Pre-requisites

ED920 Developmental Learning and Pedagogies
ED930 Classroom Management

Co-requisites

None.

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Critically analyse the relevant issues, learning theories and the strategies available to support the safe, responsible and ethical use of ICT to promote effective learning and teaching.

• Demonstrate and apply skills and knowledge in ICT and design for educational contexts, including implementing evidence-based pedagogical practices to expand curriculum learning opportunities for students.

• Apply advanced knowledge of the teaching strategies, resources and opportunities across the curriculum to assist students in developing their skills in using technologies appropriately, safely and ethically.

• Critically review and evaluate the use of a range of technology and digital media for the purpose of designing rich learning environments that promote student engagement and that respond to assessment data and student voice

• Critically reflect on their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

Unit Description

This unit examines the drivers and agendas for integrating ICT in schooling, the status of ICT in the Victorian Curriculum F-10 and the Australian Curriculum, and how ICT can enhance and enrich learning environments and experiences. The unit explores multi-literacies pedagogy and developing students’ multi-literacy knowledge and skills relevant to ICT. These themes will create the context for planning for ICT integration for teaching and learning purposes.

The unit applies a Christian perspective to examining the nature of ICT and a range of issues and challenges associated with using ICT in education, particularly related to social, educational, legal, ethical cultural and equity issues. Preservice teachers will examine relevant legislation and how schools and teachers can respond with policies and strategies to prevent or address these issues and challenges to develop safe, responsible and ethical use of ICT by students in and beyond school contexts. Strategies for engaging parents/carers in the discourse related to young people and ICT will also be reviewed.

The unit covers strategies for effectively integrating ICT in teaching and learning experiences that consider and respond to teachers’, students’, curriculum, and program needs, including differentiating for diverse learners and catering for students with additional needs, as well as aligning technologies and strategies with selected learning theory and teaching approaches. Procedures such as TPACK will be analysed for supporting teachers in selecting and integrating appropriate and relevant ICT into teaching and learning programs.

Through the unit preservice teachers will examine a range of ICT resources that are commonly used for educational purposes. They will critically review technologies to identify their strengths and limitations and apply processes for selecting the appropriate and relevant technologies to suit the students and purpose. In addition, the unit focuses on developing and applying their competencies in using ICT.

Topics

1. 21st Century contexts, and the need for and nature of ICT
2. ICT in the Victorian Curriculum F-10 and the Australian Curriculum
3. Multi-literacies pedagogy, knowledge and skills relevant to ICT
4. Issues and challenges associated with ICT usage in educational contexts and legislation, policy and strategies for supporting safe, responsible and ethical use of ICT (including AI).
5. Strategies for engaging parents/carers in the use of ICT in school and out-of-school contexts
6. Rationales for integrating ICT in teaching and learning
7. Aligning ICT integration with learning theories
8. Using the Technology Integration Planning Model and TechPACK for planning ICT integrated teaching and learning
9. Knowing and evaluating software tools, instructional software, and advanced technology
10. Knowing and evaluating hypermedia tools and web-based learning programs
11. Integrating ICT to design rich learning environments and experiences that expand students’ learning across curriculum and support their engagement and participation in learning
12. Use of ICT to support differentiated practices and students with additional needs
13. ICT facilitated distance learning

Assessment and Indicative Load

Assessment types include Research Paper, Curriculum Preparation, and Other. Indicative study load is 160 hours.

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Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.