Unit Outline

This unit presents the theory, methods and practice of teaching using digital technologies. You will critically reflect on Digital Literacy (previously ICT) based issues in light of modern theorists' views of the transformative effect of Digital Technologies in education, and learn to select and evaluate computer-based learning materials, software and new technologies for educational purposes. The unit ensures that you are familiar with a wide range of computer applications and digital technologies and their use in educational settings. Assessment will focus on your personal capacity with Digital Literacy, your capability to integrate digital technologies into teaching practice and your readiness to transform curriculum content and pedagogy with Digital Technologies.

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	Identify appropriate strategies for teaching the subject Digital Technologies
2	Operate new computer software and teach students/children with a range of abilities to use it
3	Critically reflect on school Digital Literacy based issues in light of modern theorists' views of the transformative effect of Digital Literacy in education, and articulate how this relates to your own teaching practice
4	Exhibit leadership by demonstrating a vision of technology infusion, and developing the technology skills of others

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	(EDU102 or ESH102) and (EDU203 or ESH203)

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:	Case study analysis	Week 4	20 %	LO1, LO2, LO3
Assessment Task 2:	Project A	Week 8	40 %	LO1, LO2, LO3
Assessment Task 3:	Project B	Week 12	40 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: Case study analysis

Task Description:

The aim of this case study assessment task is to enable you to start thinking about how computers can enhance students’ learning by providing opportunities to tackle new learning and improved outcomes. Scootle (scootle.edu.au) is a national digital learning repository that provides Australian teachers with access to digital learning items, provided by a wide array of contributors and aligned to core areas of the Australian Curriculum. Assessment Task 1 is to analyse one of the interactive learning resources (content) from SCOOTLE as a case study. You will also explore how challenging learning goals can be established. In completion of this assignment, you will demonstrate:
• General Computer Knowledge
• File Management Knowledge
• System Maintenance and Security Knowledge
• Databases, Searching and Information Integrity
• Communications Skills
• Web Skills
• Presentation Skills, and Word Processing Skills

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.5, 2.1, 3.1, 3.2, 3.4, 3.6, 4.5, 5.1, 5.5, 6.2

Task Length:

1000 words equivalent maximum

Due Date:

Week 4

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evaluate sustainable and innovative digital solutions to meet and redefine current and future needs	LO1, LO2
2	Collecting, managing and analysing data, which involves the nature and properties of data, how they are collected and interpreted using a range of digital systems and peripheral devices and interpreting data when creating information	LO3
3	Reflect on DT/DL/ICT based issues and its effect in education	LO3
4	Appropriate academic writing relevant to the context you are researching and presenting; including writing conventions, composition, scholarly terminology used, and APA referencing	LO1, LO3

Assessment Task 2: Project A

Task Description:

In this project, you will develop your digital technologies knowledge and understanding of a range of DT/DL/ICT resources, and the processes and production skills of creating digital content. Assessment Task 2 and Assessment Task 3 form a comprehensive project that focuses on the implementation of digital technologies. This larger project is being broken down into discrete parts (Assessment Task 2 and Assessment Task 3), that address particular learning outcomes, showing how each creation stage is key to building an integral whole digital technologies application.

Assessment Task 2 will focus on the preparation phase of producing and 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). The subject of the project will be based on a location of interest - a heritage or historic site, or a geographical location with educational value. You will learn and will need to create a flowchart or sitemap of the user experience design, based on the information that needs to go into the digital content. It is expected that the user experience design is likely to be non-linear and your flowchart must illustrate how you envisage the information being broken down and which parts are presented to the users and how they are presented.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.5, 2.1, 2.6, 3.1, 3.2, 3.5, 4.5, 5.1, 6.2, 6.3, 7.4

Task Length:

5-7 minute video presentation (1,500 word equivalent)

Due Date:

Week 8

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply knowledge of a range of DT/DL/ICT content and resources	LO2, LO3
2	Operate new computer software with a range of abilities to use it	LO2
3	Reflect on the relevance of the content to your teaching practice and how it impacts the users	LO3
4	Appropriate academic writing relevant to the context you are researching and presenting; including writing conventions, composition, scholarly terminology used, and APA referencing	LO1, LO3

Assessment Task 3: Project B

Task Description:

Assessment Task 3 is the main part of the project commenced in Assessment Task 2. Your focus for Assessment Task 3 is on the processes and production skills of creating the content for the digital application (teaching materials, learning application, or web content). For this assignment you will need to produce and prototype the digital content that shows the journey of your user case scenario as described in Assessment Task 2. You will produce a journey through 5 - 8 screens of your digital content prototype. At the completion of this project, you will be able to demonstrate knowledge and understanding of a range of DT/DL/ICT resources, and the use of digital production tools and the processes to produce educational digital content.

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 1000 words equivalent documentation paper

Due Date:

Week 12

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


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

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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.

Required Resources

Required reading materials

Digital Technologies Hub (2022). Understanding Digital Technologies. https://www.digitaltechnologieshub.edu.au/understanding-dt/
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): 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
Tyldum, M. (Director) (2014). The imitation game [film]. USA: Roadshow Films.
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 Technology & 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
Raspberry Pi Foundation (2022) The Big Book of Computing Content. https://helloworld.raspberrypi.org/books/big_book_of_computing_content
Raspberry Pi Foundation (2022) The Big Book of Computing Pedagogy. https://helloworld.raspberrypi.org/books/big_book_of_pedagogy
Liikkanen, L. A. (2016, May). UX Strategy as a Kick-starter for Design Transformation in an Engineering Company. In Proceedings of the 2016 chi conference extended abstracts on human factors in computing systems (pp. 816-822). https://dl.acm.org/doi/10.1145/2851581.2851590
Ferreira, M.N.F., Wangenheim, C.

Other required resources

Access to Adobe CC will be made available to all students in this unit. Further details will be communicated to you by the Unit Coordinator.