Course Title: New Curriculum with New Media 1

Part A: Course Overview

Course Title: New Curriculum with New Media 1

Credit Points: 12


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2160

Bundoora Campus

Undergraduate

360H Education

Face-to-Face

Sem 1 2007,
Sem 1 2009

Course Coordinator: Nicky Carr

Course Coordinator Phone: +61 3 9925 7480

Course Coordinator Email:nicky.carr@rmit.edu.au

Course Coordinator Location: 220.4.13


Pre-requisite Courses and Assumed Knowledge and Capabilities

None


Course Description

New Curriculum with New Media Part 1 is a 12 credit point course in the Bachelor of Education program. In this course pre-service teachers will explore the role of ICT specifically in curriculum contexts. Students will examine the ways in which curricula could be transformed with ICT. This will include a consideration of the use of ICT for communicating ideas, exploring and designing new experiences and examining the ways in which software applications can be used to support dynamic learning and dissemination of ideas. This course will be the first of two that consider these issues and a range of applications will be used in a creative way to facilitate learning for the 21st century. This course will have a focus on ICT in the Middle Years of Schooling.

Using knowledge and skills gained from New Ways with ICT, Designing Multiliteracies and Professional Practice, pre-service teachers will interrogate the use of ICT in a critical framework, deepen their understanding of how to effectively integrate ICT in the Middle Years and extend their personal ICT skills.


Objectives/Learning Outcomes/Capability Development

By the completion of this course it is anticipated that students will be able to: 

  • Describe and reflect on the role of ICT in educational contexts 
  • Critically review and create strategies to facilitate the incorporation of ICT across curricula for the 21st century 
  • Examine the role of ICT and its appropriate application for learning in educational contexts 
  • Use a range of educational software applications with increased competence


By the completion of this course it is anticipated that students will be able to: 

  • Describe and reflect on the role of ICT in educational contexts 
  • Critically review and create strategies to facilitate the incorporation of ICT across curricula for the 21st century 
  • Examine the role of ICT and its appropriate application for learning in educational contexts 
  • Use a range of educational software applications with increased competence


Overview of Learning Activities

Formal face-to-face contact time for this course consists of a three hour seminar/workshop. Pre-service teachers will work individually and as members of small teams to share and co-construct their knowledge. The learning experiences will include: 

  • Mini-lectures/seminars
  • Guest lectures to incorporate field-based experience 
  • Participation in tutorial discussions of key ideas and concepts 
  • Cooperative and small group work during regular classes 
  • Engagement with online curriculum materials and selected educational applications.

Face-to-face workshops will be supplemented by online materials, including scaffolded support for the educational software applications covered in the course; however this is not to be seen as a substitute for the face-to-face workshop.

In addition to scheduled contact time it is expected that pre-service teachers will undertake independent study each week. This time should be devoted to engaging with suggested reading materials, online support materials, and communication tools provided in the course area of the Learning Hub. Pre-service teachers should also spend this time developing familiarity and skills with the ICT applications covered in this course and preparing assessment tasks.


Overview of Learning Resources

A package of reading materials has been prepared for this course and can be purchased from the Bookroom. The reading package contains set readings that will form the basis of the first two hurdle tasks. Students will be allocated one reference per topic to read and be prepared to discuss with peers in class. Student may benefit from reading all suggested references and may find and share other readings with the class. Readings are drawn from online sources as well as current educational technology journals.


Overview of Assessment

Pre-service teachers will complete two assessment tasks. One will be a written task focusing on the development of curriculum plans that incorporate digital online curriculum content. A second task will involved the creation of a teaching resource or example of student work using a specific educational software application. In addition, pre-service teachers will be required to complete three minor hurdle tasks linked to the set reading materials.