Learning Area Information Technology 1

This subject is not offered in 2013.

125 hours total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.

None

None

None

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

The Information Technology (IT) Learning Area develops teacher candidates’ understanding of the capabilities, requirements and integrated nature of approaches to IT, within the Australian secondary school curriculum.

The study connects curriculum to ways IT based skills, processes and knowledge support various activities including information, communications technology areas and other areas of study.

Learning and technology based communication practices are investigated in digital personal, networked and collaborative settings.

Teacher candidates plan for, develop and implement learning sequences where IT is a focus and is integrated into other learning areas.

Reflections on teaching practice are facilitated and encouraged particularly using technologies that enable experience, ideas, and resources to be shared.

The focus is on effective teaching with and of ICT in secondary classrooms. Among other issues, this will involve consideration of current curriculum and cross curriculum requirements in IT from year 7 to 12. ..

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Develop ways to use IT to engage learning through processes of computation, production, design and communication;
• Provide various ideas for IT based information gathering and presentations in a variety of contexts including for other learning areas;
• Be able to provide support for the analysis of ethical, commercial, sustainable and project management needs in the contexts of IT use;
• Find and design IT tasks and environments that guide assessment and that identify student learning needs and IT abilities;
• Plan and develop learning sequences in IT following curriculum frameworks and be able to integrate these with other learning areas.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

2.1 Content and teaching strategies of the teaching area;

2.2 Content selection and organisation;

2.6 Information and Communication Technology (ICT);

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies;

3.4 Select and use resources;

3.5 Use effective classroom communication;

4.1 Support student participation;

4.2 Manage classroom activities;

4.5 Use ICT safely, responsibly and ethically;

7.1 Meet professional ethics and responsibilities;

7.2 Comply with legislative, administrative and organisational requirements.

Digital learning environment and network (1600 words) , due early semester, 40%

Lesson plan with IT capability (400 words), due mid semester, 10%

Unit of work with IT capabilities in VELS or VCE or VET (2000 words), due end of semester, 50%

None

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates should be able to demonstrate the capacity to:

• manage, plan, and implement projects;
• reflect on professional practice;
• identify opportunities for further professional development and growth;
• work in teams in planning and implementing projects using skills in communication, negotiation and cooperation.