Students

EDST8304 – Learning Technologies in School

2024 – Session 2, Online-scheduled-weekday

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Garry Jones
garry.jones@mq.edu.au
Contact via email
by appointment
Tutor
Debra Williams
debra.williams@mq.edu.au
Contact via email
Fay Hadley
fay.hadley@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MTeach(Sec) or GradCertEd
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit examines design, implementation, evaluation and research issues relating to the use of technology in education. It investigates how current and emerging technologies can be used to effectively develop high school students' capabilities across a range of discipline areas. It provokes consideration of how research and theory can inform the effective design of technology-enhanced learning, and critical reflection of the role, place and influence of technology in secondary school contexts.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

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

  • ULO1: Demonstrate a specialised understanding of how to integrate technology effectively into classroom practice.
  • ULO2: Describe a range of contemporary technologies and critically evaluate their potentials for educational purposes.
  • ULO3: Develop technology-enhanced learning designs based on insightful selection and use of contemporary technologies.
  • ULO4: Critically evaluate and justify technology selection and design decisions with reference to current scholarly commentary, research and theory in pedagogy regarding technology in educational contexts.
  • ULO5: Utilise educational technologies to support integrated, reflective, and critical practice and research.
  • ULO6: Model positive attitudes and social behaviours relating to the integration of technology within teaching and learning, including effective participation in collaborative processes.

General Assessment Information

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3)
  • Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of‚ 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue. This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc).
  • Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.
  • Please format assessments using 12-point font and 1.5 spacing.
  • All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments.
  • Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.
  • Word limits are strictly applied. Work above the word limit will not be marked.
  • All assessments are marked using a clear marking scheme or a rubric.
  • Marking of all assessments is moderated by the Unit Convenor.
  • Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).
  • It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

University policy on grading

Criteria for awarding grades for assessment tasks

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. For Professional Experience (PEx) units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds.

 

Descriptive Criteria for awarding grades in the unit

To meet the unit outcomes and successfully pass this unit, students should attempt all assessment tasks.

 

 

Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem-solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass)

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

 

Note: If you fail a unit with a professional experience component, the fail grade will be on your transcript irrespective of the timing of the placement.

Withdrawing from this unit

If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact your course progression.

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit https://ask.mq.edu.au

In accordance with the Academic Integrity Policy, a student must take responsibility, be proactive, take ownership, and hold oneself accountable for ensuring that all information and content, including citations and references in their assessments, are generated and communicated in an ethical, honest, and responsible manner. Failure to show responsibility by checking the accuracy and integrity of your own content, citations, and references, or the submission of falsified content, is a breach of the Academic Integrity Policy.

Assessment Tasks

Name Weighting Hurdle Due
ePortfolio (Set Up) 10% Yes 2024-08-11
ePortfolio (Main) 40% No 2024-09-08
Learning Technology Module 50% No 2024-10-11

ePortfolio (Set Up)

Assessment Type 1: Portfolio
Indicative Time on Task 2: 10 hours
Due: 2024-08-11
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

Students setup their ePortfolio and complete a post that critically reflects on the use of technology to enhance learning with reference to research literature, in accordance with the topic designated in the first week of session (approx 300 words per post).

 
On successful completion you will be able to:
  • Demonstrate a specialised understanding of how to integrate technology effectively into classroom practice.
  • Describe a range of contemporary technologies and critically evaluate their potentials for educational purposes.
  • Develop technology-enhanced learning designs based on insightful selection and use of contemporary technologies.
  • Critically evaluate and justify technology selection and design decisions with reference to current scholarly commentary, research and theory in pedagogy regarding technology in educational contexts.
  • Utilise educational technologies to support integrated, reflective, and critical practice and research.
  • Model positive attitudes and social behaviours relating to the integration of technology within teaching and learning, including effective participation in collaborative processes.

ePortfolio (Main)

Assessment Type 1: Portfolio
Indicative Time on Task 2: 30 hours
Due: 2024-09-08
Weighting: 40%

 

Students complete an ePortfolio post each week that critically reflects on the use of technology to enhance learning with reference to research literature, in accordance with the topic covered in tutorials and lectures (approx 300 words per post).

 
On successful completion you will be able to:
  • Demonstrate a specialised understanding of how to integrate technology effectively into classroom practice.
  • Describe a range of contemporary technologies and critically evaluate their potentials for educational purposes.
  • Develop technology-enhanced learning designs based on insightful selection and use of contemporary technologies.
  • Critically evaluate and justify technology selection and design decisions with reference to current scholarly commentary, research and theory in pedagogy regarding technology in educational contexts.
  • Utilise educational technologies to support integrated, reflective, and critical practice and research.
  • Model positive attitudes and social behaviours relating to the integration of technology within teaching and learning, including effective participation in collaborative processes.

Learning Technology Module

Assessment Type 1: Design Task
Indicative Time on Task 2: 40 hours
Due: 2024-10-11
Weighting: 50%

 

Students design a module of work in teams that demonstrates how technology can effectively enhance student learning outcomes, and include an individually written justification of the elements they designed (1000 words). This is the summative and integrative assessment task.

 
On successful completion you will be able to:
  • Demonstrate a specialised understanding of how to integrate technology effectively into classroom practice.
  • Describe a range of contemporary technologies and critically evaluate their potentials for educational purposes.
  • Develop technology-enhanced learning designs based on insightful selection and use of contemporary technologies.
  • Critically evaluate and justify technology selection and design decisions with reference to current scholarly commentary, research and theory in pedagogy regarding technology in educational contexts.
  • Utilise educational technologies to support integrated, reflective, and critical practice and research.
  • Model positive attitudes and social behaviours relating to the integration of technology within teaching and learning, including effective participation in collaborative processes.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Unit Organisation

This is a ten credit point unit containing 10 topics / weeks of classes. See the Unit Schedule below for the timing of topics. The following classes will occur in each week that a topic is running. 

Lectures

- these can be accessed weekly via the Echo Active Learning tab in iLearn

Tutorials

  • Class A (Online Zoom) Monday 3pm
  • Class B (Face to Face) Tueasdy 4pm [12SW315]
  • Class C (TBA)

Students need to actively view the lecture plus tutorial class in order to successfully complete the assessment tasks. Content and activities covered in the lectures and tutorials are essential for building the core knowledge and skills required to demonstrate the learning outcomes of this unit. As well, students complete the Learning Technology Module groupwork assessment task with peers from their tutorial, so consideration of peers is paramount. Unexplained absences may impact on other students.  

Required Reading

The required text for this unit is "Design of Technology-Enhanced Learning - Integrating Research and Practice" by Matt Bower.

e-Book version

A digital copy of the book should be available from http://ebooks.com for around $AU 50, which is about a 65% discount. Simply go to https://www.ebooks.com/95840983/design-of-technology-enhanced-learning/bower-matt/  and use the discount code provided at the top section of the unit website on checkout to receive the discount. This offer has been setup especially for EDST8304 this session so please don't pass it onto anyone because the number of people who can use this discount is capped. The digital version of the book has several advantages including being searchable, colour images, and live hyperlinks to web references.

Hardcopy/paperback version

Those who prefer a hardcopy version of the book can purchase it online at https://www.booktopia.com.au/design-of-technology-enhanced-learning-matt-bower/book/9781838679200.html . Hardcover and paperback versions are available from other vendors, so it can be worthwhile to shop around online.

Library version

The text is available for periodical borrowing from the Library. The number of digital and hardcopy versions available may be capped, the library versions cannot be annotated, and there is a limit on the duration for which you borrow the digital and hardcopy versions from the library. In previous sessions students have been caught without access during peak periods, so it is recommended that you purchase either an e-Book or hardcopy version.

Copyright Issues

Copyright rules apply to the use of materials taken from other sources.  There are images you can use in the development of your assignments without needing to obtain copyright permission.  Links to sites that supply copyright free images will be suggested in your tutorials, or you can search for Creative Commons resources yourselves. It is essential that you adhere to copyright requirements. For guidance on what you can use and how you can use it, see https://smartcopying.edu.au. 

Technology Use and Requirements

Accessing and using the Unit Website

The EDST8304 unit website is available from the Macquarie University iLearn system available at: http://ilearn.mq.edu.au. Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password.

Students will need regular access to a computer and the Internet to complete this unit. Weekly access to iLearn is compulsory for all students. Important assessment information will be posted on iLearn, as will other relevant unit notices and materials. Please check the iLearn unit website regularly.

Lecture recordings

Weekly lectures are available on the web through the ECHO360 lecture component. You must listen to all lectures.

Training Support

In order to successfully complete the EDST8304 tutorials students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. For instance, students should be able to navigate around a desktop computer to open and edit Word documents and use a web-browser to search for information. If you feel uncertain about your competency levels it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the tutorials. 

Library Training

The library offers a range of face-to-face and online workshops to support the development of technological skills. For more details refer to the Macquarie University library website (http://www.mq.edu.au/on_campus/library/) under ‘Training’.

General IT Support and Troubleshooting

For support with access to wireless networks and other general technology matters, please contact the Macquarie University Library Student IT Help Desk (Phone: 9850 4357 or 1800 67 4357; Email: onehelp@mq.edu.au).

Unit Schedule

 

Week Commencing

Lectures

Tutorial Content

Week 1

(22/07/24)

Introduction to Technologies in Education

Technology as an educational imperative

The Technology Pedagogy and Content Model and its implications

Intro to unit and technology platforms

Initial analysis of technologies & their educational implications

Student safety, privacy, risk

Introduction to Task 1 ePortfolio

Week 2

(29/07/24)

Pedagogies of Technology-Enhanced Learning

Analysing pedagogies of technology-enhanced learning

Evaluating online modules of work

Week 3

(05/08/24)

Technology Affordances and Multimedia Learning Effects

Introduction to Learning Management System authoring (Google Classrooms)

Week 4

(12/08/24)

Representing and Sharing Content Using Technology

Learning objects

Sharing and reuse of content (copyright & Creative Commons)

Assessment using technology

Week 5

(19/08/24)

Design Thinking and Learning Design

Introduction to the design of technology enhanced learning (learning design and lesson planning)

Overview of Task 2 Learning Technology Module

Week 6

(26/08/24)

Design of Web-Enhanced Learning

Designing activities using web technologies

Learning Technology Module group work

Week 7

 (02/09/24)

Designing for Learning using Artificial Intelligence

Using artificial intelligence tools and approaches for learning

Learning Technology Module group work

Week 8

(09/09/24)

 Design of Mobile Learning

Exploring mobile potentials

Learning Technology Module group work

Mid-Session Break

(16/09/24)

RECESS (no lecture)

RECESS (no tutorial)

Mid-Session Break

(23/09/24)

RECESS (no lecture)

 RECESS (no tutorial)

Week 9

(30/09/24)

Designing for Learning using Virtual Worlds and other emerging technologies

Virtual world activities

Learning Technology Module group work

Week 10

(07/10/24)

Abstracting Technology-Enhanced Learning Design Principles

Conclusions and Future Directions for Educational Technology

Peer feedback on Learning Technology Modules

Reflections and evaluations

Group debriefing

General review

Week 11

(14/10/24)

PRACTICUM (no lecture)

PRACTICUM (no tutorial)

Week 12

(21/10/24)

PRACTICUM (no lecture)

PRACTICUM (no tutorial)

Week 13

(28/10/24)

 PRACTICUM (no lecture) PRACTICUM (no tutorial)

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

School of Education Procedures In addition, the following policies and procedures of the School of Education are applicable in this unit.

 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

The Writing Centre

The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

School of Education Procedures

In addition, the following policies and procedures of the School of Education are applicable in this unit.

Fitness to Practice

Academic Senate has approved the development of a Fitness to Practice (FTP) procedure to provide further clarity to students enrolled in practical, clinical and professional programs who have not met the requirements of the General Coursework Rules. It establishes how the University will manage the progression of students enrolled in practical, clinical or professional (PCP) programs or units listed on Schedule 3 of the Academic Progression Policy, with embedded placements and/or registration, accreditation or other mandated requirements. 

The Procedure is governed by General Coursework Rules, and the Academic Progression Policy and is supported by the Inherent Requirements Framework. It provides the process to identify, notify, intervene, support, monitor and exclude when required, those students who are not meeting the FTP requirements of their program. 

FTP is the demonstration of professional competence, acceptable professional behaviour, freedom from impairment and compliance with program specific requirements needed for a student to practice properly and safely throughout their practical, clinical or professional program. 

Students must ensure they meet Inherent Requirements before enrolling in their program; that they have the physical, cognitive, communication and behavioural capacity to complete the program. Students with a disability or chronic health condition may have reasonable adjustments made. Students must also demonstrate that they are fit to practice and demonstrate the capabilities and professional behaviours required of that profession.  

Attendance for Master of Teaching (Primary and Secondary) units

Attendance at all synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is compulsory as the Master of Teaching is a professional qualification.  All students must meet the 80% attendance requirement. 

Activities completed during weekly tutorials or on campus days are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the AITSL Graduate Teacher Standards. Attendance at all tutorials or on campus days is expected and the roll will be taken.

Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending tutorials
  • Students are expected to listen/attend weekly lectures before completing tasks and attending tutorials

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Electronic Communication

It is the student’s responsibility to check all electronic communication on a regular weekly basis.  Communication may occur via:

  • Official MQ Student Email Address
  • The Dialogue function on iLearn
  • Other iLearn communication functions

Changes from Previous Offering

The content from the previous offering has been updated to reflect advances in educational technology research and practice.

Students are expected to make personal, reflective and original contributions on assessment tasks - submission of generic content that could be generated by Artificial Intelligence will not be sufficient to pass this unit. 

5Rs Framework

The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course. Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.

In this unit, you will learn using the 5Rs framework in the following important ways:

  • Resilience: Apply strategies to rise above study, work and life pressures to maintain holistic health and sense of coherence.
  • Reflexive: Consider how your thoughts and actions within your study and teaching environments can lead to maximum positive impact.
  • Responsive: Design learning environments that cater to the individual needs and interests of your students. 
  • Ready to learn: Identify areas where self-development is required and pursue learning in those areas of need.
  • Research engaged: Source relevant learning design research and critically apply it to create evidence-based technology-enhanced learning modules.

Unit information based on version 2024.01R of the Handbook