Students

TEP 444 – Information and Communication Technologies in the Secondary School I

2012 – D2

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Matt Bower
matt.bower@mq.edu.au
Contact via matt.bower@mq.edu.au
Credit points Credit points
3
Prerequisites Prerequisites
3cp from TEP421(P)-TEP433(P)
Corequisites Corequisites
TEP402
Co-badged status Co-badged status
Unit description Unit description
This unit is intended for students who wish to become teachers of Information and Communication Technologies (ICTs) in the secondary school: it is available only as a minor teaching subject and must be combined with a teaching major. The unit includes an overview of computing courses in Stage 4/5 followed by a focus on the Stage 6 courses: Information Processes and Technology (IPT) and Software Design and Development (SDD). It introduces students to contemporary approaches to the teaching of ICT related syllabuses. Curricula, resources and instructional strategies appropriate to teach each of the subjects are examined.

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:

  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Present computing content and explain technological concepts in a way that promotes student understanding
  • Critically evaluate and justify pedagogical decisions with reference to current scholarly commentary, research and theory relating to learning and teaching computing
  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society
  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Assessment Tasks

Name Weighting Due
Task 1 10% 11:55pm Sunday 19th Aug 2012
Task 2 20% 11am Tuesday 2nd Oct 2012
Task 3 30% 11:55pm Sunday 28th Oct
Task 4 40% 11:55pm Sunday 4th Nov 2012

Task 1

Due: 11:55pm Sunday 19th Aug 2012
Weighting: 10%

In Weeks 1 to 3 students are required to write at least two e-portfolio posts that discuss issues relating to learning and teaching ICT. At least one of the posts should relate to a social or affective issue. Reference to scholarly literature should be incorporated into the reflective writing, and indeed this literature may provide a catalyst for the posts. Students are invited to express their opinions and reflections with a view to developing deeper insight into the key points at stake. Students are also expected to post reflective responses to the posts of others. Students will be assessed on the following five criteria:

  1. whether issues relating to learning and/or teaching computing have been discussed (including one post relating to social or affective issues)
  2. whether scholarly literature has been integrated into the post
  3. the quality of the reflection on the issue with relation to classroom teaching and student learning
  4. the quality with which the literature has been analysed and critically discussed
  5. whether or not thoughtful and constructive feedback has been provided regarding other students’ posts.

Posts should be no longer than 250 words each. Feedback for this assignment will be provided as a mark out of ten via the gradebook feature of the unit website.
On successful completion you will be able to:
  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Critically evaluate and justify pedagogical decisions with reference to current scholarly commentary, research and theory relating to learning and teaching computing
  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society

Task 2

Due: 11am Tuesday 2nd Oct 2012
Weighting: 20%

  1. Select a learning outcome or outcomes from the IPT syllabus that can form the basis of a one-hour lesson.
  2. Design the lesson plan and associated resources. Note that existing resources such as online websites can be integrated into the lesson.
  3. Write a 500 word rationale for the approach that has been adopted.
  4. In class explain the lesson to your peers including a demonstration of how you would present at least one key instructional sequence. Students should present their lesson in between 10 and 15 minutes.

Lesson plans and rationales need to be submitted via the unit website before the lesson is presented. A marking matrix for this task is provided on the unit website.
On successful completion you will be able to:
  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Present computing content and explain technological concepts in a way that promotes student understanding
  • Critically evaluate and justify pedagogical decisions with reference to current scholarly commentary, research and theory relating to learning and teaching computing

Task 3

Due: 11:55pm Sunday 28th Oct
Weighting: 30%

In teams allocated by the convenor, students are to design and develop a unit of work relating to the SDD course. Students will be provided with a blank Moodle template with which to build their topic. If a large unit is being attempted then it is reasonable to describe some of the activities that would be attempted rather than produce all materials for the activities (the emphasis is on the pedagogical design of the topic, not the production of lesson resources).

Each student is to submit his or her own 750 word written justification of the design that has been applied. Arguments should be supported by reference to educational theory. Justifications should describe how the unit has been designed to help students achieve the pre-identified syllabus outcomes. Students should also provide a 250 word critical evaluation of designing learning modules in groups, including the advantages of working in this way, as well as the difficulties experienced and how they can be overcome.

A groupwork task has been intentionally prescribed in this case so that students can:

  • acquire experience creating learning designs in groups (which emulates best practice in schools)
  • learn from one another to improve the quality of the final product
  • create a greater body of integrated work which can then be reused once students commence teaching
  • explicitly reflect on the groupwork experience so as to form a better understanding of the processes involved and strategies for improving its effectiveness.

A marking matrix for this task is provided on the Unit website.
On successful completion you will be able to:
  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Present computing content and explain technological concepts in a way that promotes student understanding
  • Critically evaluate and justify pedagogical decisions with reference to current scholarly commentary, research and theory relating to learning and teaching computing
  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Task 4

Due: 11:55pm Sunday 4th Nov 2012
Weighting: 40%

Throughout this unit students will be teaching lessons and learning about computing studies issues. Students are to construct an E-portfolio to showcase the lessons that they have taught and the reflective thinking that they have performed. This will provide a showcase of the student’s ability as a computing studies teacher that can then be shared with colleagues and prospective employees. Students will be provided with details about how to create their e-portfolio in the first tutorial.

The e-portfolio will be completed using a blog, where weekly entries will explain the lessons that have been taught, as well as the lessons that have been learnt from teaching the classes. Students will discuss issues that arose and strategies for addressing these issues. Students should not only reflect upon their own work but also spend time reflecting on the work of others and providing constructive feedback.

A marking matrix for this task is provided on the unit website. Note that students may choose to integrate interesting and relevant findings from sources outside the unit in order to demonstrate professionalism, context, learning and growth.
On successful completion you will be able to:
  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society
  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Delivery and Resources

Introductory Comments

Easy access to vast amounts of information and very rapid exchanges of information have profoundly affected how individuals, and groups of individuals, work, play, develop relationships and evolve ethical behaviour. The rapid advances in technology have plunged modern society into an information age. The students of today have far different experiences from what each of us have had as learners due to the advent and continual changes occurring with technology. The NSW Board of Studies Years 7-10 Information and Software Technology syllabus (2003) refers to the fact that “People can expect to work and live in environments requiring highly developed levels of computing and technological literacy (p.8)”.

This teaching minor will introduce students to some of the contemporary approaches to the teaching of ICT related syllabuses in the Secondary School for Years 7 to 12. The focus of the unit will concentrate on the Stage 4/5 and 6 courses which include: Information and Software Technology (IST), Information Processes and Technology (IPT) and Software Design and Development (SDD). Throughout the semester workshops will examine curricula, resources and instructional strategies appropriate to each of the subjects. Working in the area of ICT is an exciting challenge.  As technology student teachers and later as qualified professionals you will play an important role in the schools in which you teach. With enthusiasm and creativity, you will inspire your students with a passion for learning, open their minds in a manner that will influence their future career choices and personal value systems and develop an understanding of and a need for lifelong learning in the rapidly evolving area of technology.

At Macquarie University, we highly value the outstanding Master Teachers who take on a mentor role with our student teachers.  This professional relationship is one that as a student teacher you will find invaluable.  The key to a successful Semester 2 is a sound relationship between the three triadic partners – you, your master teacher and your lecturer.  Please feel free to talk with both of these people about your ideas and concerns concerning teaching and your role in the school. I welcome you to TEP444 “Information and Communication Technologies in the Secondary School I” and hope the course makes a significant contribution to your teaching and learning. I look forward to working with you during this semester and hope that you will find TEP444 and teaching in the area of ICT to be both a challenging and exciting journey.

Matt Bower (Unit Convenor/Tutor)

Unit Description

This unit is intended for students who wish to become teachers of Information and Communication Technologies (ICTs) in the secondary school. It is available only as a second teaching subject and must be combined with a first teaching subject. TEP444 provides background for both Computing Technology Information Systems and Computing Technology Software Design as second teaching subjects. For this reason the requirements are more stringent than those of the NSW Institute of Teachers for either of these additional teaching subjects. This unit includes an overview of computing courses in Stage 4/5 followed by a focus on the Stage 6 courses:

  • Information Processes and Technology (IPT)
  • Software Design and Development (SDD)

The academic prerequisite requirements for the unit are: Either: Enrolment in the GDipEd or 3cp at 200-level in EDUC 4 Units (12cp) in ICT related units with at least 2 units at 200-level or above Continuing Macquarie students must complete:

  • ISYS114 Introduction to Systems Design and Data Management
  • COMP115 Introduction to Computer Science.

It is strongly recommended that students in TEP444 have completed at least two units relating to the design and development of software (eg programming in computer based language and systems analysis, design, development and testing) and/or two units that develop skills in information and communication technologies and information systems (eg database design including relational databases and communication systems/networking).

Unit Personnel

Unit convenor: Matt Bower, matt.bower@mq.edu.au, Ph: 98508626

Curriculum leader: David Grover, david.grover@mq.edu.au

You are welcome to contact unit staff and where necessary make appointments for consultation.  The convenor has a voicemail system allowing you to leave a message.  When leaving messages clearly state your name, the purpose of the call, and leave your phone number and a time when you can be contacted.  Alternatively, the most reliable and efficient way to contact unit staff is by email. 

Unit Organisation

This is a three credit point unit with attendance required at ONE 2 hour tutorial plus additional time to complete other independent learning tasks as specified throughout the semester.

Weekly Tutorial Schedule

    Tuesday 11am - 1pm in C5A204

These workshops provide students with the opportunity to learn effective ways of implementing for the Secondary School ICT courses by working and reflecting together. The tutorials will focus on pedagogical issues rather than technical ones. Participation in the workshops is required so as to achieve the required knowledge and skills to teach the ICT courses, to receive guided practice in the design and development of theoretically grounded ICT curriculum, and to hold discussions that explicate the role of technology in education and society. This is in line with the learning outcomes for this unit.

Students may be excluded from the unit if they attend fewer than ten of the tutorials without adequate explanation.

It is the responsibility of the student to contact the convenor by phone or email with supporting documentation (e.g. medical certificate) where appropriate and explain the reasons for the absence from class.

Note that participation is considered to be more than attendance. Participation also includes:

  • tutorial preparation including evidence of pre-reading
  • general contribution to the tutorials via discussion
  • completion of the tutorial activities.

School Placement

Students are expected to complete the equivalent of a ten-day practicum in Information Processes and Technology (IPT) and/or Software Design and Development (SDD). Students are expected to also gain experiences in teaching junior (Year 7-10) classes in the area of Information and Software Technology (IST). The ten days form part of the 60-day NSW Institute of Teachers requirements for professional experience. Where the subjects are not available at your current school it may be possible to organise a placement elsewhere for the ten-days. Placements will be negotiated during weeks one and two of Semester 2.

Textbook

There is no textbook for this unit, however students are advised to familiarise themselves with available school texts, syllabi and other teaching resources, as well as the current readings which will be issued throughout the semester. Readings will also be made available online through the unit website. Some recommended school texts are provided below.

IST 7-10:

  • D Grover et al (2012), Information and Software technology: A project based approach, with CDROM (2012 Edition), Pearson
  • G Powers et al (2005), Hi-Tech: Information and Software Technology, Heinemann
  • Ware (2005), Info & Software Tech 7-10, Wiley
  • Wilson (2005), Exploring Info & Software Technology, CUP

IPT 11-12:

  • Ware P et al, (2003) Information processes and technology Preliminary course,  Jacaranda  ISBN 0 7016 3459 6
  • Ware P et al, (2002) Information processes and technology HSC course,  Jacaranda  ISBN 0 7016 3472 3
  • Davis S (2004) Information Processes and Technology - Preliminary Course, Parramatta Education Centre
  • Davis S (2004) Information Processes and Technology - HSC Course, Parramatta Education Centre
  • Leading Edge: IPT HSC Study Guide (Grover & Knights)
  • Excel: IPT HSC Study Guide + cards
  • Excel: IPT Prelim Study Guide
  • Excel: IPT HSC Revise in a month
  • Excel: IPT HSC Student Workbook

SDD 11-12:

  • Davis S (2012) Software Development and Design - Preliminary Course (Second Edition), Parramatta Education Centre
  • Davis S (2012) Software Development and design - HSC Course (Second Edition), Parramatta Education Centre
  • Heinemann: SDD HSC Course (text only) (A.Fowler)
  • Heinemann: SDD HSC Course (text +CD pack) (A.Fowler)
  • Heinemann: SDD Prelim Course (text only) (A.Fowler)
  • Heinemann: SDD Prelim Course (text +CD pack) (A.Fowler)
  • Excel: SDD Study Guide (+ study cards)

Syllabi:

  • Board of Studies, NSW. (1993). Science and Technology K-6 syllabus and support document. Sydney
  • Board of Studies, NSW. (2003). Years 7-10 Information and software technology syllabus. Sydney
  • Board of Studies, NSW. (2009). Stage 6 Information Processes and Technology syllabus. Sydney.
  • Board of Studies, NSW. (2009). Stage 6 Software Design and Development syllabus. Sydney.
  • Board of Studies, NSW. (2009). Stage 6 Industrial Technology (Multimedia) syllabus.
  • ACARA Technology Draft Shape paper (http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf).

Assessment Information

It is important to check the TEP444 unit website and student email regularly as assignment clarifications may be posted and it will be assumed all students have read them. Note that all assignments should be submitted online unless other instructions have been provided.

Assignment Requirements

The following requirements apply to assignments:

  1. Please submit your assignments via the assignment drop-boxes provided on the unit website and by the due date and time specified for each assignment. The system should show that you have uploaded your assignment.
  2. The name of your assignment file should include your full name and the task number – for instance FirstnameSurnameTask2.doc .
  3. Extensions of time for the submission of the assignment will be granted only in special circumstances. Applications for such extensions must be made through the School of Education office to the convenor prior to the submission date, and must include appropriate medical or other evidence and evidence of work completed to date on the assignment. The main grounds for seeking an extension are (a) illness and (b) misadventure (i.e., circumstances beyond the student’s control, not pressure of accumulated assignments). Late assignments will be penalised at a rate of 5% of the maximum mark for an assignment for each day it is late.  The late penalty does not apply when an extension of time has been granted.
  4. It should be noted that late assignments cannot be accepted for grading after marked assignments have been returned.
  5. Students are responsible for periodic back up of any digital work during the creation of an assignment. In case of system failure students will be provided with reasonable time compensation commensurate with the amount of time that the system was down. All students must keep a digital copy of their assignments so that in case of system failure the assignment can be resubmitted.
  6. Students should keep within the stated length or word limit, and students may be penalised for exceeding this limit.
  7. The School of Education Referencing Procedures must be adopted.  A copy may be obtained from the School Office, C3A 829.  These requirements are based on the APA style (see URL for this on the TEP 444 unit website).
  8. Assignments should be submitted online in Word format with the first two pages consisting of the relevant cover sheet and marking rubric attached to the end of this outline. It is particularly important that students include the disclaimer section as a way of acknowledging the originality of their work.
  9. If you wish to appeal against your grade you must first contact the original marker within one week of a marked assignment being returned. If you remain concerned after consulting with the original marker you should arrange to meet with the unit convenor.
  10. For information about special consideration with relation to grading and assessment, please see http://www.mq.edu.au/policy/docs/special_consideration/policy.html .
  11. Remember assignments must be your own work.  Plagiarism is a serious offence.

Assignment Feedback

Feedback for Assessment Items 2 and 3 will be provided on a marked up version of the assignment file. Feedback will include the assessment of performance in relation to the assignment criteria as well as qualitative feedback in the form of comments. Overall student performance on assignments will be reported using a grade.

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 presentation without needing to obtain copyright permission.  Links to sites that supply copyright free images will be suggested in your tutorials, or you can do a search for them yourselves (Creative Commons). It is essential that you obtain copyright permission for any images you obtain from other web sites or scan from books. The source of the image and an acknowledgement of permission granted must be indicated/provided in your presentation.  You, and the University, are open to prosecution if you post images taken from other sources without permission. If you particularly need to use material from a website/book, most book publishers and sources of web pages will provide copyright permission if you contact them to ask for permission indicating the use is for educational purposes and not for profit - just clearly indicate that it is only being used for local educational purposes.

How this offering of TEP444 differs from previous semesters

In this offering of TEP444 students are expected to complete more independent learning tasks and the 2 hour tutorial time is seen more as a support to their self-directed learning. Changes from the previous offering include:

  • More independent learning activities (such as watching video recordings of computing processes) in advance of classes are an expection of the unit, in line with the idea of the "flipped" classroom. In the previous iteration of the subject students were required to complete less work before coming to class.
  • Greater emphasis on post-class activity completion and summaries. For the previous iteration the quality of products that students created and their reflections was not emphasised as greatly.
  • The emphasis on Augmented Reality in the curriculum has been increased.

Other minor changes to tutorials have also been made in accordance with the evolving nature of the educational technology field.

Technology Use and Requirements

The TEP444 unit website is available from http://ilearn.mq.edu.au . The TEP444 website has been designed for access by standard Internet technologies, so most common contemporary operating systems and browsers can be used. The website should be able to be accessed using Macintosh, Windows, or Linux based operating systems. Firefox, Chrome and Internet Explorer are the recommended web browsers for this subject. To use the TEP444 web site you need to know how to use a web browser, become familiar with the content of the online material and know how to move around it (navigate), and understand the function of the various tools available to you.

A range of technologies will be utilised during tutorials. The software and systems used in this unit are generally freely available and can be downloaded onto students' home computers.

Teacher Education Learning Lab (TEL Lab)

All your tutorials will be held in the TEL Lab.  This is a facility for Education students at Macquarie University and is located in C5A201, C5A204 and C5A210. The TEL Lab supports the use of technology as appropriate to our schools.  The labs provide a student work area and venue for tutorials.The computers have a variety of educational software and full Internet access.

Students are welcome to use the computers and software provided that the room is not being used by lecturers for a tutorial or workshop. Notices are placed near the Centre door to indicate opening hours and computer room availability.

Studying Contributions in ICT Units

From time to time it is useful to study how students use online technologies in order to better understand their effectiveness for teaching and learning. In order to do this student contributions to the online learning systems in this unit may be studied once the semester is over. This will in no way affect your grades, and if the results of any analysis are published then your identity will in no way be revealed. If you do not wish your contributions to be included in any analysis then please notify the unit convenor. Also note that contributions to the General Discussion Forum will not be included in any analysis.   The ethical aspects of this study have been approved by the Macquarie University Ethics Review Committee (Human Research, ref. HE29MAY2009-R06619HS). If you have any complaints or reservations about any ethical aspect of your participation in this research, you may contact the Committee through the Research Ethics Officer (telephone [02] 9850 7854, fax [02] 9850 8799, email: ethics@vc.mq.edu.au). Any complaint you make will be treated in confidence and investigated, and you will be informed of the outcome.

Unit Schedule

 

 

Wk

Week

Begins

Workshop Title

Workshop Content

1

30/07

Orientation

 

Introduction to unit, e-portfolio setup, scholarship and computing studies, professional experience placements

2

06/08

Information and Software Technology I

Introduction to the Information and Software Technology course

3

13/08

Augmented Reality Workshop I

All day event opportunity available to TEP444 students

4

20/08

Information and Software Technology II

Further themes in the Information and Software Technology course

5

27/08

Information Processing Technology I

Introduction to the Information Processing Technology course

6

03/09

Augmented Reality Workshop II

All day event opportunity available to TEP444 students

7

10/09

Information Processing Technology II

Further Themes in the Information Processing Technology course

Semester Break – 15th September to 30th September

8

01/10

Software Design and Development I

Introduction to the Software Design and Development course

9

08/10

Software Design and Development groupwork

Working on group projects in teams

10

15/10

 Software Design and Development II

Further themes in the Software Design and Development course

11

22/10

Multimedia I

Introduction to multimedia technology

12

29/10

 Multimedia II

Further themes in multimedia technology

13

05/11

Current issues, future directions and unit review

Debriefing discussion and evaluation

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy  http://www.mq.edu.au/policy/docs/assessment/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Academic Honesty

Academic Honesty is key to the core values and principles that underpin the University’s Ethics Statement (see the policy at http://www.mq.edu.au/policy/docs/academic_honesty/policy.htm). The procedures for Academic Honesty as well as the Assessment – Code of  Practice outlines the responsibility of students (and staff) in academic endeavours.  Please consult these documents (available through Policy central: http://www.mq.edu.au/policy/all.html )

One breach of academic honesty is plagiarism, defined in the Academic Honesty glossary as follows: "Plagiarism involves using the work or ideas of another person and presenting it as one's own without clear acknowledgement of the source of the work or ideas". Plagiarism is a serious breach of the University's rules and carries significant penalties.  Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.

Grading

Assignments will be awarded grades ranging from HD to F according to guidelines set out in the policy: http://www.mq.edu.au/policy/docs/grading/policy.htm.  Each assignment uses a standards-based approach to assessment where performance is assessed against specified criteria.  You will NOT be notified of a numerical mark for awarded for specific assessment tasks.

Your final unit grade  (HD to F) will be accompanied by an SNG (Standardised Numerical Grade) The SNG reflects the extent to which you have met the overall grade descriptors  eg an SNG of 73  (ie closer to D than Cr) means your work shows evidence of meeting the Credit descriptors and has some characteristics of the Distinction descriptors.

Grade descriptors

The following generic grade descriptors provide university-wide standards for awarding final grades.

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.

Appeals against Grades

University regulations allow for students to appeal a final grade if they feel they have been disadvantaged. Grading appeals can be lodged on the following grounds:

  • The unit coordinator did not provide the outline as required;
  • Assessment requirements as specified in the unit outline were varied in an unreasonable way;
  • A clerical error has occurred in the computation of the grade;
  • Due regard has not been paid to the evidence of illness or misadventure that was submitted by the specified date;
  • I have been disadvantaged in some way due to the conduct of the final examination; and
  • The examiner’s judgement was not objectively applied because of prejudice against the individual.

Information relating to grading appeals can be found at: http://www.deanofstudents.mq.edu.au/grades.htm. Appeals must be lodged on the appropriate university form. This can be accessed at: http://www.registrar.mq.edu.au/academic-index.htm .

Special Consideration

The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. The Special Consideration provision to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.

The University recognises that at times an event or set of circumstances may occur that:

  • could not have reasonably been anticipated, avoided or guarded against by the student;
  • was beyond the student’s control;
  • caused substantial disruption to the student’s capacity for effective study and/or completion of required work;
  • substantially interfered with the otherwise satisfactory fulfilment of unit or program requirements and
  • was of at least three (3) consecutive days duration within a study period and/or prevented completion of a formal examination.

For information about Special Consideration go to: http://mq.edu.au/policy/docs/special_consideration/policy.html . The relevant application form can be found at the same site.

Student Support

Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/.

UniWISE provides:

  • Online learning resources and academic skills workshops http://www.mq.edu.au/learning_skills/
  • Personal assistance with your learning & study related questions.
  • The Learning Help Desk is located in the Library foyer (level 2).
  • Online and on-campus orientation events run by Mentors@Macquarie.

Student Wellbeing

Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.

Special Consideration Policy

The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. This policy supports students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. Refer to http://mq.edu.au/policy/docs/special_consideration/policy.html   for further advice.

Advice for International Students

Macquarie International is the first point of contact for international students. Refer to http://www.international.mq.edu.au/  and also http://www.international.mq.edu.au/studentservices/index.aspx .

International students can make individual or small group appointments to see the Study Skills Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines with you to your appointment.

Study Skills Support Unit

Assistance with study skills is provided through a range of programs for students. See: http://www.mq.edu.au/studyskillssupport/ and http://www.ling.mq.edu.au/support/writing_skills/index.htm

Writing Skills

Unit staff are not expected to help you with basic writing advice. Further, in fairness to other students, unit staff will not provide you with information and advice concerning assessments, which is not readily available to all students in the unit.

Macquarie University offers a number of courses and services to help students with writing problems, whether they be first or second language speakers of English.  If you find writing difficult, you are advised to:

  • Visit the Macquarie Gateway site (http://online.mq.edu.au/pub/EDUCGATEWAY) where you will find detailed help and advice related to writing skills
  • Contact Sue Spinks, Writing Skills Coordinator, Department of Linguistics, W6A531.  Telephone: 9850 8770
  • Contact the Writing Skills Adviser, Centre for Open Education, X5B.  Tel: 9850 7470.
  • See also: Peters, P. (1985).  Strategies for student writers.  Brisbane: John Wiley.

Student Services and Support

Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.

Annual registration with the Disability Support Unit is required for all disability/health conditions. Students who are enrolled at Macquarie University can register with the Disability Support Unit by downloading and returning an Advice of Disability/Health Condition form from http://www.registrar.mq.edu/academic-index.htm and making an appointment to see a Disability Advisor.

Contact persons:

Karen Gregory, Academic Disability Liaison Officer, Department of Education, Ph: 9850 8608

Nicole Saunders, Administration Co-ordinator, Student Well-Being Ph: 02 9850 6494 Fax: 02 9850 6063 TTY: 02 9850 6493 email: disability@mq.edu.au In person: Level 2, Lincoln Building (C8A), Macquarie University

Student Enquiries

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

IT Help

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/. 

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.

Please do NOT contact the Unit Convener or Tutors regarding technical support for your computer or iLearn.

It support can also be contact by calling 9850 4357 or emailing support@mq.edu.au.

Technological literacy requirements

In order to successfully complete various TEP units students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. If you feel uncertain about your competency it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the workshops. You can request help with your IT literacy from the Library. See http://www.lib.mq.edu.au/help/ithelp/email.html for further information or make contact using any of the details below.

The Library (telephone 02-9850 7500) offers excellent training courses in information literacy and ICT skills. Students who are newly arrived at the University, are encouraged to attend the Library Tour. http://www.lib.mq.edu.au/training/ . For a full list of library services see: http://www.lib.mq.edu.au/services/ .

Any other technological inquiries can be addressed to any of the following support channels:

Phone: (02) 9850 HELP (4357) or Freecall: 1800 063 191 Internet Chat: MSN Messenger at ithelp@mq.edu.au Face to Face: IT Help Desk, Level 1, University Library Email: Just Ask form http://www.library.mq.edu.au/justask/ 24x7 Follow the Sun Helpdesk email: ithelp@mq.edu.au

Graduate Capabilities

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcome

  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society

Assessment tasks

  • Task 2
  • Task 3
  • Task 4

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcome

  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Assessment tasks

  • Task 1
  • Task 4

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Demonstrate an understanding of computing concepts represented in the ISD, IPT and SDD courses
  • Perform contemporary ICT related tasks use computer software/hardware and the internet (for instance, creating accounts, searching for information, uploading files, posting data, using collaborative technologies)
  • Present computing content and explain technological concepts in a way that promotes student understanding

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Critically evaluate and justify pedagogical decisions with reference to current scholarly commentary, research and theory relating to learning and teaching computing
  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs

Assessment tasks

  • Task 1
  • Task 2
  • Task 3

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Present computing content and explain technological concepts in a way that promotes student understanding

Assessment tasks

  • Task 2
  • Task 3
  • Task 4

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to individual student needs
  • Present computing content and explain technological concepts in a way that promotes student understanding
  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society

Assessment task

  • Task 1

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Critically discuss issues relating to the responsible use of technology inside and outside the classroom and the impact of technology on students and society
  • Model positive attitudes and social behaviours relating to the use of ICTs, including effective participation in groupwork processes and contribution to the learning community.

Assessment task

  • Task 1

AITSL Professional Teaching Standards

The Australian Institute for Teaching and School Leadership (AITSL) specifies Professional Teaching Standards. The Professional Teaching Standards provides a common framework to describe, recognise and support the complex and varied nature of teachers’ work. The standards describe what teachers need to know, understand and be able to do as well as providing direction and structure to support the preparation and development of teachers. EDUC261 forms part of a program of study that enables students to achieve or exceed the Graduate Teaching Standards. These are the competencies expected of a beginning teacher. The standards are outlined below. Further information regarding the Professional Teaching Standards can be found on the Institute’s website: http://www.teacherstandards.aitsl.edu.au/

AITSL’s Professional Teaching Standards (Graduate)

Professional Knowledge

Standard 1: Know students and how they learn

1.1

Physical, social and intellectual development and characteristics of students

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2

Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3

Students with diverse linguistic, cultural and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4

Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5

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

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

1.6

Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Standard 2: Know the content and how to teach it

2.1

Content and teaching strategies of the teaching area

Demonstrate understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2

Content selection and organization

Organise content into an effective learning and teaching sequence.

2.3

Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5

Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6

Information and communication technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Professional Practice

Standard 3: Plan and Implement effective teaching and learning

3.1

Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2

Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3

Use teaching strategies

Include a range of teaching strategies in teaching.

3.4

Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5

Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6

Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7

Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

Standard 4: Create and maintain supportive and safe learning environments

4.1

Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2

Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3

Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4

Maintain student safety

 

Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

4.5

Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Standard 5: Assess, provide feedback and report on student learning

5.1

Assess student learning

Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2

Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3

Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of             student learning.

5.4

Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5

Report on student achievement

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Professional Engagement

Standard 6: Engage in professional learning

6.1

Identify and plan professional learning needs

Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.2

Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.

 

6.3

Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

6.4

Apply professional learning and improve student learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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

7.1

Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2

Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.

7.3

Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4

Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.