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DRAFTSchool of Education, Fremantle Campus

UNIT OUTLINE

ED4632

Transforming Learning

Through ICT2016

Semester One

UNIT OUTLINE: ED4632 – SEMESTER, ONE 2016

Unit Outline Statement

This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other relevant policy, guideline or procedure.

The General Regulations can be accessed at http://www.nd.edu.au/university/regulations.shtml. University Policies and Guidelines can be accessed at

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml.

Communication to Students (Email & Learning Management System)It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and to the Learning Management System Learnit 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]. The unit’s Learnit noticeboard should also be checked on a regular basis. The login page for Learnit can be accessed at https://learnit.nd.edu.au/. All relevant material for this unit will be found on Learnit. All students enrolled in this unit will automatically be enrolled in this unit on Learnit.

The University of Notre Dame Australia Date of Publication to Students: 18/04/2016 2 of 24

General InformationCredit Points 20 Delivery Mode Internal

Assumed Prior Knowledge /Special Skill Requirements

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

The Bachelor of Education first year unit ED1113, Introduction to ICT for Teachers, provided beginning education students with the opportunity to develop basic ICT skills to assist with this unit.

Pre-requisite Unit/s None Co-requisite Unit/s None

Contact Hours per Week

Lecture/s: Tutorial: Practicum:

Workshop/s: 3 hours Lab Session/s:

Weekly Lecture/ Tutorial Attendance

Seven weekly workshops

STAFF DETAILS

Role Telephone Email Office Location

AvailabilityBy student appointment,

AND

Unit Coordinator 9433 0165 [email protected] ND36/208 Before/after workshops

Lecturer/Tutor [email protected] Before/after workshops

Lecturer/Tutor [email protected] Before/after workshops

School’s Senior Administration Officer

9433 0154 [email protected] ND36

mailto:[email protected]




http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml

http://www.nd.edu.au/university/regulations.shtml


Feedback for StudentsThe University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Unit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to this unit are: Further detailed resources to support curriculum development; Increased distribution of assessment components.

CONTENTS PAGE

1. UNIT DESCRIPTION..................................................................................................................2. UNIT LEARNING OUTCOMES....................................................................................................3. GRADUATE ATTRIBUTES AND PROFESSIONAL OUTCOMES........................................................4. ATTENDANCE AND ABSENCE...................................................................................................5. ASSESSMENT..........................................................................................................................6. UNIT PROGRAM.....................................................................................................................7. RESOURCES..........................................................................................................................8. DISABILITY SUPPORT............................................................................................................9. LEARNING SUPPORT.............................................................................................................10. ACADEMIC INTEGRITY............................................................................................................

NOTE:

Clicking one of the headings above will take you to that section in the Unit Outline.

To return back to the Contents page, click the heading title of that section.



1. Unit DescriptionThe unit is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communication technologies (ICT) to support learning outcomes for their students, early childhood, primary or secondary (both lower and upper). The unit develops the ICT skills learnt in ED1113, 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. Unit Learning OutcomesAt the completion of this unit a student should be able to:1. Understand ways in which ICT (information and communication technologies) enhance opportunities

for learning and how to use ICT safely, responsibly and ethically;2. Explore theoretical models that underpin ICT integration;3. Consider the ways in which ICT can be harnessed as an inquiry tool;4. Examine the communicative dimension of ICT for learning;5. Explore how ICT can be used to develop creative capacities;6. Examine implementation issues associated with effective use of ICT in classrooms;7. Produce a major ICT teaching and learning resource; for example, inquiry-oriented or other ICT

integrated curriculum.

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

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 Inter-disciplinarily

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

4. Life-long LearningAcceptance 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 InformationRetrieval 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.

10. Commitment to Active Citizenship

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



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 students1.2 Understand how students learn1.3 Students with diverse linguistic, cultural, religious and socioeconomic

backgrounds1.4 Strategies for teaching Aboriginal and Torres Strait Islander students1.5 Differentiate teaching to meet the specific learning needs of students across the

full range of abilities1.6 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 area2.2 Content selection and organisation2.3 Curriculum, assessment and reporting2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians2.5 Literacy and numeracy strategies2.6 Information and Communication Technology (ICT)

Professional Practice

3. Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals3.2 Plan, structure and sequence learning programs3.3 Use teaching strategies3.4 Select and use resources3.5 Use effective classroom communication3.6 Evaluate and improve teaching programs3.7 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 learning5.2 Provide feedback to students on their learning5.3 Make consistent and comparable judgements5.4 Interpret student data5.5 Report on student achievement

Professional Engagement

6. Engage in professional learning

6.1 Identify and plan professional learning needs6.2 Engage in professional learning and improve practice6.3 Engage with colleagues and improve practice6.4 Apply professional learning and improve student learning

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

7.1 Meet professional ethics and responsibilities7.2 Comply with legislative, administrative and organisational requirements7.3 Engage with the parents/carers7.4 Engage with professional teaching networks and broader communities

4. Attendance and AbsenceIn accordance with the School of Education Regulations Chapter IV: 4.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit

Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-Completion (FN) grade for the unit.

4.2 A student is required to attend all scheduled classes for each unit they are enrolled in.4.3 Where a student is absent from tutorials for two consecutive weeks or more than twice during an

intensive unit or more than three times for a semester long unit, the tutor should inform the Course Coordinator who will contact the student.

4.4 Full time attendance at all scheduled practicum or internships, including necessary briefing sessions, is compulsory.



5. Assessment Students must ensure they have read and understood 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. The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component. Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by the Campus’ Board of Examiners.

5.1 Assessment Structure (Marking rubrics are provided with this unit outline.)

Item No

Assessment Type and Description

Weighting

%Due Date

(As timetabled or tutorial)

Related to Learning Outcome

No (s)

Related to Graduate Attribute

No (s)

Related to AITSLGraduate

Standard Focus Areas No (s)

1 eJournal/ePortfolio (3 weekly eJournal entries and one ePortfolio)

30% eJournal WeeblyWeeks 2-4and ePortfolioTutorial Week 7 (30 May)

1 - 5 1-5 and 8 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 4.1, 4.5, 6.2, 7.3,

7.4

2 Student group activity

20% As timetabled 5 and 6 3, 7 and 8 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

3a ICT integration project (Planning)

25% Tutorial Week 5(16 May)

3, 4 and 5 1-4, 7 and 8 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3,

3.4, 4.5, 5.1

3b ICT integration project (Publishing)

25% Equivalent to tutorial:13-17 June

7 1-4, 7 and 8 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3,

3.4, 4.5

Assessment Item 1: eJournal/ePortfolio 30%

Students are encouraged to make an effort to contribute to discussions, debates and skills workshops, assist other students as appropriate, reflect on theoretical readings and class activities and complete the appropriate eJournal (blog) entries before tutorial due dates. Students are asked to reflect on the readings in a dedicated blog environment demonstrated in class. You are not expected to agree with all your readings or workshops. Feel free to write down what you do not agree with, but more importantly, why you do not agree. Remember that a journal provides the opportunity for you to express your reaction to the readings and workshop discussions. Honesty is the most important aspect of the process. You will have the opportunity, through the journal writing process to clarify your stance with regards to the readings. You may also raise questions in your reflections.

Your postings need to address two main types of reflection:

Descriptive Reflection, this can involve describing what has been seen, heard and experienced. (Note: this is not a summary of the readings.)

Critical Reflection, this can involve elements of evaluating, self-analysing, contesting, appraising and planning for the future.

Support your comments with the readings and other research. Some supporting material is already provided in the unit’s Weebly under General Resources (including the readings).



There is a specific focus for each of the blog entries, namely:

eJournal/ePortfolio Reflection and ActivityDue Prior to tutorial week beginning

1. Mishra, P. and Koehler, M. Too Cool for School? No Way! Learning & Leading with Technology, May 2009, Vol. 36 Issue 7, p14-18.AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

Blog Reading reflection

(Check rubric)25 April

3. WebQuests - "so yesterday" or 21st-century learning? Beth Dulin (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ AITSL focus: 2.1, 2.2, 2.6 and 3.3

Reading reflection (remember, it would be good to show

additional research)2 May

2. NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf

(Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/)AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

Embed two YouTube, or other videos, with date, length,

appropriateness, linkages to reading and why the videos were chosen in

connection with the reading

9 May

4. Comments on other student’s eJournal activities

Three brief commentaries(each due weekly)

Dates as above - by 5 pm

5. ICT portfolio from tutorials AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

ePortfolio (Weebly). Screen captures together with ICT

educational context (see ICT rubric)In tutorial, week 7

The reflection on the ICT used in the workshop is to be contextualised; for example, does the technology assist the student to create (hint: consider technology use in relation to Bloom’s Taxonomy). Reading reflections should be no more than 750 words. An insightful comment on another student’s blog for readings 1 – 3 is also required (item 5 above). A copy of the “eJournal/ePortfolio Rubric” is attached.

To learn more about levels of reflective writing, go to page 585 of this paper:Hegarty, B. (2011). Is reflective writing an enigma? Can preparing evidence for an electronic portfolio

develop skills for reflective practice? Proceedings Ascilite Auckland 2011. Retrieved: http://www.ascilite.org/conferences/hobart11/downloads/papers/Hegarty-full.pdf


http://www.ascilite.org/conferences/hobart11/downloads/papers/Hegarty-full.pdf

http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/


http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf


http://www.opencolleges.edu.au/informed/teacher-resources/webquests/


http://ndaus.summon.serialssolutions.com/#!/search?bookMark=ePnHCXMw42LgTQStzc4rAe_hSmEBz_ACM5WZgTEHtIgE1tqmRpwMJuGpSeBhvWIFXQWl4nyFSvDhACmJlUoK-UUKRobFJQrJkKJXAXqHQro9N4Oym2uIs4cuaL97fAHkSIZ4YxPQITRAK4BpFNgBMCZOFQC_rTG1


http://punya.educ.msu.edu/publications/mishra-koehler-l&l-2009.pdf


Assessment Item 2: Student Group Activity 20%

The purpose of this activity is to give students the opportunity to present ICT integrated lessons in a supportive and semi-authentic environment. The activity is also to generate class discussion and debate about key concepts encountered in the readings and in the lectures. In pre-assigned groups, students will design and present an activity of 30 minutes (maximum) duration that will highlight ICT integration. (Approximately 20 minutes for the activity and 5-10 minutes for the discussion component.) Your group’s goal is to design an activity with sound learning objectives for a specified year level. This activity should model good practice in the effective integration of ICT.

Your ICT integrated SGA can take any form you wish. Some suggestions are:Interactive whiteboard Real-life simulations Problem-based enquiriesDebates Poster presentations Online discussion boards Test/quizzes Interactive games Discussions

Whichever activity you design, it must:1. Engage the audience in active discussion and participation;2. Encourage the audience to consider how ICT contributed to learning.

It is not simply a presentation where your group stands at the front of the room and delivers content. You are to design some form of activity that will help the class to develop their understanding of concepts and/or reflect on the teaching and learning approaches used. It is advised that you keep the activity simple and spend most of your time thinking about how to generate class discussion and participation through the use of effective ICT integration. Specific details relating to this assessment component follow:

Purpose of group activity: To create an ICT environment in which teaching skills can be practised and honed; To assist students to become more confident facilitators of learning; To provide students with the opportunity to work collaboratively.

Preparation tasks for group activity: Consider topic application to your school setting; Prepare an interactive ICT activity around your topic (i.e. be creative!); Divide the workload evenly between group members (i.e. who will do what?). Test the ICT before the lesson.

Activity: Be organised to facilitate a 30-minute session on the allocated date and time – major on ICT interaction,

not merely information dissemination; All members are expected to contribute equally to the activity, in both the planning and presenting aspects.

Evaluation:A copy of the “Student Group Activity Rubric” to be used by your tutor for evaluation purposes is attached. Consult the rubric for relevant criteria before the preparation of your activity.

Reflection: Students should individually complete the reflection survey found on the Assessment Weebly page.


Please note: A mark will only be given for the student group activity if:

1. The SGA navigation tab in your website (Weebly) is created with relevant information (e.g., links and instructions for students together with a brief lesson outline) prior to the commencement of the lesson.

2. Your website URL is submitted in both the “Groups” Google doc page, as well as uploaded to your group’s Assessment item 2 link in Learnit (these locations will be shown in class).

Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and before the due date. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks. Marks may also be adjusted if a student’s individual presentation far exceeds others in the group in terms of organisation, delivery and/or ICT engagement.

Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as showing competence when helping their team members in the class activity.


Assessment Item 3a: ICT Integration Project (Planning) 25%In pre-assigned groups, you will fully scope out (plan) your major teaching and learning resource using ICT in any content area or phase of learning in which you intend to teach. On the teacher’s page in your website, you are to provide:

- A joint statement expressing your understanding of what is required for the ICT Integration Project.- A mind map that shows clearly what you intend to do and how it fits in with the WA / Australian

Curriculum.- A Project Plan that details what actions will be taken by each group member and by when. The Project

Plan is to be detailed through to completion of Assessment 3(b), Publishing stage.- A Forward Planning Document (see http://forwardplanning.weebly.com/) that specifies the teaching

and learning that is planned over a four lesson sequence. (For those new to FWP documents, four lesson plans is acceptable.)

- A statement articulating the integration of three (minimum) ICT resources that will be used in addition to the Internet. The statement should include why you selected the ICT resources and how they are being used as a learning tool (rather than teaching tools).

- A statement indicating how your project is underpinned by established learning theory (e.g., multiple intelligences, social constructivism, and cognitive theory).

This assessment item should be published on the Teacher’s Page of your online environment and is due as previously timetabled under Assessment Structure (5.1, p. 6). The Planning rubric for this phase of your ICT Integration Project is attached. It is essential that you review the rubric for relevant criteria before the preparation of your activity.

You must submit, by the due date, your website URL to your group’s Assessment item 3a link in Learnit.


Assessment items 3(a) and 3(b)

In groups of two to three (max), you are invited to produce a major teaching and learning resource using ICT. The resource should span a four lesson sequence and include a minimum of three student-centred uses of ICT. It can be targeted at any year level, learning area and in fact be cross-curricula if you wish. It should be inquiry oriented, seeking to actively engage students in inquiry, problem-solving and creative work. The WebQuest inquiry learning format has proven to be a useful framework and this will be discussed in detail. The resource also needs to be flexible in that it can be accessed anywhere, anytime. For this reason, you will be asked to publish your resource on the Web. Web publishing tools will be introduced in the workshops. The ICT integration project should:

Integrate ICT into the curriculum (i.e., computers are not just things that students learn how to use; they are tools that help students learn in a range of learning areas).

Encourage ICT to be used collaboratively as thinking tools to solve problems (i.e. social constructivist).

Engage students in content in an interesting, novel and exciting way.

The ICT Integration Project is broken down into two assessable components: Planning and Publishing. For each component an individual and group reflection (short online survey) is to be completed prior to any marks being provided. Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to due dates. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks.

http://forwardplanning.weebly.com/


Assessment Item 3b: ICT Integration Project (Publishing) 25%

Using ICT, publish a major teaching and learning resource in any content area or phase of learning. The resource should be inquiry oriented and/or problem based, (e.g., a WebQuest) for a specified group of students of your choosing.

****It is the responsibility of students to maintain a back-up of the ICT integration project****

The ICT integration project must include:a) The design of a unit of work that encompasses four sequential lessons (minimum) in any subject

area(s) to foster the attainment of clearly articulated, purposeful learning outcomes.b) The integration of three (minimum) ICT resources in the unit of work. These three ICT resources will

be in addition to the Internet. The focus should be on using ICT as learning tools rather than teaching tools.

c) Linkages with an established learning theory within the design.

You must submit, by the due date, your website URL to your group’s Assessment item 3b link in Learnit. A rubric for the Publishing phase of your ICT Integration Project is attached. The rubric should be consulted for relevant criteria prior to publishing.

5.2 Referencing StyleFor this unit, the referencing style to use is:

American Psychological Association 6th edition (APA) for in-text style

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

Questions about applying styles should be directed to the University Library. Contact details are available via University Library Homepage.

5.3 Submission of Assignments

Assessments will not be accepted if they are faxed or sent by e-mail.

All students must be familiar with, and abide by, the information contained in the booklet ‘Information For Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional Standards; Student Attendance; Lesson Plans; Referencing in Academic Work and Literacy Standards.

Presentation of assessments must meet Notre Dame University standards:- correct use of spelling, punctuation and grammar is essential- acknowledge your sources of information – reference material- use your own words

Assessment URLs (i.e., ePortfolio, SGA, and Assessment 3a and 3b) must be provided, by the due date, in the appropriate Learnit assessment item link. Updated URLs should also be placed in the “Group Page”.


http://library.nd.edu.au/home




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 Unit 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 unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit.

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 Unit 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 resources section of the University website at http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc

6. Unit Program

Week beginning

TOPIC WORKSHOP ACTIVITIES

WORKSHOPPRE-READINGS

18 April(Week 1)

Introduction to the unit

1. Unit outline overview2. Learnit, Weebly

(http://gd2016ict.weebly.com/) and blogging environments

3. Introductions - WordCloud4. Discussion: ICT Setting (PrimaryPad

summaries)5. Discussion: Digital natives debate 6. Establishing student groups7. Blooms digital taxonomy 8. ePortfolio: Mind maps (bubbl.us),

online collaboration (PrimaryPad) and word clouds (Tagxedo and/or Wordle)

Australian Professional Standards for Teachershttp://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020Statements of Learning for ICT:http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf Curriculum:http://www.australiancurriculum.edu.au/

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies

Technology Wheelhttp://eductechalogy.org/swfapp/blooms/wheel/engage.swfAITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 4.5

25 April(Week 2)

The rationale for using ICT:The goal

1. Blogs: creation and why2. Blog entries (Blog postings to be

submitted prior to class)3. ePortfolio: mind maps (SpiderScribe)

and online collaboration (Google Slides)

4. Creating with ICT: The ICT Integration Project in detail

5. ePortfolio: mind maps (Text2mindmap), gamification (Kahoot) Britannica School and Image Quest, and Scootle and digital learning objects

Mishra, P. and Koehler, M. Too Cool for School? No Way! Learning & Leading with Technology, May 2009, Vol. 36 Issue 7, p.14-18.

Additional resources related to workshop content (not compulsory):

Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331.Video:http://marcprensky.com/marcs-idea-videos/

AITSL focus areas:


http://marcprensky.com/marcs-idea-videos/



http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf




http://www.australiancurriculum.edu.au/


http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf


http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

http://2016ictnd.weebly.com/

http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc


1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3



2 May(Week 3)

ICT and current trends: Currency

1. Blog entries (Prior to class: remember no marks if done later.)

2. Discussion: Why use technology? Social constructivism and relevance of ICT enhanced curriculum

3. SAMR and TPK. Mission Possible - inquiring with ICT.

4. ePortfolio: Feedback (AnswerGarden), avatars, video editing (Animoto), photo editing (Slide.ly and Smore), mind maps (Text2mindmap), copyright, and Creative Commons

5. Creating with ICT: Brainstorm and project manage the ICT Integration Project

6. Group development work: ICT Integration Project

NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/)

Additional resources related to workshop content (not compulsory):Queensland Government, Classroom Connections (2013). The SAMR model: Engage in deep learning and authentic contexts: https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspxTPCK videos:http://punya.educ.msu.edu/research/tpck/tpack-videos/AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

9 May(Week 4)

ICT and cognition(consumption vs creativity tools)

1. Blog entries (Prior to class)2. Reading discussion: Mobile learning

and personalisation3. ePortfolio4. QR code Scavenger Hunt5. Activity: ICT consumption/creation

Cognitive tool challenge6. Collaborating with ICT: Setting up

your web site7. ICT Integration Project

WebQuests - "so yesterday" or 21st century learning? Dulin, B. (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/

Additional video resources related to workshop content (not compulsory):

http://www.newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21st-century-learning AITSL focus: 2.1, 2.2, 2.6 and 3.3

16 May(Week 5)

mLearning 1. Discussion: Mobile learning and using mobile devices in the classroom

2. Activities: Making movies to demonstrate learning, and accessing and reviewing apps

3. ePortfolio: differentiated learning4. Assessment: Group Activities 5. ICT Integration Project – final stage

Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

Additional resources related to workshop content (not compulsory):Isard, J. (2012) Why mobile technology makes sense in the 21st century classroom. The Professional Educator

23 May(Week 6)

Assessment and ICT: Almost there

1. Assessment rubrics and apps A2. ePortfolio: Visualiser search engines3. Activity: Assessment quizzes and

surveys (e.g. Google Forms, Flubaroo, Survey Monkey, Obsurvey, Classmarker, ProProfs and Edmodo)

4. Assessment: Group Activities

Australian Computer Societyhttp://www.acs.org.au/become-a-member/studentsAITSL focus areas: 2.3, 2.6, 5.1, 5.2 , 6.2, 7.3 and 7.4


http://www.acs.org.au/become-a-member/students

http://www.acs.org.au/become-a-member/students

http://www.newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21st-century-learning





http://punya.educ.msu.edu/research/tpck/tpack-videos/


https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx








30 May(Week 7)

ICT and collaborating – Being connected

1. Discussion: How does ICT help with professional learning, and engaging with colleagues, parents/carers and the community, including professional teaching networks and broader communities?

2. Bringing the real world into your classroom: Cybersmart, e-pals, Google Earth, News and Hangouts, 100 word challenge, and Skype

3. ePortfolio: Thinking outside the classroom walls

4. Assessment: Group Activities 5. ICT Integration Project

http://posti.artscentremelbourne.com.au/for-teachershttp://www.cybersmart.gov.au/AITSL focus areas: 2.2, 3.4 and 4.5

7. Resources7.1 Text/s and/or course reader: There is no set text for this unit.

7.2 Essential readingsAustralian Curriculum, Assessment and Reporting Authority. Australian curriculum.

http://www.australiancurriculum.edu.au/Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? Science Education News, Vol.

62, No. 4, 2013: 248-252. ISSN: 0048-9603Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with

Technology, (36)7. 14-18.NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-

preview.pdfOpen College. Webquests. Retrieved from http://www.opencolleges.edu.au/informed/teacher-

resources/webquestsStatements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

7.3 Additional readings/viewings for workshops (not compulsory):Arts Centre, Melbourne (2012). Posti – the social network cyber smart game.

http://posti.artscentremelbourne.com.au/for-teachersAustralian Communications and Media Authority (ACMA), http://www.cybersmart.gov.au/Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced

understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331.

Mishra, P. Living at the junction of education, creativity, design and technology. TPACK videos. http://punya.educ.msu.edu/research/tpck/tpack-videos/

New Learning Institute. 21st century education http://www.newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21st-century-learning

Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards http://tcx.sagepub.com/content/47/1/20

Prensky, M. Range of videos related to digital native/immigrant debate http://marcprensky.com/marcs-idea-videos/

Queensland Government, Classroom Connections. (2013) The SAMR model: engage in deep learning and authentic contexts: https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx

Further material, such as supporting resources (e.g. handouts), ‘how to’ video links and relevant websites (e.g. global community epals), and evidence based research can be found in the Weebly environment for this unit.






http://tcx.sagepub.com/content/47/1/20




http://www.cybersmart.gov.au/

http://posti.artscentremelbourne.com.au/for-teachers


http://www.opencolleges.edu.au/informed/teacher-resources/webquests

http://www.opencolleges.edu.au/informed/teacher-resources/webquests




http://search.informit.com.au.ipacez.nd.edu.au/documentSummary;dn=347216603031164;res=IELHSS


http://www.cybersmart.gov.au/





8. Disability Support

Students with a disability should refer to the University’s Policy: Students with a Disability. For further information and contact details visit Disability Support.

9. Learning Support

Support for students with a disability is provided by the Disability Support Officer within the Academic Enabling and Support Centre (AESC). For further information refer to Policy: Students with Disability or contact the Disability Support Officer (via AESC).

More generally, other types of learning support available are:

Literacy/numeracy/learning support via the Academic Enabling & Support Centre. Please visit the website (http://www.nd.edu.au/academic_support) for further information about the support available.

IT helpdesk contact details –

Email: [email protected]: (08) 9433 0777 (Ext 777 on Campus)In person: St Teresa’s Library, Library Courtyard (building N7) between 8am and 5pm weekdays.

Personal student support services (e.g., counselling) are available through the Student Life Office - contact at (08) 9433 0580. To visit, please find the office at ND9 (opposite St. Teresa’s library), Bateman Courtyard.

Library support may be accessed via the homepage - http://library.nd.edu.au/

Please contact your tutor if you require assistance with using the University’s Learning Management System.

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. Plagiarism constitutes a violation of academic integrity under the provisions of the General Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These documents are on the University’s website and should be referred to for more detailed information and definitions, especially as plagiarism is subject to disciplinary action. If you require further explanation or help, contact the Unit Coordinator or Tutor.


http://library.nd.edu.au/


http://www.nd.edu.au/academic_support

http://www.nd.edu.au/nav-future-students/disability-support/disability-services


eJournal/ePortfolio Rubric Readings (3 readings, each entry 5 marks)

Readings (AITSL focus areas: 2.1, 2.2, 2.6 and 3.3)

Marks will only be given for this component if the student has made the blog entry prior to the scheduled workshop.Topic F P C D HD

Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with Technology, (36)7. 14-18 (written)WebQuests - "So yesterday" or 21st century learning? Beth Dulin (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ (written)NMC Horizon Report Preview K-12 (2015) (videos)

Descriptors for critical review of readings:F P C D HD

Poor effort to provide insight into what was learned in completing the readings. The journal entry is a haphazard description of the article and is of limited educational value. No attempt to use the literature for support and guidance. An ambiguous reflection with no real direction or purpose. No commentary summary.

Rudimentary insight provided into what was learned in completing the readings. Only general reference is made to the literature.

Reasonable effort to provide insight into what was learned in completing the readings. Reflection is more or less a description of the article rather than an interpretation of what it means. Literature substantiates ideas.

Good effort to provide insight into what was learned in completing the readings. Reflection is thorough and an attempt is made to use the literature to support interpretations. One or two key ideas are drawn out and communicated effectively.

Exemplary effort to provide insight into what was learned in completing the readings. Reflection demonstrates originality and creativity. It is also thorough, well written and draws on further research to substantiate and support thoughts and ideas. A sophisticated, multi-dimensional interpretation of the readings.

2. Postings on other students’ blogs (3 marks with a maximum of one mark per reading comment). One meaningful entry on another student’s blog is required for each of the topics identified above.

3. ePortfolio framework set-up, including ICT examples of personal use and brief reflection on ICT in the workshops (12 marks):

F P C D HD

ePortfolio framework (1.5 marks)

Includes appropriate and effective multimedia elements such as embedded videos (e.g., SGA), images, slide shows, embedded links (using embed code), etc. (1.5 marks)

ICT examples of personal use, including reflection on the ICT and its application in an educational context (8 marks – *see clarification below)

About Me detailed (1 mark)

*ICT tools clarification:

ACADEMIC LITERACY: The Grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.








Student Group Activity Rubric Group Members: _________________________________

Criteria F P C D HD

Organisation of session /5 marks

No learning objectives stated. Group given no indication of the task(s) they were being asked to undertake. No checks for prior knowledge.(1 mark)

Learning objectives stated in rudimentary form. Group given limited indication of the task(s) they were being asked to undertake. Rudimentary attempt to check for prior knowledge.(2 marks)

Learning objectives stated but did not fully capture activity. Group given a good indication of the task(s) they were being asked to undertake. Prior knowledge checked.(3 marks)

Learning objectives clearly stated and used. Group given a clear indication of the task(s) they were being asked to undertake. Prior knowledge checked and acted upon, e.g. through a motivational connection to prior knowledge.(4 marks)

Learning objectives very clearly stated, used and reviewed. Group given a comprehensive indication of the task(s) they were being asked to undertake. Prior knowledge checked and acted upon with clear connections made to prior knowledge. Successfully/ innovatively gains group’s attention.(5 marks)

Used ICT to engage the audience in active discussion and participation/10 marks

No attempt to engage audience by using ICT or consider ICT application. Presentation only. (2 marks)

Surface attempt to engage audience by using ICT. ICT selected has some relevance for target audience. Activity is a presentation but audience is asked to consider and answer some pertinent questions. (4 marks)

Good attempt to engage audience by using ICT through interactive activity. ICT selected challenged the target audience to actively engage in content.(6 marks)

Successful engagement of audience by using ICT through interactive activity. ICT selected challenged the target audience to actively engage in content.(8 marks)

Activity is innovative and tasks engage audience in creative thought. Successful and prolonged engagement of audience by using ICT through interactive activity. ICT selected challenged the target audience to actively engage in content and reflect on their learning.(10 marks)

Encouraged the audience to consider how ICT contributed to learning/5 marks

No attempt to encourage the audience to consider ICT contribution to learning.(1 mark)

Surface attempt to state and review the use of ICT in the classroom.(2 marks)

Good attempt to get audience to reflect on how the ICT contributed to the learning in the classroom context.(3 marks)

Excellent attempt to monitor and facilitate the audience in considering how ICT contributed to the learning in the classroom context.(4 marks)

Thorough and insightful examination of implementation issues associated with effective use of ICT in classrooms. (5 marks)

***Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as being technically able to help

their team members in the class activity. ***

Checklist: Definitions clear and concise. Clear focus on topic. Evidence of depth and breadth of understanding. Well planned, organised and sequenced. Established (or set) group’s prior knowledge. Showed enthusiasm through body language, eye contact,

stance, voice, posture.

Motivation through use of questioning. Creative multi-sensory experience provided. Worked well together as a group. Selected appropriate ICT. Supported students’ use of ICT. Reflected on the way in which ICT were used by students and the

learning that resulted. Time effectively utilised.

ACADEMIC LITERACYThe overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to demonstrate a high standard of academic writing. To score a high grade, standard Australian English should be used to communicate key ideas clearly and concisely.

Insufficient evidence of ability displayed. There are substantial errors in: the structure and

coherence of the written work;

the appropriate use of expression and grammar;

the accuracy of spelling and punctuation.

Adequate level of ability displayed. There are several errors in: the structure and coherence

of the written work; the appropriate use of

expression and grammar; the accuracy of spelling and

punctuation.

High level of ability displayed. There are few errors in: the structure and



the accuracy of spelling and

Very high level of ability displayed. There are incidental errors in: the structure and coherence


expression and grammar; the accuracy of spelling

and punctuation.

Extremely high level of ability displayed. There are no errors in: the structure and


the appropriate use of expression and grammar.




punctuation.



ICT Integration Project Planning RubricNames: _________________________________________________________

Teacher’s Page:

Project understanding/Mind mapping

0 pointsLittle or no understanding of the objectives of the ICT Integration Project.

2.5 pointsSome understanding of the objectives of the ICT Integration Project (i.e., WebQuest format) and clear ideas for its development.

5 pointsSophisticated understanding of the objectives of the ICT Integration Project (i.e., WebQuest format), clear ideas for development including links to the Australian curriculum.

Forward planning document

0 pointsForward planning document not provided or rudimentary.

4.5 pointsForward planning document describes the learning that is proposed and the sequence in which it is to be implemented.

9 pointsForward planning document describes the learning that is proposed, the sequence in which it is to be implemented, and exhibits innovation in curriculum design that will help to motivate and stimulate learners to achieve their goals.

Project plan

0 pointsProject plan not developed.

1 pointProject plan developed but does not provide a sufficient level of detail.

2 pointsProject plan clearly shows the steps that are required to complete the project along with timeframes and responsibilities.

Integration of ICT

0 pointsLittle or no use of ICT.

3 pointsICT is used in the curriculum but not as a learning tool. It is mostly used as a teaching tool.

6 pointsICT is carefully embedded into the curriculum as a tool to support thinking and learning.

Learning theory

0 pointsLinks to learning theory not explicit in the implementation of the curriculum.

1.5 pointsSome elements of learning theory have been considered in the design of the curriculum but they are not explicitly explained.

3 pointsStrong elements of learning theory have influenced the design of the curriculum and they have been drawn on in the implementation.

Total Score /25


Criteria F P C D HDStudents are expected to demonstrate a high standard of academic writing. To score a high grade, standard Australian English should be used to communicate key ideas clearly and concisely.

Insufficient evidence of ability displayed. There are substantial errors in: the structure and




Adequate level of ability displayed. There are several errors in: the structure and




High level of ability displayed. There are few errors in: the structure and




Very high level of ability displayed. There are incidental errors in: the structure and




Extremely high level of ability displayed. There are no errors in: the structure and


the appropriate use of expression and grammar.




Comments:



ICT Integration Publishing Marking Rubric Student Names:

Beginning Developing Accomplished Score

Overall Aesthetics (This refers to the curriculum itself, not the external resources linked to it.)

Overall visual appeal

0 pointsThere are few or no graphic elements. No variation in layout or typography.ORColour is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.

1 pointGraphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, colour and layout.

2 pointsAppropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or colour are used well and consistently.

Design and flow

0 pointsThe curriculum is confusing and unconventional. There is no connection between one learning experience and the next.

1 pointThere are a few places where the learner or user can get lost and not know where to go next.

2 pointsIt is always clear to the learner or user what all the pieces are, and how to get to them. Connections between learning experiences are seamless.

Mechanical aspects

0 pointsThere are more than 5 broken links, misplaced or missing images or badly sized tables.

1 pointThere are some broken links, misplaced or missing images, or badly sized tables.

2 pointsNo mechanical problems noted.

How the learning sequence is introduced

Motivational attributes

0 pointsThe way in which the learning sequence is introduced is not motivating.

1 pointThe way in which the learning sequence is introduced relates somewhat to the learner's interests and/or describes a compelling question or problem.

2 pointsThe way in which the learning sequence is introduced draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.

Cognitive effectiveness

0 pointsThe way in which the learning sequence is introduced does not prepare the learner for what is to come, or build on what the learner already knows.

1 pointThe way in which the learning sequence is introduced makes some reference to learner's prior knowledge and previews to some extent what is to come.

2 pointsThe way in which the learning sequence is introduced builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what is to come.

What the students are expected to do

Cognitive level

0 pointsThe overall design of the learning sequence is inappropriate for the target audience.

1 pointThe overall design of the learning sequence is limited in its significance to students' lives and is appropriate for the target audience. As appropriate, the learning sequence requires analysis of information and/or putting together information from several sources.

2 pointsThe overall design of the learning sequence is significant to students’ lives and is stimulating for the target audience. The overall design of the learning sequence elicits thinking that goes beyond rote comprehension. Task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.

Learning processes (The process is the step-by-step description of how students will accomplish the task.)

Clarity of learning process

0 pointsLearning processes are not clearly stated.

1 pointLearning processes are somewhat described. Some directions are given in

2 pointsLearning processes are clearly described. Every step in the learning sequence is clearly stated at a level



Beginning Developing Accomplished Score

learning materials, but there is missing information. Students or users might be confused.

appropriate to the learner. Most students or users would know exactly where they are in the learning sequence and know what to do next.

Scaffolding

0 pointsNo scaffolding processes or tools are evident in the learning design.

1 pointSome scaffolding processes or tools are evident in the learning design.

2 pointsComprehensive scaffolding processes or tools are evident. Checks are in place to assess student understanding. Provision of guides and templates for thinking about learning and opportunities provided for students to manage their own learning.

Communicative attributes

0 pointsThe learning design promotes little communication and debate amongst students.

1 pointsThe learning design promotes some communication and debate amongst students.

2 pointsThe learning design promotes extensive communication and debate amongst students.

Resources

Relevance and quality of resources

0 pointsLearning sequences are "presentation oriented".Links are mundane. They lead to information that could be found in a classroom encyclopedia.Resources are provided but with no direction.

1.5 pointsLearning sequences are activity-driven and supported by relevant resources.Some links carry information not ordinarily found in a classroom.Guided use of resources

3 pointsLearning sequences are activity driven and supported by relevant, interactive and engaging resources. Every resource carries its weight and there is a clear connection between the resource and the activities that students are asked to undertake.Links make excellent use of the Web's timeliness and colorfulness.Varied resources provide enough meaningful information for students to think deeply, e.g. resources specify tasks and/or student roles or perspectives.

Reflection

Reflection activity

0 pointsActivity not provided or does not promote student reflection

1 pointActivity provided promotes some student reflection about the ICT integration project.

2 pointsActivity provided promotes deep student reflection about the ICT integration project.

Evaluation

Clarity of evaluation criteria

0 pointsCriteria for success are not described to students.

1 pointCriteria for success are at least partially described to students.

2 pointsCriteria for success are clearly stated to students and users in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.

Total Score /25


Criteria F P C D HD

Students are expected to demonstrate a high standard of academic writing. To score a high

Insufficient evidence of ability displayed. There are substantial errors in:the structure and coherence of the

Adequate level of ability displayed. There are several errors in:the structure and coherence of the

High level of ability displayed. There are few errors in:

the structure and coherence

Very high level of ability displayed. There are incidental errors in: the structure and coherence of the

Extremely high level of ability displayed. There are no errors in:the structure and coherence of



grade, standard Australian English should be used to communicate key ideas clearly and concisely.

written work;the appropriate use of expression and grammar;the accuracy of spelling and punctuation.



expression and grammar; the accuracy of spelling

and punctuation.


the written work;the appropriate use of expression and grammar.the accuracy of spelling and punctuation.


contents page - web view ... to score a high grade, standard australian english should be ... to...

Documents