions” used as titles for the modules need to improved.

    e.g. Module 3’s title actually needs to be a question. But the other two need to help the students grasp the point of each module.

  • Timing of assignment 2 – needs to be due a week later.
  • The focus on unit planning in Module 2, rather than perhaps on lots more detail on planning ICT use within lessons.
  • The absence of the “explore your own idea” approach from Sem 1, 2013.
  • Is the IWB week too specific on IWB? Is there scope for using this very concrete approach to illustrate some broader points?
  • Add some discussion of the course evaluations of the course to the orientation week.
  • Perhaps the week 5 title/focus needs to be more explicitly focused on learning experiences.
  • Week 9 – Professional Experience prep needs to draw more on the experience of 2013 students. Encourage students to start working on Assignment 3 in terms of planning what to ask etc.
  • Could the assignment 1 artefact be changed to something helping communicate with parents?
  • The idea of ICTs as mindtools.
  • The requirement that PSTs have some capacity for data analysis and perhaps link to something like this
  • More obvious encouragement for students to develop a portfolio of evidence against the AITSL standards and use this more broadly in the course.
  • Reflect more about the potential of resources/ideas like this linked to the standards, not to mention the ICT statements for the graduate standards
  • Enhance the coverage of basic classroom management topics in Module 3 – link to #4.2

One thought on “What should be covered in EDC3100?

  1. Pingback: Analysing EDC3100 using MAV | The Weblog of (a) David Jones

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