EUB101 Supporting Innovative Pedagogy with Digital Technologies
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB101 |
|---|---|
| Equivalent(s): | EDB112, CRB013 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB101 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EDB112, CRB013 |
| Coordinator: | Shaun Nykvist | s.nykvist@qut.edu.au |
Overview
This unit introduces key concepts and skills for the application of digital technologies in curriculum and pedagogy. It focuses on using digital technologies as a general capability across early childhood, primary and secondary education contexts, while emphasising the importance of ethical use of digital technologies in new and innovative approaches to teaching and learning. This unit will develop your knowledge of relevant curriculum documents (such as the Australian Curriculum and the Early Years Learning Framework) and prepare you with the pedagogies to teach effectively across the curriculum using digital technologies. This unit is undertaken in the first year of your course.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of using digital technologies to support learners and enhance learning and teaching. (Relates to CLO1; APST 2.6, 3.4)
- Critically reflect on contemporary theories of teaching, and learning in order to implement 21st Century teaching strategies using digital technologies to engage students in their learning. (Relates to CLO2; APST 1.2)Relates to: APST: 1 Professional Knowledge, 1.2, 2 Professional Knowledge, 2.6, 3 Professional Practice, 3.4, 4 Professional Practice, 4.5
- Create and maintain safe and inclusive learning environments where digital technologies are used safely, responsibly and ethically. (Relates to CLO3; APST 4.5)
- Apply the principles, methods, and strategies of using digital technologies to leading the development of innovative pedagogical approaches. (Relates to CLO5; APST 3.4)
- Identify and plan professional learning needs in relation to the APSTs. (Relates to CLO6; APST 6.1, 6.3)
Content
In this unit, you will learn:
- To examine theoretical frameworks for and practical approaches to using digital technologies in learning and teaching;
- Strategies to use a wide range of innovative pedagogical approaches effectively, safely and ethically in your teaching. For example, this unit will investigate ways in which mobile devices can be used within the curriculum to support and enhance the teaching and learning process; and
- To consider relevant research and reflect upon your personal and professional learning experiences to inform pedagogic decisions regarding the use of digital technologies.
This unit will help support you with knowledge and skills needed for your Quality Teaching Performance Assessment (QTPA).
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
5 . Innovative - Lead and create innovative future-focused learning.
6. Collegial - Collaborate and connect with professional networks and the wider community.
Learning Approaches
In this unit you will learn through engaging in the following:
A range of blended learning approaches including learning forums, creative inquiry sessions, group work, presentations, discussions and self-directed, online learning activities where you will engage in collaborative activity with peers and tutors. Modelled teaching strategies will provide examples of pedagogies and learning strategies for developing knowledgeable, confident and enthusiastic learners using digital tools.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly creative inquiry sessions with peers and academics. You will be provided with peer and academic formative feedback in weekly creative inquiry activities, through general comments in the preparatory activities directed at assessment work. You will receive written feedback via criteria sheets for the summative assessment tasks.
Assessment
Overview
There are two assessment tasks for this unit. The first asks you to reflect on your experiences of learning in the creative inquiry sessions and compare these to your prior experiences of learning. The second assessment task is a group activity. You will create a digital artefact that could be used in teaching and learning a curriculum subject and present a “professional development” session to colleagues.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
The assessment asks you to reflect on the creative inquiry tasks and activities undertaken in the unit. There is also an overall reflection on your prior experiences of learning with technology, how and for what purpose you will use digital technologies in your future teaching practice, and how you will learn to use unfamiliar digital technologies for teaching.
This task will assess your:
1. Knowledge of how to use technology safely to create engaging learning experiences and teaching strategies.
2. Reflection on how you learned with and about digital technology, and how this will influence your future teaching.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 5
This is an assignment for the purposes of an extension.
Assessment: Presentation (Oral)
In a group, you will design and develop an artefact of a learning experience made possible by digital technologies, then create and present a professional development session for colleagues about this learning experience and the technologies used. You will submit an individual written component that includes a rationale for the design and a description of your contribution to the task.
This task will assess your:
1. Ability to use technology in teaching and learning of a curriculum subject.
2. Ability to develop a professional development session to explain how and why a digital technology can be used to learn a curriculum subject.
3. Professional communication both oral and written and ability to work with peers as part of a professional network.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 5, 6
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Australian Institute for Teaching and School Leadership (AITSL)
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: ULO2, Portfolio, Presentation (Oral)
2 Professional Knowledge: Know the content and how to teach it
- Information and Communication Technology (ICT)
Relates to: ULO2, Portfolio, Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Select and use resources
Relates to: ULO2, Portfolio, Presentation (Oral)
4 Professional Practice: Create and maintain supportive and safe learning environments
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Presentation (Oral) - Engage with colleagues and improve practice
Relates to: Presentation (Oral)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Portfolio, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: Portfolio, Presentation (Oral) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Presentation (Oral)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Portfolio, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Portfolio, Presentation (Oral) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Portfolio, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Presentation (Oral)
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation (Oral) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO2, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community
Relates to: Presentation (Oral)
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB101 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EDB112, CRB013 |
Overview
This unit introduces key concepts and skills for the application of digital technologies in curriculum and pedagogy. It focuses on using digital technologies as a general capability across early childhood, primary and secondary education contexts, while emphasising the importance of ethical use of digital technologies in new and innovative approaches to teaching and learning. This unit will develop your knowledge of relevant curriculum documents (such as the Australian Curriculum and the Early Years Learning Framework) and prepare you with the pedagogies to teach effectively across the curriculum using digital technologies. This unit is undertaken in the first year of your course.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and understanding of using digital technologies to support learners and enhance learning and teaching. (Relates to CLO1; APST 2.6, 3.4)
- Critically reflect on contemporary theories of teaching, and learning in order to implement 21st Century teaching strategies using digital technologies to engage students in their learning. (Relates to CLO2; APST 1.2)Relates to: APST: 1 Professional Knowledge, 1.2, 2 Professional Knowledge, 2.6, 3 Professional Practice, 3.4, 4 Professional Practice, 4.5
- Create and maintain safe and inclusive learning environments where digital technologies are used safely, responsibly and ethically. (Relates to CLO3; APST 4.5)
- Apply the principles, methods, and strategies of using digital technologies to leading the development of innovative pedagogical approaches. (Relates to CLO5; APST 3.4)
- Identify and plan professional learning needs in relation to the APSTs. (Relates to CLO6; APST 6.1, 6.3)
Content
In this unit, you will learn:
- To examine theoretical frameworks for and practical approaches to using digital technologies in learning and teaching;
- Strategies to use a wide range of innovative pedagogical approaches effectively, safely and ethically in your teaching. For example, this unit will investigate ways in which mobile devices can be used within the curriculum to support and enhance the teaching and learning process; and
- To consider relevant research and reflect upon your personal and professional learning experiences to inform pedagogic decisions regarding the use of digital technologies.
This unit will help support you with knowledge and skills needed for your Quality Teaching Performance Assessment (QTPA).
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3. Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
5 . Innovative - Lead and create innovative future-focused learning.
6. Collegial - Collaborate and connect with professional networks and the wider community.
Learning Approaches
In this unit you will learn through engaging in the following:
A range of blended learning approaches including learning forums, creative inquiry sessions, group work, presentations, discussions and self-directed, online learning activities where you will engage in collaborative activity with peers and tutors. Modelled teaching strategies will provide examples of pedagogies and learning strategies for developing knowledgeable, confident and enthusiastic learners using digital tools.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly creative inquiry sessions with peers and academics. You will be provided with peer and academic formative feedback in weekly creative inquiry activities, through general comments in the preparatory activities directed at assessment work. You will receive written feedback via criteria sheets for the summative assessment tasks.
Assessment
Overview
There are two assessment tasks for this unit. The first asks you to reflect on your experiences of learning in the creative inquiry sessions and compare these to your prior experiences of learning. The second assessment task is a group activity. You will create a digital artefact that could be used in teaching and learning a curriculum subject and present a “professional development” session to colleagues.
Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Portfolio
The assessment asks you to reflect on the creative inquiry tasks and activities undertaken in the unit. There is also an overall reflection on your prior experiences of learning with technology, how and for what purpose you will use digital technologies in your future teaching practice, and how you will learn to use unfamiliar digital technologies for teaching.
This task will assess your:
1. Knowledge of how to use technology safely to create engaging learning experiences and teaching strategies.
2. Reflection on how you learned with and about digital technology, and how this will influence your future teaching.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 5
This is an assignment for the purposes of an extension.
Assessment: Presentation (Oral)
In a group, you will design and develop an artefact of a learning experience made possible by digital technologies, then create and present a professional development session for colleagues about this learning experience and the technologies used. You will submit an individual written component that includes a rationale for the design and a description of your contribution to the task.
This task will assess your:
1. Ability to use technology in teaching and learning of a curriculum subject.
2. Ability to develop a professional development session to explain how and why a digital technology can be used to learn a curriculum subject.
3. Professional communication both oral and written and ability to work with peers as part of a professional network.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 5, 6
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Australian Institute for Teaching and School Leadership (AITSL)
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: ULO2, Portfolio, Presentation (Oral)
2 Professional Knowledge: Know the content and how to teach it
- Information and Communication Technology (ICT)
Relates to: ULO2, Portfolio, Presentation (Oral)
3 Professional Practice: Plan for and implement effective teaching and learning
- Select and use resources
Relates to: ULO2, Portfolio, Presentation (Oral)
4 Professional Practice: Create and maintain supportive and safe learning environments
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Presentation (Oral) - Engage with colleagues and improve practice
Relates to: Presentation (Oral)
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Portfolio, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: Portfolio, Presentation (Oral) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Portfolio, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Presentation (Oral)
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Portfolio, Presentation (Oral) - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Portfolio, Presentation (Oral) - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Portfolio, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Presentation (Oral)
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Presentation (Oral) - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Presentation (Oral) - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO2 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO2, Presentation (Oral) - Collegial: Collaborate and connect with professional networks and the wider community
Relates to: Presentation (Oral)