Unit Outline

EMT608 Teaching Digital Technologies is designed specifically for pre-service teachers undertaking a Master of Teaching. It will analyse the distinctions between Digital Literacy (previously ICT) and Digital Technologies and explore how computers can be used, with a major focus on Digital Literacy General Capability or the Digital Technologies subject of the Australian Curriculum. This unit also provides opportunities for you to demonstrate your practical applications of Digital Literacy or Digital Technologies. In addition, you will demonstrate your capacity to design good teaching and assessment strategies, and ethically apply contemporary and emerging computer technology in your professional practice.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Apply digital solutions to reflect good teaching and assessment in Digital Technologies
2.	Critically evaluate your own teaching of Digital Technologies
3.	Differentiate Digital Literacy (previously ICT) from Digital Technologies, particularly in the context of the Australian Curriculum
4.	Develop Digital Literacy knowledge and production skills to reflect good teaching and assessment in your own specialism

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Project	Week 7	100 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Project

Task Description:

In this project, you will develop knowledge and understanding in Digital Technologies, and work on the processes and production skills of prototyping a content-based digital learning experience (such as an interactive educational application or web content, or a screen-based digital project school students could develop). You have the flexibility to pick a topic for the project that reflects your professional interest and practice (e.g. STEM-based or HASS-based subjects or an area of your specialisation). You will create an information architecture flowchart of the user experience, based on the information that needs to go into the digital content. You will then produce a journey through 6 - 8 screens of your digital content prototype. At the completion of this project, you will be able to demonstrate knowledge, understanding and application of a range of Digital Technologies (DT) and/or Digital Literacy (DL) (previously Information Communication Technology - ICT) content and resources, and the digital production tools and processes to produce educational digital content.

This project allows you to apply digital solutions to reflect teaching and assessment in the Digital Technologies; and critically evaluate your own teaching of Digital Technologies, or work with future collaborators or colleagues who will be teaching Digital Technologies. You will also be able to differentiate Digital Literacy from Digital Technologies, particularly in the context of the Australian Curriculum; and develop Digital Literacy knowledge and production skills to reflect good teaching and assessment in your own specialism.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.5, 2.1, 2.6, 3.1, 3.3, 3.5, 4.5, 5.1, 6.2, 6.4, 7.4

Task Length:

Project digital content and 1,500 words equivalent documentation paper

Due Date:

Week 7 (17/Apr/2024)

Weight:

100 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate the knowledge of DT and/or DL/ICT capability to work with the production processes	LO1, LO2
2	Explain how the specified use of technology is appropriate for your digital content prototype and teaching practice	LO2, LO4
3	Appropriate academic writing relevant to the context you are researching and presenting; including writing conventions, composition, scholarly terminology used, and APA referencing	LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Digital Technologies Hub (2022). Understanding Digital Technologies. https://www.digitaltechnologieshub.edu.au/understanding-dt/

ACARA (2022) Learning area downloads (Technologies) https://v9.australiancurriculum.edu.au/downloads/learning-areas

Ledger, S. (2019). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 2019, 36(1). https://ajet.org.au/index.php/AJET/article/view/4561

Tellis, W. (1997). Introduction to Case Study. The Qualitative Report, Vol. 3, No. 2 http://www.nova.edu/ssss/QR/QR3-2/tellis1.html

Candy, L. (2006). Practice-Based Research: A Guide. CCS Report: 2006-V1.0 November. University of Technology Sydney. https://www.creativityandcognition.com/wp-content/uploads/2011/04/PBR-Guide-1.1-2006.pdf

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), pp.1017-1054.

Davis, F. D.; Bagozzi, R. P.; Warshaw, P. R. (1989), “User acceptance of computer technology: A comparison of two theoretical models”, Management Science, 35 (8), pp.982-1003.

Recommended reading materials

ACARA (2022). Australian Curriculum: Technology (Digital Technologies). https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/digital-technologies/
Henderson, M. & Romeo. G. (Eds) (2015). Teaching and Digital Technologies: Big Issues and Critical Questions. Sydney: Cambridge University Press. ISBN: 9781107451971
Bell, T., Witten, I. & Fellows, M. (2010). Computer Science unplugged.
DEEWR (2009). Belonging, being & becoming: The early years learning framework for Australia. Barton, ACT, Australia.
Chin, CK.H., Fluck, A., Chong, C.L., Penesis, I., Ranmuthugala, D. & Coleman, B. (2017). Higher order thinking through Calculus for Kids, Journal of Digital Learning and Teaching Victoria, 4, (1) pp. 26-31.
Fluck, A. & Dowden, T. (2013). On the cusp of change: Examining pre-service teachers’ beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning 29(1) 43-52.
Koehler, M., & Mishra, P. (2008). Introducing TPCK in Handbook of technological content knowledge, AACTE committee on innovation and technology (Ed). New York, USA: Routledge.
Turing, A. (1950). Computing Machinery and Intelligence. Mind 49: 433-460.
http://phil415.pbworks.com/f/TuringComputing.pdf or.
http://www.csee.umbc.edu/courses/471/papers/turing.pdf
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implication for teacher knowledge. Educational Technology & Society 19(3) 47-57, International Forum of Educational Tecnology & Society.
Michael, D.R. & Chen, S.L. (2005). Serious Games: Games That Educate, Train, and Inform. Muska & Lipman/Premier-Trade.

Marsh, T. & Costello, B.M. (2012). Experience in Serious Games: Between Positive and Serious Experience. Proceedings of the Third international conference on Serious Games Development and Applications.
Ledger, S. (2019). Simulation in Higher Education: Choice, Challenges and Changing Practice. Advances in Social Science, Education and Humanities Research, Vol. 387
Gray, C., & Malins, J. (2004). Visualizing research: a guide to the research process in art and design. Ashgate Publishing Limited.
Ledger, S., Burgess, M., Rappa, N., Power, B., Wong, K.W., Teo, T. & Hilliard, B. (2022). Simulation platforms in initial teacher education: Past practice informing future potentiality. Computers & Education, Vol. 178, Elsevier.
See, Z.S., Matthews, B., Donovan, J.,, Goodman, L., Hight, C., Egglestone, P., Amin, M. & Ooi, W.(2020). Extended Reality Interactive Wall: User Experience Design Research-Creation. Virtual Creativity, Volume 10, Number 2, pp. 163-174(12), Intellect.
Horst, R. & Dorner, R. (2018). Opportunities for Virtual and Mixed Reality Knowledge Demonstration. ISMAR Adjunt 2018.

Amin, M. (2019). The Benefit of Designing for Everyone. A Report prepared by PwC Australia.https://centreforinclusivedesign.org.au/wp-content/uploads/2020/04/inclusive-design-infographic-report-digital-160519.pdf
Keane, T. & Fluck, A.E. (2023) Teaching Coding in K12 Schools. Springer.

Other required resources

Access to Adobe CC will be made available to all students in this unit in the laboratory(ies); Alternative DT software/tools with no cost will also be presented. Further details will be communicated to you by the Unit Coordinator.