EDSE12024 - Digital Pedagogies in Secondary Schools

General Information

Unit Synopsis

This unit explores the technological competencies required within a 21st century connected society. It looks at the theoretical underpinnings of e-learning and how technology provides a platform for inclusivity, creativity and innovation with a particular focus on Web 2.0 interconnectivity. This unit is both theoretical and practical and provides opportunities to develop, refine and reflect upon skills and literacies associated with e-learning. While providing opportunities to expand and enhance the existing repertoire of technological competencies of pre-service teachers, the unit also encourages them to continue to reflect upon the cultural and critical dimensions of technological literacies.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Prerequisite EDFE11038 Professional Practice 1 - Introduction to Teaching

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 1 - 2020 Profile
Bundaberg
Mackay
Noosa
Online
Rockhampton
Term 1 - 2021 Profile
Bundaberg
Mackay
Noosa
Online
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student evaluations
Feedback
The unit is well designed and supported learning.It allowed for different ways to engage with assessment.
Recommendation
The unit design will be maintained and enhanced.
Action Taken
The unit design was maintained, but some modifications were made to elements requiring an upgrade.
Source: Student evaluations
Feedback
Students experienced a gain in understanding of a range of digital tools, how to use them. Through this they identified that they developed greater confidence.
Recommendation
The focus on digital competence will be maintained and enhanced.
Action Taken
The range of tools was maintained but modified to include emerging contemporary technologies.
Source: Student evaluations, forums
Feedback
Some students require greater guidance in the requirements of the open-ended assessment tasks.
Recommendation
Samples of potential student responses are provided within the unit materials. These will be strengthened and enhanced.
Action Taken
The unit was enhanced with annotated samples of potential student responses.
Source: Student evaluations and tutors.
Feedback
Assessment 2 requirements can be confusing.
Recommendation
A single master document should be created outlining all of the elements required for successful submission of Assessment 2.
Action Taken
Nil.
Source: Student evaluations, unit coordinator reflection.
Feedback
Examples of how digital technologies can be used in each of the discipline areas would support better insight into relevant digital pedagogy.
Recommendation
A new section will be added to the Moodle materials, drawn from authentic and documented classroom practice, which supports better linkage between general digital pedagogy and the pedagogy that supports different curriculum areas.
Action Taken
Nil.
Source: Student evaluations and emails.
Feedback
This has by far been the best-designed unit I have done at CQU. The best aspects included exposure to a wide variety of practical technologies and strategies I can use in the classroom to substitute traditional methods; adjust to student needs; modify to account for student progress and redefine to cater to 21st Century learning goals
Recommendation
The content in this unit will continue to be reviewed each year to meet requirements of the 21st Century.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Develop and evaluate strategies to differentiate learning in ICT-rich learning environments to meet individual learning needs
  2. Design and create learning plans in which learner engagement is transformed by the use of ICT
  3. Propose learning strategies that are inclusive and learner-centred
  4. Model and support legal, safe and ethical practice in learners
  5. Participate in and contribute to the development of a professional online learning community.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.2 Understand how students learn

1.5 Differentiate teaching to meet the learning needs of students across the full range of abilities

2.6 Information and Communication Technology

3.4 Select and use resources

4.1 Support student participation

4.5 Use ICT safely, responsibly and ethically

6.2 Engage in professional learning and improve practice

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment
2 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Portfolio