The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 • Fax: (08) 9433 0544 • Email: fremantle.reception@nd.edu.au • Internet: www.notredame.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F (Course Outline Template v.XIII) Date of Publication to Students: January 25, 2021

School of Education, Fremantle Campus

COURSE OUTLINE

EDUC 4632

Transforming Learning through

ICT (MTeach) 2021

Semester 1 Feb 1-April 2, 2021

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 2 of 8

General Information

Course Outline Statement This Course Outline provides students enrolled in the course at The University of Notre Dame Australia with important information regarding the course outcomes, structure, lecture and tutorial times, assessment, and learning resources. Students are expected to have read and understood this Course Outline in conjunction with the University’s General Regulations and any other relevant Regulations, Policies, Guidelines or Procedure.

The General Regulations and other relevant Regulations can be accessed at: https://www.notredame.edu.au/about/governance/regulations

University Policies and Guidelines can be accessed at: https://www.notredame.edu.au/about/policies/list

Communication to Students (Email and Learning Management System)

It is likely that communications for this course will be conveyed to students via their Notre Dame email account and to the Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University (and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account shall be deemed to have been received, as indicated in the General Regulations [Chapter 9.1]. The course’s Blackboard noticeboard should also be checked on a regular basis. The login page for Blackboard can be accessed at https://learnit.nd.edu.au/. All relevant material for this course will be found on Blackboard. All students enrolled in this course will automatically be enrolled in this course on Blackboard.

Units of Credit 20

Assumed Prior Knowledge/Special Skill Requirements

Information and communications technologies (ICT) competency skills that would be acquired in daily life.

Pre-requisite Course/s Nil Co-requisite Course/s Nil

Delivery Mode Face-to-Face – this course is conducted face-to-face with no online components

Contact/Online Hours

Contact hours - 1x3 hour workshop each week You will also be expected to study an average of between 3-6 hours per week in this course (including all guided and self-directed work).

STAFF DETAILS

Role Telephone Email Office Location (if applicable)

Availability (in addition to appointments made on an individual basis)

Course Coordinator/ Tutors Jenny Jongste Louise Moroney

0407389042 jenny.jongste@nd.edu.au

Nil Available before/after workshops or by email

louise.moroney@nd.edu.au

Nil Available before/after workshops or by email

Tutors Jo Armstrong

joanna.armstrong@nd.edu.au

Nil

Available before/after workshops or by email Details will be provided during tutorial 1

Administrative Officer Postgraduate Studies Roz McCracken

9433 0171 Roz.mccracken@nd.edu.au

36/215

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 3 of 8

Feedback for Students

The University appreciates student input into its quality processes. Various strategies are used (e.g. academic peer feedback and review, curriculum teams, teaching and course content evaluations, student emails, Program reviews, review by School or Course Coordinator, external accreditation).On the basis of the most recent feedback, some of the changes/improvements made to this Course are:

• Assessment descriptions adjusted to aid in clarity of what is expected of students • Materials and resources updated to reflect current best practice

1. Course Description

The course is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communications technology (ICT) to support learning outcomes for their students, early childhood, primary or secondary (both lower and upper). The course develops the ICT skills learnt in EDUC1113, Introduction to ICT for Teachers. A variety of opportunities provided by ICT to transform the learning and teaching experience and an understanding of pedagogical approaches towards ICT implementation are explored. Students will produce a rich technology-based teaching resource that can be maintained and used in the classroom.

2. Course Learning Outcomes At the completion of this course you should be able to:

2.1 Understand ways in which ICT enhance opportunities for learning; 2.2 Explore theoretical models that underpin ICT integration 2.3 Examine implementation issues associated with effective use of ICT in classrooms; 2.4 Produce an ICT integrated teaching and learning resource (e.g. inquiry-oriented WebQuest).

3. Graduate Attributes and Professional Outcomes Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:

Generic Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy, literacy, numeracy and information skills.

2. Critical and Reflective Thinking

The ability to be a reflective practitioner with sound decision making abilities, through the use of clear, critical and creative thinking and effective problem solving skills.

3. Technical Competence and Interdisciplinarity

A comprehensive technical knowledge of a field of study, in addition to inter-professional knowledge extending beyond a single discipline.

4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development, with a capacity to be self-directed and utilise effective time-management skills.

5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability to apply ethical thinking skills to social/societal problems and challenges.

6. Philosophical and Religious Approaches to Life

The ability to be an open and reflective individual, sensitive to and accepting of others’ values and beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.

7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.

8. Research and Information Retrieval Skills

The ability to construct new concepts or create new understandings through the process of research and inquiry.

9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of social and cultural diversity and individual human rights.

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 4 of 8

AITSL National Professional Standards for Teachers (Graduate) The National Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.

Domain Standard Focus Area Professional Knowledge

1. Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full

range of abilities 1.6 Strategies to support full participation of students with disability

2. Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)

Professional Practice

3. Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents/ carers in the educative process

4. Create and maintain supportive and safe learning environments

4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically

5. Assess, provide feedback and report on student learning

5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

Professional Engagement

6. Engage in professional learning

6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning

7. Engage professionally with colleagues, parents/carers and the community

7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities

4. Attendance and Absence In accordance with the General Regulations and School of Education Regulations, it is expected that a student enrolled in this Course shall engage with the learning materials and complete all aspects of the learning required to complete the course of study.

All tutorials will be conducted face to face on campus.

In a 9 week semester unit the maximum time that can be missed is two tutorial sessions. Please inform the unit coordinator and your tutor if you are having attendance difficulties.

5. Assessment (see also Section 10 - Academic Integrity) Students must ensure they have read and understood University information relevant to assessment. The primary source is the Assessment in Higher Education Coursework, ELICOS and Enabling Courses Policy and the Assessment in Higher Education Coursework, ELICOS and Enabling Courses Procedure. It also includes but is not limited to, the General Regulations [Chapter 6], relevant School Regulations and any other policies, guidelines and procedures relating to assessment which appear on the University’s website.

5.1 Assessment Structure

10. Commitment to Active Citizenship

A commitment to connect with and serve the community through active participation, engagement and reflection.

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 5 of 8

If not included in this outline, further details on assessment requirements and marking rubrics will be provided to students as additional documents which can be accessed from the course site on Blackboard.

Item No. Assessment Type and Description Weighting

% *Due Date

Related to Learning

Outcome No (s)

Related to Graduate

Attribute No (s)

Related to AITSL

Professional Standards

No(s)

1 Planning 25% Week 5 (March 1-5) by midnight the day of your tutorial

1 and 2 1-4, 7 and 8 2.1, 2.6 and 3.2

2 Presentation 20% TBA in tutorials

3 3, 7 and 8 2.1, 2.6 and 3.2

3 Publishing 55% Sunday 11 April (midnight)

4 1-4, 7 and 8 2.1, 2.6 and 3.2

* Students are responsible for checking the due dates of ALL assessment tasks

**Full assessment details, submission links and rubrics are available in the ‘Assessment’ section of this course in Blackboard.**

Assessment 1: Planning Planning stage of the ICT integrated curriculum project (individual mark, 25%) Section 1 – 3 x lesson FPD - Individual assignment

1. Use the modified Forward Planning Document to plan a series of 3 lessons from one learning area - eg English, Science, HASS etc.

2. Create a 3 lesson sequence integrating ICT within that main learning area (preferably years 3-10) 3. Plan each lesson to showcase at least one student focussed ICT tool and over the three lessons

integrate at least 3 student ICT tools and 1 teacher tool. 4. Explain details of the assessment possibilities for each lesson.

Section 2 - Rationale (500 words) Write a rationale that explains and clarifies the following:

1. An explanation of each of the ICT tools - both teacher and student focussed tools 2. An overview explaining how the unit links to the curriculum 3. An overview of the inquiry process used to develop concepts and skills 4. A simple explanation of the assessment methods used in the unit

Section 3 - Submission details

1. Create a new website using Wix or Weebly 2. Upload all documents to a Teacher’s page 3. Publish your website 4. Add the Published URL to the Blackboard submission link by Midnight on the due date. The location

will be shown in class, however, this document will help you with submitting the URL link in Blackboard.

Assessment 2: Presentation Presentation of an ICT integrated lesson (group mark, 25%)

1. In groups choose two programs, apps or online tools. Ensure your tools are unique in your tutorial group

2. Primary must choose iPad apps. Secondary groups can use online tools and/or iPad apps. 3. Plan a 30 min lesson presentation showing how the apps/tools can be used in a classroom 4. Create a sample lesson/demonstration linking the apps/tools/programs to the curriculum 5. Ensure the demonstration/lesson is interactive and allows each participant in the tutorial to have a

hands on exploration of the ICT tools 6. To support your lesson your group can create an online/shared site so all of the tutorial participants

can actively participate and follow the lesson steps 7. Create a critical discussion of the apps/tools with the tutorial participants 8. It is expected all group participants will have active parts in the presentation. 9. Submission - please submit the website/shared link to the submission link in Blackboard.

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 6 of 8

Please Note: Ensure the app/tool is downloaded and working on the university devices or that you give adequate warning for individuals to download it onto their personal devices. Generally, group members will receive the same mark, unless there are concerns about the contribution by either a group member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to the due date. The tutor will interview the student(s) concerned and, if necessary, adjust individual marks. Marks may also be adjusted if a student’s individual presentation far exceeds or falls below others in the group in terms of organisation, delivery and/or ICT engagement. Assessment 3: Publishing Publishing stage of the ICT integrated curriculum project (individual mark, 55%) Section 1 - Interactive website Create a website for delivery of an online unit of work focussing on a year level (yr 3-10) and content area using the three lessons from your assignment 1 FPD as a guide Your website will need to include the following:

1. Background information for the students. 2. Interactive activities for the students to complete. 3. A sequence of interactive activities to guide students through an inquiry process to develop a final

product. 4. Developmentally appropriate instructions and explanations. 5. Simple, appropriate scaffolding and navigation to suit the content and developmental level of the

students. 6. A range of at least 4 ICT tools (some teacher focussed and some student centred). 7. Assessment tools including at least one full rubric for the final product the students will create.

Section 2 - Tool portfolio In each class session we will be exploring a range of tools. You are to create a section in your website to showcase at least 15 different tools across the following categories:

1. Collaborative tools 2. Creation tools 3. Investigating tools

Each tool needs to have the following parts 1. Description 2. Screenshot or attached examples 3. Positive and negative points of the tool 4. Link to the tool or site 5. Possible curriculum links

Submission details - All lesson details and portfolio details will be created on the same website submitted with the teacher page in Assessment 1. The published URL will be submitted to Blackboard by midnight on the due date.

Referencing Style

For this course, the referencing style to use is:

American Psychological Association Manual of Style (APA) 7th edition

You can access support materials for this style in the Referencing Guide available via the University Library Homepage.

Look for answers to your questions about applying these Referencing Styles in the Library’s AskUs frequently-asked-question service. If your question is not answered there, you can submit the question via AskUs and the Library staff will resolve the problem for you.

Submission of Assignments

Submissions are to be made through a link on Blackboard. You will need to provide the URL for the website you create with the relevant pages completed. An individual submission will be made for Assignments 1 & 3, and a group submission will be made for Assignment 2.

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 7 of 8

Do not use a coversheet. Instead Blackboard automatically asks you to check a box identifying your work as your own before you can submit. Checking this is equivalent to a signed statement indicating that you have met academic integrity.

LATE SUBMISSION OF ASSESSMENT ITEMS When a student realises that an assessment item is going to be submitted late then the student should contact the Course Coordinator to discuss the situation. An assessment item submitted after the due date without an approved extension is subject to penalty. The penalty is 10% of the total value of the assessment per day for the first 5 days (weekend included) and will receive a mark of zero after that time. The assessment item will still need to be submitted to meet course requirements. Failure to submit an assessment item will result in a Fail grade in the course. REQUEST FOR EXTENSION FOR AN ASSIGNMENT Requests for extensions of time are approved only in exceptional circumstances and must be made on an official form which should be given to the Course Coordinator. The request must be made before the due date of the assessment, unless unforeseen circumstances have prevailed. Where a request is made on medical grounds an appropriate and current medical certificate must be attached. A Request for Extension form is available from Reception in the School of Education and from the School of Education section of the University website. Go to UNDA Website (http://www.notredame.edu.au/). On the right-hand top click the three parallel lines and then select ‘Students’, scroll down to the School of Education and click the ‘Fremantle’ campus link. Under ‘school resources’ click on ‘forms and then the ‘Application for Extension Form’ (https://www.notredame.edu.au/about/schools/fremantle/education/school-resources).

6. Course Schedule All course details are included on the course website www.ictfreo.weebly.com - please review this each day for details of the class activities and supporting readings.’

7. Learning Resources Learning resources (Further Research)

Consortium for School Networking. (2020). Driving K–12 Innovation / 2020 Hurdles. https://cosn.org/k12innovation/hurdles-accelerators

Dabrowski, A. (2020, October 5). Teaching over technology: educational priorities during COVID-19. ACER Discover. https://www.acer.org/gb/discover/article/teaching-over-technology-educational-priorities-during-covid-19

González-Sanmamed, S. (2017). We can, we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools. Technology, Pedagogy and Education, 26(5), 633–647. https://doi.org/10.1080/1475939X.2017.1313775

Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18.

Mishra, P., & Koehler, M. J. (2009). Too Cool for School? No Way! Learning & Leading with Technology, (36)7. 14-18.

Shininger, E. (2017, January 1). Your digital footprint matters. The Huffington Post. www.huffingtonpost.com/eric-sheninger/your-digital-footprint-ma_b_8930874.html

Learning resources (Links to tools to help with Assessments)

Educational Technology and Mobile Learning. (2020). All Categories. Educational Technology and Mobile Learning. https://www.educatorstechnology.com/p/blog-page_7.html

Schrock, K. (2020, August 8). Bloomin' Apps. Kathy Schrock's Guide to Everything. https://www.schrockguide.net/bloomin-apps.html

Schrock, K. (2020, April 11). Online Tools. Kathy Schrock's Guide to Everything. https://www.schrockguide.net/online-tools.html

The Microsoft Team. (2017, June 13). Integrating technology in class for great results: 6 tips from an expert. Microsoft Education Blog. https://educationblog.microsoft.com/en-us/2017/06/tips-integrating-microsoft-technology-classroom/

Tools for Learning. Results of the 12th Annual Digital Learning Tools Survey. (2020, September 1). Top 200 Tools for Learning. https://www.toptools4learning.com/

The University of Notre Dame Australia Date of Publication to Students: January 25, 2020 Page 8 of 8

8. Access and Inclusion Support Students with a disability or long-term medical condition should refer to the University’s Policy: Students with a Disability.

For further information, including access to reasonable adjustments through the creation of a learning access plan (LAP), please contact the Access and Inclusion Advisors:

• Fremantle and Broome students: Veronica Nelson on (08) 9433 0995 or at fremantle.accessandinclusion@nd.edu.au

• Sydney students: Fiona Darcy or Bernadette Saleme, (02) 8204 4283 or at sydney.accessandinclusion@nd.edu.au

9. Learning Support The Notre Dame Study Centre and the University Library offer a range of valuable programs, guides, personal research consultations and workshops to support students in succeeding in their studies. To find out more about what is available, visit the Notre Dame Study Centre or your Library on campus.

Self-paced online modules, quizzes and videos are also available for building skills in digital literacy, effective research and critical thinking. For example, see Credo (https://library.nd.edu.au/instruction/il)

10. Academic Integrity All students have an obligation to uphold the University community’s standards on ethical scholarship. Good scholarship involves building on the work of others but the use of others’ work must be acknowledged appropriately. Failure to do so constitutes a breach of academic integrity under the provisions of the General Regulations [Chapter 8] and the Academic Integrity Policy (Students) and Managing Breaches of Academic Integrity Procedure (Students).

When requested, students must submit assessment tasks to Turnitin (text-matching software) for review and potential detection of a breach of academic integrity. All submitted papers may be retained as source documents in the reference database solely for detection purposes (for further information regarding how the data is used see https://help.turnitin.com/Privacy_and_Security/Privacy_and_Security.htm?Highlight=privacy).

The University provides access to a range of online resources which will help students to understand the principles and practices of ethical scholarship and the importance of upholding academic integrity. You are strongly encouraged to make use of these resources as well as the range of other tools (outlined in the Academic Integrity Module resource) which are provided by the University to support student academic integrity. To find the academic integrity resources, go to Academic Integrity at Notre Dame

If you require further explanation or help, contact the Course Coordinator, your tutor or the Notre Dame Study Centre.