Course coordinator
Dr Rob Rouse
Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Technologies, Design and Technologies, and Digital Technologies, is an important Learning Area for developing primary students' general capabilities including Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, and Information and Communication Technology (ICT) Capability. This course develops preservice teachers' understandings of the Australian Curriculum: Technologies subject areas in the primary years, as well as relevant approaches to the use of curriculum, pedagogy, and assessment for teaching Technologies. Preservice teachers will be presented with effective teaching strategies for classroom practice that align with current approaches in the early, middle and upper primary years of learning. Working in teams, preservice teachers will undertake practical and hands-on curriculum-based tasks that develop deep understandings of Technologies and the teaching of these subject areas. They will also develop knowledge and understanding of effective strategies to provide opportunities for primary students to develop, practise, and apply skills of literacy and numeracy throughout Technologies education.
Note: This course commences 1 week before standard Semester 2 classes.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3703; EDUC7545
Restrictions
Restricted to students enrolled in the MTeach (Primary) program.
Course contact
Lecturer
Dr Rob Rouse
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Meeting location: 26-232 Connell Building Collaborative Room
Aims and outcomes
This Masters level course aims to enhance students’ knowledge of, skills with, and appreciation for the nature of technologies, in the context of the Australian Curriculum: Technologies subject areas Design and Technologies, and Digital Technologies. An appreciation for how the two subject areas can provide different and often complementary ways of thinking, and the ways in which principles of each often underpin and enhance the goals of learning in other areas, such as Science, Humanities and Social Sciences, English, Mathematics, and the Arts will be developed. New understandings will then be extended to the primary classroom context, where pedagogical decisions about what, when, why and how to effectively teach, assess, and reflect upon the content articulated in the Australian Curriculum: Technologies will be made.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically analyse, evaluate, and apply knowledge, skills, and understandings about technologies, particularly the content of the Technologies curriculum area including Design and Technologies, and Digital Technologies, the general capability of ICTs, and relevant strategies for teaching these.
LO2.
Purposefully select, interpret, and organise content from the Australian Curriculum: Technologies into planned effective learning sequences that consider the setting of goals, assessment and reporting knowledge, and the allocation of appropriate resources, and identify opportunities to embed learning of these disciplines across a range of learning and teaching experiences.
LO3.
Identify, and critically understand research into how students learn and differentiated teaching strategies which will support inclusive participation in learning and meet the learning needs of primary students across full range of abilities, and which will develop their knowledge and understanding of, and processes and skills for, technologies.
LO4.
Understand and demonstrate how, when, and why to use effective formative and summative assessment of primary students learning in these areas, including principles for ensuring consistent and comparable judgements, and the purpose of providing appropriate feedback and reporting to students.
LO5.
Recognise and create teaching strategies that will enhance opportunities for primary students to develop, practise, and apply skills of literacy and numeracy throughout Technologies education.
LO6.
Incorporate strategies to develop primary students confidence in responsibly and ethically using and developing Information and Communication Technology (ICT) Capability.
LO7.
Demonstrate clear, fluent and coherent communication skills consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Essay/ Critique | Critical Discussion | 20% 1500 words (Max) |
2/08/2024 2:00 pm |
| Essay/ Critique, Reflection, Translation/ Interpretation | Cognitive Commentary | 35% 2000 words (Max) |
11/10/2024 2:00 pm |
| Paper/ Report/ Annotation | Annotated Unit Plan | 45% 2500 words (Max) |
1/11/2024 2:00 pm |
Assessment details
Critical Discussion
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique
- Weight
- 20% 1500 words (Max)
- Due date
2/08/2024 2:00 pm
- Learning outcomes
- L01, L05, L06, L07
Task description
Task Context
As teachers of Technologies, you will explore various perspectives to inform your decisions about resources. In this context, a discussion requires you to explore various perspectives on an issue, concluding with a recommendation regarding future action. In completing this task, you will deepen your appreciation of educational technologies, including ICTs, and enrich your perspectives of technology, its impacts and consequences. The task requires you to demonstrate a knowledge and deep understanding of technology, including as intended and described by the Australian Curriculum: Technologies, which will form a solid foundation for the planning of learning and teaching experiences for your students at any year level.
Task Description
Your task is to prepare a discussion based on an informed analysis and evaluation of a contemporary or historical teaching ICT resource or technology. The identified ICT resource or technology may be a specific tool (e.g., a particular iPad app) or a category of similar technology tools (e.g., behaviour management applications), but must be focused enough to create a coherent discussion. It should also be of interest to you, relevant to the classroom context, and negotiated with the course coordinator. You may wish to frame an inquiry question to respond to in your discussion. Suggestions for technologies and inquiry questions will be provided. Students are encouraged to discuss ideas and are permitted to choose the same or overlapping focuses, but all work submitted should be sufficiently unique to the individual student.
Your Critical Discussion should include:
- Analysis of the purpose, context, specifications and constraints of the technology
- Analysis of advantages, disadvantages, and aspects of appropriateness
- Consideration for the safe, responsible and ethical use of this technology
- Demonstration of your understanding of technology and the technology process
- Attention to multiple perspectives and/or differing viewpoints
- Recommendations for use based on synthesis of the above; potential improvements to the technology may also be suggested
- Credible supporting references, appropriately employed. These will primarily be peer-reviewed scholarship, but other resources may be appropriate in some contexts.
Ideas explored in course workshops and materials should be evident throughout. Citations and references should use APA Style.
Page Limit / Word Count Note
The completed document should be 1500 words in length, exclusive of references and (optional) cover page.
Submission guidelines
Submit the assessment electronically via Blackboard in a .docx or .doc format.
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.
Cognitive Commentary
- Mode
- Written
- Category
- Essay/ Critique, Reflection, Translation/ Interpretation
- Weight
- 35% 2000 words (Max)
- Due date
11/10/2024 2:00 pm
- Learning outcomes
- L03, L04, L07
Task description
Task Context
Teacher judgement is central to assessment. Judgements must be based on the evidence, or demonstrations, of student performance, and on sound reasoning from defined and appropriate criteria. Moderation serves to improve and refine judgements across groups of people responsible for making these judgements. It ensures consistency and coherence between judgements across classrooms, schools, and districts. This task will help you to develop, practise, and refine your ability to make appropriate professional judgements.
Task Description
This task has three stages:
- Assess Sample to Generate Cognitive Commentary and Provide Feedback
- You will receive an authentic Technologies assessment task brief (including criteria and standards) and an assessment sample, which have been sourced from a local classroom. You are expected to assess the sample, keeping notes or annotating the sample (as notes-to-self) as you generate your judgement. You should apply the assessment criteria and standards from the task brief in your judgement, and award a grade on a scale from A – E.
- Prepare a cognitive commentary. A cognitive commentary explicates the process and reasoning underpinning your judgements, with references to the assessment sample as evidence, and to the standards and criteria described in the task brief. (Commentary is approximately 750 words; annotations are not included in word count)
- Prepare constructive feedback for the primary student who completed the task. You must bring your work on this task to class for submission. (Feedback is approximately 250 words)
- Moderation
- In class, you will undertake moderation of your judgement with a group of peers. Bring the assessment sample, task brief, and your work to this meeting. Moderation will be facilitated / supported by the course coordinator. You should keep accurate and reflective records of the moderation discussions.
- Based on these discussions, you will also revise your annotations, cognitive commentary, and feedback to the student as necessary.
- Research-Informed Reflection
- Prepare a research-informed reflection of the moderation process, describing the extent to which judgements made prior to the moderation discussion remained stable or changed because of the discussion. You should articulate your learning about the use of standards to inform your professional judgements, referring to relevant research literature. You should also discuss your understanding of the purpose of providing timely and appropriate feedback to students on their learning. (Research-informed reflection is approximately 750 words)
From this process, you will submit:
- The work sample annotations (notes-to-self) and cognitive commentary (~750 words)
- The grade and feedback to the student (~250 words)
- The reflection on the moderation discussion (~750 words)
These products will be constructed individually (i.e., not with peers). Section word counts are recommendations and will not be measured, but the overall word count must be adhered to. Citations and references should use APA Style.
Page Limit / Word Count Note
The completed document should be 2000 words, exclusive of reference list and (optional) cover page.
Submission guidelines
Submit the assessment electronically via Blackboard in a .docx or .doc format.
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.
Annotated Unit Plan
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 45% 2500 words (Max)
- Due date
1/11/2024 2:00 pm
- Learning outcomes
- L02, L03, L04, L05, L06, L07
Task description
Task Context
Effective learning and teaching in any subject area requires skilful planning. Unit plans prepared by teachers guide them through a logical and effective sequence for the development of children’s technical skills, conceptual ideas, and knowledge and understanding of artistic, historical, geographical, scientific or other contexts. Your task is to prepare a unit plan for the integrated teaching of Technologies, and supply annotations which explain and justify your choices regarding learning and teaching activities and strategies. The integrating subject area should be consistent with your subject specialisation (e.g., English or Mathematics) and provide evidence of your developing knowledge of content and pedagogical content knowledge. In completing this task, you will gain a deeper appreciation of the layered interactions between technologies understandings and skills, the curriculum, pedagogy, and assessment, and for the complexity of professional decision-making for teaching.
Task Description
Your task is to develop an inquiry-based Technologies unit plan using the template provided. The main content is to be from the Technologies Curriculum (Design or Digital) but the unit should integrate subject matter aligning with your subject specialisation (e.g.., English or Mathematics). You must also include annotations explaining your decisions. In the body of your unit plan, explicitly attend to items such as:
- Unit plan essentials – title, year level, length of unit, concise overview
- Australian Curriculum: Technologies and relevant integrated content to be addressed
- Australian Curriculum: General Capabilities (e.g., literacy, numeracy) and Cross-Curriculum Priorities (e.g., sustainability)
- Differentiation and responsiveness
- Assessment
- Phases of teaching and learning sequence, organised by Design Process phases
- Outlines of inquiry-based lesson activities
- Lists and descriptions of lesson resources and materials
- General goals and specific objectives
- Safety considerations (as needed)
No complete lesson plans are required, but concise outlines should identify the key objectives and activities of each lesson. Learning experiences should be developmentally appropriate, enable student agency for creative decision-making and expression, and be intellectually engaging. Ideas explored in course workshops and materials should be evident in the unit plan and annotations. The sources for any ideas, strategies, activities, resources, and justifications should be acknowledged and appropriately referenced using APA Style. Annotation should provide details of your decision-making in planning sequenced learning experiences pertaining to:
- Diverse student knowledge(s), experiences, characteristics, and cultures
- Understanding of how students learn
- Content knowledge and pedagogical content knowledge for Technologies and your subject specialisation
- Integrating subjects and linking to general capabilities and cross-curriculum priorities
- Formal and informal assessment of student learning for diagnostic, formative, and summative purposes
- Sequencing lessons informed by curriculum, assessment, and reporting knowledge
- Setting appropriate and varied learning goals
- Differentiation and responsiveness to support inclusive participation
- Selection and use of appropriate resources
- These annotations should link applications in this assessment task with important ideas from the course
Page Limit / Word Count Note
Due to the nature of this assessment task, the word count is a recommendation, not a strict requirement.
Submission guidelines
Submit the assessment electronically via Blackboard in a .docx or .doc format.
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 which 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 which lack appropriate references and relevance, or appropriate coherence, organisation and length, including submissions that do not meet stated criteria to a satisfactory level. |
| 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 topics; 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 or implications of topics. |
| 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 merely representation of ideas and source material 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 deeper and subtler aspects of the topics, 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 comprehensiveness and complex understanding of the topics, 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. This course does not use equivalent percentage scores.
Exemplar to show calculation of final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grade as follows. For example if a student receives the following three grades:
Assignment 1: Grade of 4 at 20% weighting
Assignment 2: Grade of 5 at 35% weighting
Assignment 3: Grade of 6 at 45% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (weight x A1 grade)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (weight x A2 grade)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (weight x A3 grade)ﾠﾠﾠﾠﾠ
(0.20 x 4) + (0.35 x 5) + (0.45 x 6) = 0.8 + 1.75 + 2.7 = 5.25
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 umber (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 assessment scores calculated from the rubric criteria will be used to calculate the course grade. For example, for Blackboard submissions, a marking rubric for each assignment has been uploaded to Blackboard and where applicable each criterion has been given a specific weighting. This rubric is then used to mark each individual assessment. Blackboard records these specific criterion scores and may show the exact score resulting from the criteria scores (e.g., 5.2). HTo avoid inflation or deflation of grades at the assessment level, the exact score calculated from the criteria scores, not the rounded scores, (i.e., the 5.2, not the 5.0) will be used to calculate the overall course grade.
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 (15 Jul - 21 Jul) |
Workshop |
What is Technology and Technology Education? In this class, we will explore key ideas and perspectives related to technology and technology education. Activity: Egg-Bot Learning outcomes: L01, L03, L07 |
Week 2 (22 Jul - 28 Jul) |
Workshop |
Pedagogies and Planning for Technologies Education In this class, we will focus on pedagogies and planning for technology education. Activity: Bee Bots and Scratch Learning outcomes: L01, L02, L03, L06, L07 |
Week 3 (29 Jul - 04 Aug) |
Workshop |
Creativity, Innovation, and the Design Process In this class, we will explore creativity, innovation, and the design process. Activities: Sphero robots and Design Thinking Learning outcomes: L01, L02, L03, L05 |
Multiple weeks From Week 4 To Week 9 |
Practical |
Professional Experience Placement No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Week 10 (16 Sep - 22 Sep) |
Workshop |
Digital Technologies In this class, we will meet for class at UQ Innovate, UQ's makerspace. After touring the space, we will complete two separate digital design activities in service of creating a CO2 powered race car. We will also make links to the Design and Technologies curriculum. Activities: Tinkercad and UQ Innovate Learning outcomes: L01, L02, L03 |
Week 11 (30 Sep - 06 Oct) |
Workshop |
Planning, Assessment, and Moderation In this class, we will meet at UQ Innovate and complete two activities. In the first activity, we’ll participate in a practice moderation session. Participating in this session will position you to complete the final part of AT2. In the second activity, we’ll create our CO2 racers using the tools and technologies in UQ Innovate. Activities: Moderation and UQ Innovate wood shop Learning outcomes: L01, L03, L04, L05, L06, L07 |
Week 12 (07 Oct - 13 Oct) |
Workshop |
Design and Technologies In this class, we will complete missing parts of the CO2 racer project. Activities: UQ Innovate wood shop Learning outcomes: L01, L04, L05, L06 |
Week 13 (14 Oct - 20 Oct) |
Workshop |
Understanding Digital Technologies This class will have two parts. In the first part, we will complete a digital technologies activity using Arduino microcontrollers. In the second part, we will make our CO2 race cars "race ready" by attaching wheels and islet screws. At the end of these activities, Rob will launch AT3. Activities: Arduino and CO2 race cars Learning outcomes: L01, L04, L05, L07 |
Week 14 (21 Oct - 27 Oct) |
Workshop |
CO2 Powered Car Race In this class, we will complete our CO2 powered race car project and celebrate the end of the semester by racing our cars. Learning outcomes: L01, 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.