Unit rationale, description and aim
The integration of digital technologies into STEM classrooms enhances authentic learning, increases engagement, provides access to resources and information, and builds collaboration and communication skills. As such, educators who employ emerging technologies can facilitate creative, flexible, and purposeful thinking and knowledge construction within the STEM classroom.
In this unit students will critically engage with a range of emerging digital technologies and specialist research-informed practices that allow for the authentic learning via integrated technology. Thus, empowering STEM teachers to move beyond content delivery and allowing learners to develop a range of 21st century skills. This unit will enhance students understanding of contemporary issues associated with digital technologies and develop their specialist technical skills in utilising a variety of emerging digital technologies within a diverse STEM classroom. Students will develop expert STEM teaching and learning strategies to build authentic STEM learning experiences that develop learners 21st century skills within innovative communities of practice.
The aim of this unit is to advance students’ proficiency in utilising digital technologies to develop authentic collaborative STEM learning experiences.
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.
Demonstrate an understanding of contemporary resea...
Learning Outcome 01
Develop advanced technical skills in the use of di...
Learning Outcome 02
Critically analyse teaching and learning and strat...
Learning Outcome 03
Communicate specialist knowledge, skills and ideas...
Learning Outcome 04
Content
This unit will be composed of four learning modules as outlined below.
- MODULE 1 - Contemporary controversies in STEM digital technologies
- authentic learning to develop 21st century skills
- access, equity and ethics associated with digital technology implementation
- case studies of authentic learning via digital technologies in STEM
- MODULE 2 - Digital technologies for the F-12 STEM classroom
- augmented and virtual reality
- digital game-based and location-based learning
- artificial intelligence and machine learning
- MODULE 3 - Embedding digital technologies into STEM learning
- digital technologies and instructional practices to support STEM learning
- designing innovative learning sequences
- transforming assessment and feedback
- MODULE 4 - Collaborating to develop expertise in digital technologies in STEM
- educational innovation through collaboration
- building blended communities of practice and strategic partnerships
- measuring impact-evaluation techniques
Assessment strategy and rationale
The assessment tasks are designed to 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.
The assessment tasks below will enable you to demonstrate the Learning Outcomes and as such demonstrate your understanding of contemporary issues associated with integrating digital technologies into the STEM classroom and design a STEM digital technologies project. In order to pass this unit, students are required to submit or participate in all assessment tasks, and gain 50% or more for each task.
Overview of assessments
Assessment Task 1: Evaluative Essay Students ...
Assessment Task 1: Evaluative Essay
Students choose one emerging digital technology and critically evaluate the utility of the emerging technology in the context of the STEM classroom. Students should address significant issues such as equity, access, ethics and risk.
50%
Assessment Task 2: Design of STEM Digital Techno...
Assessment Task 2: Design of STEM Digital Technologies Project
Students design and present a STEM Digital Technologies Project drawing on existing resources. Students will design their project to include a range of assessment strategies as well as justify how the project will address student diversity within their STEM classroom. Students will also present their Digital Technologies Project to their colleagues to help collaborate and support their peers to utilise digital technologies in the STEM context.
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is used to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
In this unit students will be taught via a range of online and/or face to face strategies including synchronous and asynchronous approaches. They will engage in lectures and workshops where collaborative group work is afforded. During these sessions, students will work with peers to collectively understand and develop new ways to teach STEM utilising digital technologies.
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.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards: