School of Education, Fremantle Campus COURSE OUTLINEictfreo.weebly.com/uploads/3/8/5/7/38578435/4632_semester1_x25_fn2… · 3.7 Engage parents/ carers in the educative process

The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 • Fax: (08) 9433 0544 • Email: [email protected] • Internet: www.nd.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F

School of Education, Fremantle Campus

COURSE OUTLINE

EDUC4632 Transforming

Learning Through ICT 2018

Semester One (X25)

COURSE OUTLINE: EDUC 4632 (X25), TRANSFORMING LEARNING THROUGH ICT, SEMESTER 1, 2018

The University of Notre Dame Australia Date of Publication to Students: 23/04/2018 Page 2 of 10

General Information

Course Outline Statement

This Course Outline provides students enrolled in the course at The University of Notre Dame Australia with important information regarding the course’s outcomes, structure, lecture and tutorial times, assessment, resources and texts. Students are expected to have read and understood this Course Outline in conjunction with the University’s General Regulations and any other relevant Regulations, Policies, Guidelines or Procedure. The General Regulations and other relevant 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 course 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 course’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 course will be found on Blackboard. All students enrolled in this course will automatically be enrolled in this course on Blackboard. Feedback for Students The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Course Content Evaluations, program reviews, review by School or course coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to this course are: • Further detailed resources to support curriculum development (2017); • Increased distribution, and less, assessment components (2017); • Removal of blog and associated reading reflection assignment (2018); • Teaching sequence for the curriculum project reduced from four lessons to three lessons (2018); • Significant reduction of group work with increased individual marks for fairer marking (2018).

Units of Credit 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 course EDUC1113, Introduction to ICT for Teachers, provided beginning education students with the opportunity to develop basic ICT skills to assist with this course.

Pre-requisite Course/s Nil Co-requisite Course/s

Nil

Contact Hours per Week

Lecture/s: Tutorial: Practicum: Workshop/s: 3 hrs Lab Session/s:

Weekly Lecture/Tutorial Attendance

Seven

STAFF DETAILS Role Telephone Email Office

Location Availability (in addition to appointments made

on an individual basis)

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

Tutor: Jo Armstrong [email protected] Before/after workshops

Tutor: Jenny Jongste [email protected] Before/after workshops

School’s Senior Administration Officer Mrs Claire Donaldson

9433 0154

[email protected] 36/211 Please phone for appointment



1. Course Description The course 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 course develops the ICT skills learnt in EDUC1113, 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. Course Learning Outcomes

At the completion of this course a student should be able to: 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 & Professional Outcomes Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:

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

Generic 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 & Interdisciplinarity

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.



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 & Absence In accordance with the General Regulations and the School of Education Regulations. It is expected that- • A student who is absent from a unit without the approval of the Program Coordinator or Course 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.

• A student is required to attend all scheduled classes for each unit they are enrolled in. • 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 Program Coordinator or Course Coordinator who will contact the student.

• 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 course. 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 Further details on assessment requirements and marking rubrics will be provided to students as additional documents which can be accessed from the University’s Learning Management System. Item No

Assessment Type & Description

Weighting %

Due Date Tutorial, Wk beginning

Related to Learning

Outcome No

(s)

Related to Graduate

Attribute No (s)

Related to AITSL Graduate

Standards

1 Lesson Planning 35% 21 May 1 and 2 1-4, 7 and 8 2.1, 2.6 and 3.2

2 Lesson Presentation

25% Allocated from 21 May

3 3, 7 and 8 2.1, 2.6 and 3.2

3 Website creation (Publishing)

40% 11 June 4 1-4, 7 and 8 2.1, 2.6 and 3.2

The ICT integrated curriculum project is broken down into two assessable components: Planning and Website creation (publishing). The curriculum should span a three lesson sequence and include a minimum of four student-centred uses of ICT. It can be targeted at any year level, learning area or be cross-curricula. It should be inquiry oriented, seeking to actively engage students in inquiry, problem-solving and creative work. 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.



Assessment 1: Planning stage of the ICT integrated curriculum project (individual mark, 35%) 1. Plan a series of three lessons, with a curriculum area as a focus, use ICT to enhance and expand the

learning. (The group lesson from Assessment 2 may be used as one of these three lessons, provided that it fits appropriately into your curriculum sequence.) Design your lessons so they have an inquiry focus that builds some deep and rich ideas within a content area or phase of learning. Using the simplified forward planning document provided, state what the students will do and how will they do it, i.e. be clear about the content you are teaching, what the students will be learning and specific details about the ICT tools.

2. Describe and provide examples of 10 ICT tools and how they can be used in a classroom. The ICT tools are to be sorted into different categories, e.g., animations, digital storytelling, and video editing from the unit.

3. Select four or more ICT learning tools (at least one ICT learning tool per lesson) that you have used in your curriculum project (i.e. the 3 lessons). These ICT learning tools can be included in (2) above or new tools. Provide a statement (no more than 300 words) articulating why you selected the ICT resources in your lessons and how they are being used as a learning tool (rather than teaching tools).

4. Provide a statement (no more than 300 words) indicating how your curriculum are underpinned by established learning theory (e.g., social constructivism).

5. Upload all content to the Teacher’s Page of your website and submit your website URL to Blackboard. The location will be shown in class, however, this document will help you with submitting the link.

Assessment 2: Lesson presentation (group mark, 25%)

1. In pre-assigned groups, design and present an ICT integrated lesson with sound learning objectives for a subject and year level of your choice. The lesson may be one from the forward planning document completed in Assessment 1 or it can be a unique co-planned lesson.

2. Present your lesson to the class as a teaching lesson. The lesson will be a maximum of 30 mins long and will be interactive and hands-on. The lesson should model good practice in the effective integration of ICT.

3. To support your lesson your group will need to have a supporting online/shared environment (e.g. a Weebly) so all participants can actively participate and follow instructions / guidelines.

4. Careful consideration should be taken to ensure devices, apps, activities and supporting materials are all developmentally appropriate and designed to enhance the learning.

5. The lesson needs to be divided into two parts – approximately 20 mins is allocated to engaging the audience in active participation and 10 mins to post activity discussion on: (a) implementation issues associated with effective use of ICT in the classroom; and (b) key concepts encountered in readings and lectures.

6. It is up to each group to allocate the responsibilities over the 30 min, however, each group member must demonstrate their ICT competency during the lesson by delivering or helping to deliver/facilitate the ICT.

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

• The lesson has been published in an online/shared environment (e.g., Weebly) with relevant information (e.g., links and instructions for students) prior to the lesson.

• Your website URL is submitted in your group’s Assessment item 2 link in Blackboard.

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.

Assessment 3: Website creation - publishing (individual mark, 40%)

Create and publish your ICT integrated curriculum in an online/shared environment (e.g., Weebly). Using your three lessons from Assessment 1 as a basis;

1. Design a unit of work that encompasses ICT integration in three sequential lessons with at least one ICT learning tool per lesson.

2. Ensure each lesson has clearly articulated, purposeful learning outcomes. 3. Follow an inquiry oriented and/or problem based process. 4. Provide written/pictorial/oral scaffolding and intuitive navigation that creates a safe and independent online

environment for the students. 5. Integrate ICT focusing on learning tools rather than teaching tools. 6. Publish in an online/shared environment based on sound multimedia design principles that is

developmentally appropriate for the age group of the students. 7. Upload all content to your website and submit your website URL to Blackboard.

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

A rubric for each of the assignments is attached. The rubrics should be consulted for relevant criteria prior to submitting your assignments.



5.2 Referencing Style For this course, the referencing style to use is: American Psychological Association Style Guide 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 o A back-up copy of the assignment is to be kept by the student

• 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.

• Planning, Presentation and Publishing assessment URLs must be provided, by the due date, in the

“Tutorial Group Page” and, where applicable, updated, as well as in the Blackboard assignment link. • Assessments will not be accepted if the URL is sent by e-mail.

LATE SUBMISSION OF ASSESSMENT ITEMS When a student realises that an assessment item is going to be submitted late then the student should contact the Course 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 course requirements. Failure to submit an assessment item will result in a Fail grade in the course. REQUEST FOR EXTENSION FOR 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 Course 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. 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).



6. Course Schedule (Detailed information will be provided weekly) 7.

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://ictfreo.weebly.com 3. Introductions - WordCloud 4. Discussion: ICT Setting 5. Discussion: Digital natives debate 6. Establishing student groups 7. Blooms digital taxonomy 8. ePortfolio

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://www.australiancurriculum.edu.au/ 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

30 April (Week 2)

The rationale for using ICT:

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

7 May (Week 3)

Goal 1. Discussion: Why use technology? Social constructivism and relevance of ICT enhanced curriculum 2. SAMR and TPK. Mission Possible - inquiring with ICT. 3. ePortfolio: Feedback (AnswerGarden), avatars, video editing (Animoto), photo editing (Slide.ly and Smore), mind maps (Text2mindmap), copyright, and Creative Commons

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

14 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

21 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

28 May (Week 6)

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

4 June (Wk 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

Australian Curriculum, Assessment and Reporting Authority. Australian curriculum. http://www.australiancurriculum.edu.au/

Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/

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 (2016) http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.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 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.

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.

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 provides access to a range of online resources 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 these resources as well as the range of other tools (outlined in the Academic Integrity Module resource) which are provided by the University to support student academic integrity. To find the academic integrity resources, go to the University Library Homepage. Then, under the Learning Skills tab open the Academic Integrity option. If you require further explanation or help, contact the Course Coordinator or Tutor.



Assessment 1: Planning Rubric (35%)

Criteria Aspect Assessed Marks Sequence

• Planning document describes three sequential lessons • Referenced to selected Year and Standard from West Australian Curriculum. • Exhibits ICT innovation in curriculum design to motivate and stimulate learners to

achieve their goals. • The overall design of the learning sequence is significant to students’ lives and is

stimulating for the target audience. • Overall design elicits thinking that goes beyond rote comprehension. • The learning design promotes communication amongst students.

10

Learning Theory

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

• Draws upon wider reading, learning theories or models.

5

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

5

Resources

• 10 ICT tools are considered, based on different categories. • A personalised example and description is provided on each tool. The description

shows a sound understanding of how ICT integration works in the classroom. • Use of the tools are innovative and described in detail with specific reference to the

West Australian Curriculum and a particular year group.

15

Assessment 2: Group Presentation (Group mark 25%)

Group members must demonstrate their ICT competence in terms of both the component of the lesson that they are directly responsible for, as well as being technically able to help their team members in the class activity. Individual marks may vary.

Criteria Aspect Assessed Marks

Organisation of session

• Learning objectives clearly stated, used and reviewed. • Prior knowledge checked and acted upon. • Successfully/ innovatively gains group’s attention.

3

Active engagement

• ICT activity engages audience creatively by using ICT thoughtfully. • Challenges audience to consider the ICT within the context, and reflect.

12

Post activity

• Audience encouraged to consider how ICT contributed to learning. • Discussion considered possible ICT implementation issues. • Focussed on key concepts encountered in readings and lectures.

5

Lesson online/shared environment

• Clear directions and comprehensive scaffolding processes or tools are provided. • Checks are in place to assess student understanding. • Provision of supporting material, e.g., guides, templates, and examples.

5



Publishing Assessment 3: ICT Integration Curriculum (40%)

Criteria Aspect assessed Marks Aesthetics • Appropriate and thematic graphic elements are used to make visual

connections that contribute to the understanding of concepts. Type size and/or colour are used effectively and no mechanical problems noted.

2.5

Design and Flow • It is always clear to the learner what all the pieces are, and how to get to them. • Connections between learning experiences are seamless.

2.5

Motivational and cognitive effectiveness

• Motivational attributes, e.g., the way in which the learning sequence is introduced draws the reader into the curriculum.

• Cognitive effectiveness: the way in which the learning sequence is introduced builds on learner's prior knowledge and prepares the learner for what is to come.

5

Learning process • Learning processes are clearly stated at a level appropriate to the learner. 7.5 Scaffolding • Comprehensive scaffolding processes are evident. Checks are in place to

assess student understanding. • Provision of guides, examples, and templates for students to manage their own

learning.

5

Creative product • Task requires synthesis of multiple sources of information and making a creative product.

• The learning design promotes extensive communication and debate amongst students.

5

Relevance and quality of resources

• ICT activity driven and supported by relevant and interactive resources. • Varied resources provide enough meaningful information for students to think

deeply, e.g., resources specify tasks and/or student roles or perspectives.

7.5

Evaluation • The evaluation rubric clearly measures what students must know and be able to do to accomplish the task. Criteria include qualitative and quantitative descriptors.

2.5

Reflection • Innovative activity to draw out student insights gained through the curriculum. 2.5

Documents

School of Education, Fremantle Campus COURSE OUTLINEictfreo.weebly.com/uploads/3/8/5/7/38578435/4632_semester1_x25_fn2… · 3.7 Engage parents/ carers in the educative process