Unit rationale, description and aim
Technologies such as artificial intelligence, virtual and augmented realities, and the “internet of things” (IoT) have opened rich possibilities for learning. They also raise important questions about what it means to be human, how we relate to each other, and how we make ethical use of these powerful technologies to support learning within schools. Advances in neuroscience complement these technology advances.
This interdisciplinary unit is a conversation between the Catholic intellectual tradition, emerging technologies, and contemporary learning sciences to explore how educational leaders ethically and constructively respond to these developments.
This unit develops skills in interdisciplinary knowledge practice. Students utilise philosophical, ethical, and theological tools and processes to refine their philosophy and practice of education. They gain experience in effectively communicating these complex insights to their communities.
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.
Explain recent technological developments and thei...
Learning Outcome 01
Acquire interdisciplinary skills to enhance their ...
Learning Outcome 02
Develop ethical and theological insights (APST 6.2...
Learning Outcome 03
Communicate effectively complex and specialist con...
Learning Outcome 04
Content
Topics will include:
- Visions of life: imago dei, anthropos, Dreaming
- From Turing to Zuckerberg: intelligent learning reconsidered
- The rise of digital pedagogies and their impact
- Machine learning and social media
- Avatars and the metaverse
- Progression or regression?
- Neuroscience
- What counts as evidence?
- What are the ethics of the evidence?
- The dance of science, data, and spirit
- Enhancing learning
- Emergence and the ethics of sense-making
- Ethical inquiry (digital representation, AR/VR, neuro-data): what is valid and reliable?
- Ethical evaluation: what is good, and for whom?
- Ethical response: how do I now lead?
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each of the learning outcomes. Assessment tasks build on each other through a developmental and applied approach and provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
Assessment 1 requires students to reflect on recent advances in their professional practice. Students are to evaluate technology advances from an ethical and theological perspective, thereby grounding the learning in the specific faith context of Catholic education. It also complements the critical perspective on innovation and change that is evident in other units. Assessment 2 then requires students to consider what actions can be taken within their sphere of professional practice in light of their learning.
The assessment tasks and their weighting for this unit are mapped to demonstrate the achievement of the learning outcomes and the related academic and professional standards.
In order to pass this unit, students are required to successfully complete both assessment tasks regardless of their mode of enrolment.
Overview of assessments
Assessment Task 1: Historical Analysis and Critic...
Assessment Task 1: Historical Analysis and Critical Discussion
Provide a historical overview of changes in two educational technologies and summarise their (claimed) impact on learning. Discuss their implications with consideration of ethics and contemporary theological debate.
50%
Assessment Task 2: Critical Analysis Critically ...
Assessment Task 2: Critical Analysis
Critically evaluate how educational leaders can respond ethically to the challenges identified in Assessment Task 1 (priorities to be determined based on student’s context, e.g., faculty/stage, school, system, ecclesial).
50%
Learning and teaching strategy and rationale
This unit may be offered in online, on campus or in multimode, for the equivalence of 150 hours of study. This unit adopts an interdisciplinary approach to the challenges of technology and its use within contemporary education. It focuses on the ways in which technology impacts ontological and epistemological assumptions on which educational processes are based. The nature of technological change is examined first through historical analyses of recent changes. Discussion and case study methods are employed to evaluate the ethical, relational, and theological implications of these changes. Students then develop and articulate how their personal philosophy of education responds to the challenges posed. Possible actions flowing from this are also presented.
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
Relating toLead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Relevant Learning OutcomeLO1
Relating toLead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students
Relevant Learning OutcomeLO1
Relating toReview or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO1
Relating toInitiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Relevant Learning OutcomeLO2, LO3
Relating toImplement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Relevant Learning OutcomeLO3
Relating toAdvocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Relevant Learning OutcomeLO2, LO3
Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Relevant Learning OutcomeLO4
Relating toTake a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
Relevant Learning OutcomeLO4
Australian Professional Standard For Principals - Professional Practice
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Professional Practice standards:
Relating to
Professional Practice: Leading teaching and learning
Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students’ achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Leading improvement, innovation and change
Principals work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Leading the management of the school
Principals use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Engaging and working with the community
Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the wider school community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers and all those associated with the wider school community. They create an ethos of respect taking account of the spiritual, moral, social and physical health and wellbeing of students. They promote sound lifelong learning from preschool through to adult life. They recognise the multicultural nature of Australia’s people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students, families and carers from communities facing complex challenges.
Relevant Learning OutcomeLO1, LO2, LO3, LO4