Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDST271 Curriculum, Pedagogy and Assessment in ICT and Digital Technologies 1
Unit rationale, description and aim
This unit is designed to complement and extend the knowledge, skills and attitudes developed by pre-service teachers in the areas of curriculum, pedagogy and assessment in an Integrated STEM approach to Technology and Engineering for secondary students in the junior and middle years of secondary schooling (Years 7-10). The unit covers contemporary theory, concepts and skills in the Integrated STEM classroom context with a particular focus on Technology and Engineering. Theoretical concepts, pedagogical principles and curriculum structures within the integrated STEM classroom are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. The aim of the unit is to provide students with an opportunity to apply their curriculum, pedagogical and assessment knowledge to the development of integrated STEM learning design projects suitable for Technology Mandatory, Design and Technologies, and Engineering syllabi/ syllabuses.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate knowledge of the concepts, substance and structure of the content and teaching strategies of teaching in an Integrated STEM classroom, and an in-depth understanding of how students learn in an Integrated STEM classroom (GA5, GA8; APST 1.2, 2.1)
LO2 - Analyse, develop and implement a range of learning and teaching activities and sequences for junior students (7-10), which involve a variety of pedagogical approaches and resources (including project-based and inquiry learning) appropriate to these year levels and curriculum content in the Integrated STEM classroom (GA4, GA5, GA8, GA9, GA10; APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5)
LO3 - Describe, design and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate general capabilities and cross curriculum priorities when teaching in an Integrated STEM classroom (GA1, GA4, GA5, GA9; APST 3.3)
LO4 - Analyse the relationships between learning task design, student learning higher order thinking, assessment, feedback and reporting in an Integrated STEM classroom (GA4, GA5, GA9; APST 2.3, 5.1)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
4.5 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. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
Content
The topics will include:
- factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of teaching Technology and Engineering in an Integrated STEM classroom in Years 7-10
- the concepts, substance and structure of curriculum content of Technology and Engineering in an Integrated STEM classroom, e.g., materials, hydraulics, pneumatics and aerodynamics
- contemporary understandings of the unique ways in which students learn Technology and Engineering in an Integrated STEM classroom
- specific professional practices and key pedagogical approaches related to teaching and learning Technology and Engineering in an Integrated STEM classroom contexts, and their theoretical underpinnings, e.g., design thinking and practical problem solving to find solutions through logic, imagination, intuition, and systemic reasoning
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives when teaching Technology and Engineering in an Integrated STEM classroom
- planning, implementing and evaluating sequences of learning activities when teaching Technology and Engineering in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning in Years 7-10
- the relationship between reflexive learning and effective concept formation to build higher order thinking when teaching Technology and Engineering in Integrated STEM Education
- catering for a diverse range of learners when teaching Technology and Engineering in an Integrated STEM classroom
- classroom management when teaching Technology and Engineering in an Integrated STEM classroom and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote creativity, innovation, problem solving, critical thinking and project-based learning when teaching Technology and Engineering in Integrated STEM Education
- a range of approaches and strategies for assessment, feedback, and reporting when teaching Technology and Engineering in Integrated STEM Education
- strategies to develop students’ literacy and numeracy skills in the context of Technology and Engineering in Integrated STEM Education
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data and report on student achievement in Technology and Engineering in Integrated STEM Education.
Learning and teaching strategy and rationale
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Assessment strategy and rationale
A variety of assessment procedures will be used to ascertain the extent to which teachers achieve stated outcomes. order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Formative and Summative Assessment Practice: An assessment plan of two or more tasks designed for Year 7-10 students. Each task designed will include:
| 50% | LO1, LO4 | GA4, GA5, GA9 |
Assessment Task 2: Teaching Unit design Develop a unit of work for a nominated period of time (e.g., term/semester) in which students will engage with an Integrated STEM project with a Technology and Engineering focus.
The lessons and project must demonstrate student’s knowledge and understanding of:
| 50% | LO1, LO2, LO3 | GA1, GA4, GA5, GA8, GA9, GA10 |
Representative texts and references
Curriculum Documents
Australian Curriculum, Assessment and Reporting Authority (ACARA). Australian Curriculum: F-10 Curriculum: Mathematics.
Australian Curriculum, Assessment and Reporting Authority (ACARA). Australian Curriculum: F-10 Curriculum: Science.
Australian Curriculum, Assessment and Reporting Authority (ACARA). Australian Curriculum: F-10 Curriculum: Technologies.
General Integrated STEM Education
Barlex, D., & Steeg, T. (2018). Maker education in the English context. In N. Seery, J. Buckley, D. Canty and J. Phelan (Eds) PATT36 International Conference Proceedings: Research and Practice in Technology Education: Perspectives on Human Capacity and Development: Pupils’ Attitudes Towards Technology Conference (p. 341). https://www.researchgate.net/profile/Jeffrey_Buckley/publication/330171309_2018_PATT36_International_Conference_Proceedings_Research_and_Practice_in_Technology_Education_Perspectives_on_Human_Capacity_and_Development/links/5c3135f5458515a4c7109d82/2018-PATT36-International-Conference-Proceedings-Research-and-Practice-in-Technology-Education-Perspectives-on-Human-Capacity-and-Development.pdf#page=354
Bender, W. (2017). 20 strategies for STEM instruction. Learning Sciences International.
Capraro, M., Whitfield, J., & Etchells, M. (2016). A companion to interdisciplinary STEM project-based learning for educators by educators (2nd ed.). doi:10.1007/978-94-6300-485-5
Capraro, R.M., Capraro, M.M., & Morgan, J.R. (2013). STEM project-based learning an integrated science, technology, engineering, and mathematics (STEM) approach.
Jorgensen, R. & Larkin, K. (2018). STEM education in the junior secondary: The state of play. doi: 10.1007/978-981-10-5448-8
Uzzo, S.M., Graves, S.B., Shay, E., Harford, M. & Thompson, R. (2018). Pedagogical content knowledge in STEM (Advances in STEM Education). doi:10.1007/978-3-319-97475-0
Technology and Engineering Focus
de Vries, M. (2011). Positioning technology education in the curriculum. doi.org/10.1007/978-94-6091-675-5
de Vries, M.J. (2018). Handbook of technology education. doi:10.1007/978-3-319-44687-5. doi.org/10.1007/978-3-319-44687-5
Khine, M. (2017). Robotics in STEM education: Redesigning the learning experience. doi: 10.1007/978-3-319-57786-9.
Purzer, Ş., Strobel, J., & Cardella, M. E. (Eds.). (2014). Engineering in pre-college settings: Synthesizing research, policy, and practices.
Ryu, M., Mentzer, N., & Knobloch, N. (2018). Preservice teachers’ experiences of STEM integration: Challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493-512.