EDCU20042 - Teaching Technologies and The Arts
Term 1 - 2017


All details in this unit profile for EDCU20042 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit, you will be introduced to curriculum frameworks and a range of pedagogical and assessment approaches for teaching and using Technologies and The Arts in primary school learning environments. Through investigation of the five areas of the Australian Curriculum: The Arts, namely, Dance, Drama, Media Arts, Music and Visual Arts, you will gain personal and practical experience in using the different symbol systems and ways of understanding and representing the world that The Arts provide and build your understanding of how arts practice relates to the formation and expression of social values, beliefs and identity. Through exploration of the two areas of Australian Curriculum: Technologies, you will be introduced to the nature of learning in Design and Technologies where you will use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities, as well as Digital Technologies where you will use computational thinking and information systems to define, design and implement digital solutions. The unitwill equip you with dispositions for valuing the use of Technologies and The Arts for effective teaching and learning and with a working knowledge of some fundamental tools that can be applied across curriculum learning areas. You will also explore a range of tools that enhance and promote effective engagement through problem-solving, creative thinking and collaboration.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band [not found]
Fraction of Full-Time Student Load 0.125

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).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Postgraduate 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.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Group Work 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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

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.

Feedback Source Recommendation
Students appreciated the opportunity to develop practical skills and experience. Evaluation feedback Maintain a strong focus on scaffolding student practice and capacity building as suited to their own contexts
Scope of the course (five arts areas and two for technology) - the course is demanding with a high workload. Evaluation feedback Students need to engage in weekly activities from the beginning of the course, as these scaffold the assessment components. Students are encouraged to do so and engage in regular online communications and sharing of work as the course progresses.
On successful completion of this unit, you will be able to:
  1. Create plans and resources for learning in and through The Arts using the processes of making, presenting and responding to artworks
  2. Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education
  3. Critically reflect upon the positive contribution of The Arts in education and to participation in contemporary society
  4. Create plans and resources for learning in and through Design Technology through the creation and evaluation of designed solutions using the technology design process
  5. Justify the selection of authentic learning challenges to develop computational thinking, and to use and develop information systems confidently, ethically and safely
  6. Develop and present strategies and materials to develop systems thinking in Design and Digital Technology in order to predict and shape preferred futures

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.2 Understand how students learn

1.6 Strategies to support full participation of students with disability

2.1 Content and teaching strategies of the teaching area

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.5 Use ICT safely, responsibly and ethically

6.4 Apply professional learning and improve student learning

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Group Work      
2 - Portfolio      

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Knowledge
2. Communication
3. Cognitive, technical and creative skills
4. Research            
5. Self-management        
6. Ethical and Professional Responsibility          
7. Leadership            

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Group Work      
2 - Portfolio      

Prescribed Textbooks

There are no prescribed textbooks

Other Resources

These are not compulsory, but may assist you:
Teaching and Learning with ICT in the Primary School
Author/s: Younie, S., Leask, M., & Burden, K. (Eds.). Year: 2015
Edition: 2nd ed Publisher: Routledge
City: London
Country: UK
Delivering authentic arts education
Author/s: Dinham, J Year: 2014
Edition: 2nd ed Publisher: Cengage Learning Australia
City: South Melbourne State: Vic
Country: Australia
Other resources may be available at CQUniversity Library. Note:

Also recommended:

O'Toole, J. & Dunn, J. (2015) Pretending to Learn: Teaching drama in the primary and middle years [Kindle Edition]

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorSusan Davis (s.davis@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Creativity and Innovation: Learning through the Arts and Technologies

ACARA (2014). Australian Curriculum: The Arts.

ACARA. (2014). Australian Curriculum: Technologies

Sawyer, R. K. (2006). Educating for innovation. Thinking skills and creativity, 1(1), 41-48.

Robinson, K., & Azzam, A. M. (2009). Why Creativity Now?. Educational Leadership, 67(1), 22-26.

Week 2 13-03-2017

Visual Arts

ACARA (2014). Australian Curriculum: The Arts - Visual Arts

Week 3 20-03-2017

Media Arts

ACARA (2014). Australian Curriculum: The Arts - Media Arts

Week 4 27-03-2017

Drama

ACARA (2014). Australian Curriculum: The Arts - Drama

Week 5 03-04-2017

Dance

ACARA (2014). Australian Curriculum: The Arts - Dance

Vacation Week 10-04-2017
Week 6 17-04-2017

Music

ACARA (2014). Australian Curriculum: The Arts - Music

Teaching The Arts Resource package (Arts Challenges + Group task) Due Wednesday (19 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Key processes in Technologies Curriculum - Design thinking

ACARA. (2014). Australian Curriculum: Technologies

Week 8 01-05-2017

Design Technologies - Ethics, safety & sustainability

ACARA. (2014). Australian Curriculum: Technologies - Design Technologies

Week 9 08-05-2017

Design Technologies - Computational thinking

ACARA. (2014). Australian Curriculum: Technologies - Digital Technologies

Week 10 15-05-2017

Digital Technologies - Systems thinking & coding

ACARA. (2014). Australian Curriculum: Technologies - Digital Technologies

Week 11 22-05-2017

Design and Digital Technologies - Issues & pedagogy

Portfolio - Design and Digital Technologies Challenges Due Monday (22 May 17) 11:45 PM AEST
Week 12 29-05-2017
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Group Work

Assessment Title Teaching The Arts Resource package (Arts Challenges + Group task)
Task Description

1. Complete at least three of the arts challenges (including at least one visual arts and one performing arts) using your own blog to document your process and outcomes. Post the links on the forum for sharing this work each week.

2. In a group, create an e-book or digital resource package to support arts learning for children in a specific band of schooling (as related to the Australian Curriculum: The Arts). In your group each member should work with a different artform and so ideally you will have 5 members per group each working with a different artform. As a group you must develop a common design and presentation format that is consistent across the package.

3. Select and include at least 2 examples of significant art works or stimulus for each arts area with appraisals/analysis. Develop questions and prompts to engage students in responding to art work through the creation of appropriate questions and key points in age appropriate language. In making your selections . Consideration must also be given to encouraging learning about social, cultural and historical contexts (including Aboriginal and Torres Strait Islander perspectives and art).

4. Develop lesson activities and resource materials required for a teacher to facilitate the processes of making art products (and responding to artworks especially through students evaluating their own work and work of other students). The materials presented should also show consideration of assessment processes including ways to support assessment as learning in the Arts. Include an example of what a final project/assessment product might look like (i.e. one that you have personally created). You should also include advice about modifications or considerations for particular strategies that support participation and learning of students with disabilities and promote inclusive curriculum (considering Indigenous perspectives as well as gender and cultural diversity

5. Include a written justification for teachers that introduces your resource package and demonstrates your understanding of the purposes of the arts (reflecting key ideas in for example the arts rationale) and the learning intentions for the package as related to The Arts curriculum. The justification must identify contributions that the Arts make to learning across including the formation and expression of social values, beliefs and personal identity and outline how your package addresses such This section should include references to relevant academic literature as well as curriculum documents.

NB: To develop the package we suggest each member focuses on one art form in particular and work explored in one of their arts challenges and develops it up as the basis for their section of the resource package.

The resource package (or the majority of it) should be specifically designed to be used by and with students. Attention must be paid to the design of the package and use of visual elements including layout, use of fonts, colours, imagery etc.

Active participation: You must also maintain active involvement with the course, participating in 80% of weekly sessions online and through the forums. You must also engage in a peer and self assessment process which reflects on group participation and communications and upload evidence of such.

Assessment Due Date Week 6 Wednesday (19-Apr-2017) 11:45 PM AEST
Wednesday 19 April, 2017, 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next assessment task.
Weighting 50%
Assessment Criteria

· Completion of arts challenges

. Knowledge of Arts curriculum and the value of the arts in education

· Skills in selecting and appraising arts learning materials

· Application of knowledge and skills to creating teaching strategies and assessment (including modifications)

· Communication Skills – visual and written communication skills, group communications and involvement

Referencing Style American Psychological Association (APA)
Submission Online

Please upload a URL with your blog posts but also upload a word version of content that can be checked by Turnitin

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Create plans and resources for learning in and through The Arts using the processes of making, presenting and responding to artworks

2. Justify the selection of resources and strategies for making and responding to artworks through reference to the rationale and intent underpinning Arts education

3. Critically reflect upon the positive contribution of The Arts in education and to participation in contemporary society

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

6. Ethical and Professional Responsibility



2 Portfolio

Assessment Title Portfolio - Design and Digital Technologies Challenges
Task Description

Part A Design and Digital Technology Challenges and Learning (approx 2000 words)

Your task is to participate in a series of design and digital technologies challenges which aim to develop your understanding of the conceptual foundations, ways of thinking and working in Design Technologies and Digital Technologies (curriculum areas). You are to maintain your reflective blog (using a blog such as wordpress) throughout the process that records:

  • Your understanding of Design and Digital Technologies curriculum with reference to the curriculum documents and readings;
  • Documentation of your engagement in the challenges including examples of digital artefacts from the design and digital technology challenges with reflections on your participation in them;
  • Links to curriculum and suggestions for planning and teaching in the classroom; and,
  • Consideration of sustainable, ethical and safe learning in relation to the Technology curriculum and futures.

You must upload a document with the URL for your blog. We also require you to cut and paste the copy from your blog and upload it in a word document so that it can be scanned using Turnitin.

Part B Individual Reflection – a ‘conversation’ style opinion piece

Drawing from the course materials, the curriculum, and independent reading and research; your task is to write an opinion piece in the style of ‘the conversation’ (http://theconversation.com/au) that addresses an issue in relation to innovation/creativity, teaching design and/or digital technologies and their relevance to futures-oriented education. You will need to formulate a question that drives your work. Your piece should be 1000-1500 words long and be written in an appropriately academic style but also draw on examples from your learning, the curriculum and classroom practice.

This can be written as a concluding statement on your blog, but you must also upload a word version of the piece to moodle.

Assessment Due Date Week 11 Monday (22-May-2017) 11:45 PM AEST
Monday 22 May, 2017, 11:45 pm AEST
Return Date to Students Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria

· Completion of Technology challenges

. Knowledge of Technologies curriculum and issues

· Skills in undertaking design and digital technology challenges

· Application of knowledge and skills in design and digital technologies

· Communication Skills – visual literacies and clarity of written communications

Referencing Style American Psychological Association (APA)
Submission Online

Please upload a word document with the URL and copy for your blog posts for the challenges, and copy of your opinion piece. Please upload a word version of the content of your blog posts so it can be checked by Turnitin.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Create plans and resources for learning in and through Design Technology through the creation and evaluation of designed solutions using the technology design process

5. Justify the selection of authentic learning challenges to develop computational thinking, and to use and develop information systems confidently, ethically and safely

6. Develop and present strategies and materials to develop systems thinking in Design and Digital Technology in order to predict and shape preferred futures

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

6. Ethical and Professional Responsibility




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