Course coordinator
Dr Rob Rouse
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course will explore strategies to support your development as a future educational innovator and agent of change in classrooms and schools. Within this broader context, the enactment of innovation and change is explored within (i) the expansion of curriculum learning opportunities for and engagement of students through the implementation of teaching strategies using ICT; (ii) evaluation of teaching programs; and (iii) the improvement of teaching practice through engagement in professional learning. Preservice teachers will also consider practical implementation of safe, responsible and ethical use of ICT in learning and teaching.
Approaches to learning and teaching shift over time, and technological development is a significant catalyst to changed approaches to teaching and learning. From the printing press to the internet, broader access to information and skills requires new kinds of knowledge and skills, thus new approaches to education develop in response. The contemporary education landscape reflects the increasing ubiquity of digital technology in what is often called the information or digital age. Twenty-first century learners need knowledge, skills and dispositions that will equip them to be, amongst other things, agile, flexible, creative and adaptable. This course explores ways that teachers can support learners to develop these knowledge(s), skills and dispositions by empowering preservice teachers to see themselves as change agents who can have a powerful, positive impact on their future students’ learning outcomes.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1050; EDUC1049
Restrictions
Entry to the Bachelor of Education (Secondary) program
Course contact
Lecturer
Dr Rob Rouse
Course staff
Tutor
Dr Bianca Mister
Ms Linh Chu
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Meeting location: 11A-110/111 - ModWest, Joint Collaborative Room
Aims and outcomes
This course will explore strategies to support your development as a future educational agent of change in classrooms and schools. Within this broader context, the enactment of innovation and change is explored within:
(i) the expansion of curriculum learning opportunities for and engagement of students through the implementation of teaching strategies using ICT;
(ii) evaluation of teaching programs; and
(iii) the improvement of teaching practice through engagement in professional learning.
Preservice teachers will also consider practical implementation of safe, responsible and ethical use of ICT in learning and teaching.
ﾠ
This course aims to cover the following Australian Professional Standards for Teachers:
Standards
Graduate Level
2.6 - Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.4 - Select and use resources
Demonstrate knowledge of a range of resources,
including ICT, that engage students in their learning.
3.5 - Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 - Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student 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.
6.1 Identify and plan professional learning needs.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2 - Engage in profe
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of contemporary educational innovation and change.
LO2.
Demonstrate understanding of strategies to support their work as innovators and change agents in classroom and school contexts.
LO3.
Articulate ways in which innovation and change can contribute to improved teaching practice and enhanced learning opportunities for students.
LO4.
Demonstrate knowledge of teaching strategies to engage students in their learning and expand curriculum learning opportunities through appropriate selection of resources, with particular emphasis on safe, responsible and ethical use of ICT.
LO5.
Demonstrate knowledge of strategies to effectively evaluate teaching programs to improve student learning.
LO6.
Demonstrate understanding of the relevant and appropriate sources of professional learning and the rationale for continued professional learning for teachers.
LO7.
Demonstrate clear, fluent, and coherent communication skills consistent with personal, professional and academic conventions.
LO8.
Demonstrate an understanding of schools as workplaces and be familiar with the statutory, ethical and other requirements that govern the work of teachers in schools.
LO9.
Work effectively and collaboratively in teams to make informed team decisions, demonstrate interpersonal, leadership and communication skills, and critically evaluate personal and peer contributions to team processes.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation, Project |
Assignment Task 1: Professional Development Byte
|
30% 15-minute group video presentation |
27/08/2024 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique, Reflection | Assignment Task 2: Critical Reflection | 30% 1500-word critical reflection |
17/09/2024 2:00 pm |
| Paper/ Report/ Annotation, Essay/ Critique | Assignment Task 3: Case Study | 40% 2000-word case study analysis |
5/11/2024 2:00 pm |
Assessment details
Assignment Task 1: Professional Development Byte
- Team or group-based
- Mode
- Oral
- Category
- Presentation, Project
- Weight
- 30% 15-minute group video presentation
- Due date
27/08/2024 2:00 pm
- Learning outcomes
- L01, L03, L04, L06, L07, L09
Task description
Components: 15 minute group video presentation, brief annotated bibliography and links to supplemental teaching resources, group work log
In groups of four (4) students, you are required to design collaboratively a Professional Development [PD] ‘byte’ for your fellow pre-service teachers.
- Your PD byte will be a succinct, accessible, targeted and practical professional development video that uses learning design principles appropriate to an asynchronous context to support your classmates to understand how to use technology to expand curriculum learning opportunities for students in a specific learning area of the Australian Curriculum.
- Your PD byte presentation can be delivered as a slideshow in PowerPoint or Prezi, or you can try less common applications for presentations such as Padlet or Zoom.
- Regardless of which software or application you decide to use, your PD byte presentation must include 15 minutes of original narration recorded by the group (roughly 3-4 minutes per person in a group of 4).
- The video presentation should also contain links to a brief annotated bibliography and supplemental teaching resources.
You are required to address the following components in your PD byte:
- Identify a promising/useful/novel/interesting information and communications technology (ICT) or digital technology tool to introduce to your classmates.
- Clearly identify the learning area and specific learning outcomes you are targeting by sharing this tool (the APST may help inform your learning outcomes).
- Give background information about the tool and equip your classmates with one or two strategies for using the tool to expand curriculum learning opportunities for secondary school students in relation to the learning area and learning outcomes you have identified (be sue to check version 9.0 of the Australian Curriculum).
- Demonstrate your capacity to design learning opportunities to achieve the learning objectives of your PD session using a range of strategies and activities that engage your colleagues in active learning (e.g., brief activity, pause to think, discuss with a partner, respond to a quiz or poll, post to Padlet etc.)
- Critically evaluate how ICT and/or technology can be used safely, responsibly, and ethically in the context of your seminar focus.
Additionally, your PD byte must be accompanied by:
(a) A link to a brief annotated bibliography. Your annotated bibliography should contain:
- Three (3) appropriate sources of professional learning (scholarly or reputable professional books or articles) related to your seminar focus that will help teachers to further develop their practice.
- A brief description of how each source is related to the PD byte. (No more than 100 words per source.)
(b) Links to supplemental teaching resources.
- Two (2) related or complementary teaching resources.
- Description of how each resource is related to the PD byte. (No more than 100 words per resource.)
(c) A group work log (in a graph or table) for planning and progress monitoring for the entire group
- The work log should detail the contributions made by each group member, which should be equally shared.
Submission guidelines
Submit the assessment electronically via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assignment Task 2: Critical Reflection
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Reflection
- Weight
- 30% 1500-word critical reflection
- Due date
17/09/2024 2:00 pm
- Learning outcomes
- L02, L03, L06, L07
Task description
Components: 1500 words (max) written reflection
For this task, you will begin by watching two PD bytes produced by your classmates. These PD bytes, along with your own PD byte will provide the content for your critical reflection.
Your critical reflection should synthesise relevant course content with your lived experience to:
1. Evaluate how successfully the teaching and learning strategies you and your classmates developed and used in the PD bytes achieved appropriate learning objectives and aligned with the relevant APST standards and the learning areas in the Australian Curriculum.
2. Evaluate what you learned from the PD byte assignment in relation to:
- How ICT and digital technology can be used to expand curriculum learning opportunities for students.
- The safe, responsible, and ethical use of ICT and digital technology.
- How you can continuously improve your own practice and contribute to the profession more broadly.
- The experience of professional collaboration with your peers.
- How incorporating ICT and digital technologies into your future instruction could support improved practice.
Submission guidelines
Submit the assessment electronically via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assignment Task 3: Case Study
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 40% 2000-word case study analysis
- Due date
5/11/2024 2:00 pm
- Learning outcomes
- L01, L03, L04, L05, L07, L08, L09
Task description
Components: 2000 word (max) case study analysis
Working in a group of two (2) students, you are to write a case study of 2000 words which evaluates a teaching programme. In the context of this task, the term ‘programme’ means an identifiable and distinct ‘packaged’ approach that claims to support or enhance student learning – it does not necessarily have to involve ICT or digital technology. It could, for example, International Baccalaureate (IB), a reading programme (e.g., Reading to Learn); numeracy programme (e.g., Cognitively Guided Instruction); technology programme (e.g., P-TECH); music programme (e.g., Kodály music education); multi-subject programme (e.g., STEM/STEAM).
You might have encountered this programme during your professional experience placement, or you might want to identify a programme through academic or professional literature. Either way, it is recommended that you choose a programme that is either:
(i) directly related to one of your teaching areas, or
(ii) aligned with one of the General Capabilities, such as Literacy, Numeracy, or Critical and Creative Thinking.
Above all, choose a programme that you believe will be useful to you in the future.
To evaluate the programme, you should explore and synthesise relevant scholarly literature to:
- Identify the programme’s purported relationship with student learning
- Examine its strengths and weaknesses
- Explore implications for teachers and learners
- Provide recommendations to adapt/modify/change the programme for the purpose of improving student learning
- Demonstrate knowledge of strategies that can be used by teachers to evaluate teaching programmes to improve student learning
- Use APA 7 formatting and referencing conventions.
Submission guidelines
Submit the assessment electronically via Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of nuanced aspects of the course content, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining Final Grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.ﾠ
Exemplar to show calculation of final grade:
All three assignments in this course will be provided a grade out of 7.ﾠ The final grade will be calculated using the weighting and the individual assignment grade as follows.ﾠ For example if a student receives the following three grades:
Assignment 1: Grade of 4 at 30% weighting
Assignment 2: Grade of 5 at 30% weighting
Assignment 3: Grade of 6 at 40% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠﾠﾠﾠﾠ
ﾠ(0.30 x 4) + (0.30 x 5) + (0.40 x 6) = 1.2 + 1.5 + 2.4 = 5.1
The final grade would be rounded to the nearest whole number; in this case the grade would be 5.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Note: Exact assignment scores calculated from the rubric criteria will be used to calculate the course grade. For example, for Turnitin submissions, a marking rubric for each assignment has been uploaded to Turnitin and where applicable each criterion has been given a specific weighting. This rubric is then used to grade each individual assignment. Turnitin records these specific criterion grades and may show the exact grade resulting from the criteria scores (e.g., 5.2). However, Turnitin records a rounded whole number grade in the grade window (e.g., 5.0), which it automatically uses to populate the grade centre in Blackboard. To avoid inflation or deflation of grades at the assignment level, the exact grade calculated from the criteria scores will be manually recorded in the grade centre. The exact grades for each assignment (i.e., not the rounded grades) will be used to calculate the final course grade. Blackboard grade centre columns will be labeled accordingly.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Where applicable, additional learning resources will be made available throughout the course Blackboard site, such as where integrated into the weekly preparation materials (e.g., websites, recordings, etc.) and through the course reading list (e.g., supplementary / further readings). Changes to materials in response to developments during the semester will be communicated via the course Blackboard site. All materials will be accessible via the course Blackboard site, whether directly (e.g., attached or posted) or indirectly (e.g., through UQ library links or external website links) depending on the type of material and the applicable copyright considerations.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Week 1: Teachers as Agents of Change In this class, we will discuss how teachers can be agents of change and review the ECP and expectations for the course. Activity: Icebreaker Reading focus: None Assignment launch: AT1 Learning outcomes: L01, L03, L08 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Week 2: ICT and Digital Technology Engagement I In this class, we will begin exploring information and communications technology (ICT) and digital technology tools for teaching and learning. Activity: Stop motion animation. Reading focus: Ch 1 Introduction Learning outcomes: L01, L02, L04, L07, L08, L09 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Week 3: ICT and Digital Technology Engagement II In this class, we will continue exploring information and communications technology (ICT) and digital technology tools for teaching and learning. Activity: Smart phone sound amplification system Reading focus: Ch 2 What is Effective Technology Use for Learning? Learning outcomes: L01, L02, L04, L09 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Week 4: ICT and Digital Technology Engagement III In this class, we will continue exploring information and communications technology (ICT) and digital technology tools for teaching and learning. Activity: Makey Makey, Drones, Ozobot, Little Bits Reading focus: Ch 3 Cyber-Safety and Online Learning Learning outcomes: L01, L03, L04, L09 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Week 5: ICT and Digital Technology Engagement IV In this class, we will wrap up exploring information and communications technology (ICT) and digital technology tools for teaching and learning. Activity: Flip hunt Reading focus: Ch 4 Evaluating Technology Practices Assignment Launch: AT2 Learning outcomes: L01, L03, L05, L09 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Week 6: Evaluation of Teaching Programs I In this class, we will begin our multi-week evaluation of a computational thinking teaching program Activity: Scratch/Sphero alternating activity (week 1 of 2) Reading focus: Ch 5 Using Theory to inform our Practice Due: AT1 Learning outcomes: L01, L03, L07, L08, L09 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Week 7: Evaluation of Teaching Programs II In this class, we will continue our multi-week evaluation of a computational thinking teaching program Activity: Scratch/Sphero alternating activity (week 2 of 2) Reading focus: Ch 6 Technology Use for Literacy Learning Learning outcomes: L01, L03, L04, L09 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Week 8: Evaluation of Teaching Programs III In this class, we will continue our multi-week evaluation of a computational thinking teaching program Activity: Arduino/LEGO alternating activity (week 1 of 2) Reading focus: Ch 7 Technology for Mathematics Learning outcomes: L01, L02, L04, L08, L09 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Week 9: Evaluation of Teaching Programs IV In this class, we will conclude our multi-week evaluation of a computational thinking teaching program Activity: Arduino/LEGO alternating activity (week 2 of 2) Reading focus: Ch 8 Integrated STEM Learning Due: AT2 Assignment launch: AT3 Learning outcomes: L01, L02, L05, L08, L09 |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Week 10: Improvement of Teaching Practice I In this class, we will begin our multi-week exploration into improving our teaching practice through digital design in UQ's makerspace, UQ Innovate. Activity: UQ Innovate orientation and tour Reading focus: Ch 9 Technology and the Arts Learning outcomes: L01, L03, L04, L06, L07, L09 |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Week 11: Improvement of Teaching Practice II In this class, we will continue our multi-week exploration into improving our teaching practice through digital design in UQ's makerspace, UQ Innovate. Activity: Digital design 1 (Tinkercad) Reading focus: Ch 10 Coding Learning outcomes: L01, L02, L04, L06, L08, L09 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Week 12: Improvement of Teaching Practice III In this class, we will continue our multi-week exploration into improving our teaching practice through digital design in UQ's makerspace, UQ Innovate. Activity: Digital design 2 (Inkscape and Egg-Bot) Reading focus: Ch 11 Teaching with a Range of Digital Devices Learning outcomes: L01, L02, L03, L06, L09 |
Week 13 (21 Oct - 27 Oct) |
Workshop |
Week 13: Improvement of Teaching Practice IV In this class, we will complete our multi-week exploration into improving our teaching practice through digital design in UQ's makerspace, UQ Innovate. Activity: Design Thinking sprint (reimagine your morning routine) Reading focus: Ch 12 Next Steps in your Technology Journey Learning outcomes: L01, L02, L04, L05, L06 |
Additional learning activity information
Please be sure to bring your book, cell phone, and laptop computer to class each week.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.