ICT in Primary Education

This subject is not offered in 2014.

62.5 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.

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

Rationales for, and processes of, integrating ICT use across the primary curriculum will form the basis on which the subject is constructed. Teacher candidates will be active learners, from a constructivist perspective, as they develop a range of pedagogical strategies that are appropriate for using technology with children, together with a practical framework for integrating ICT into teaching and learning throughout all levels and subject areas. This framework is based on recent research into teaching and learning with educational technologies and incorporates current state and national curriculum documents and initiatives relating to ICT and electronic learning.

Workshop tasks and activities will enhance the development of concepts and practices for primary classroom use of ICT to assist learners to communicate, to express their ideas, to visualise their thinking, and to be creative.

On completion of this subject teacher candidates will be able to demonstrate that they:

• Understand the application of various facets of ICT in a variety of primary school settings.
• Have acquired personal ICT competencies that are demonstrated in the ability to:
• Create teaching and learning materials that incorporate appropriate ICT use;
• Locate and evaluate relevant curriculum and support material from a variety of online sources;
• Design and implement lessons and units that integrate student use of ICT;
• Be confident, proficient and enthusiastic in their personal and professional use of ICT.
• Are aware of the statutory professional standards relating to ICT that are required of all Victorian Primary teachers.

• Class activities (400 words equivalent) due throughout semester, 20%
• Critique of ICT use in the classroom (400 words) due early/mid semester, 20%
• Report on planning, implementing and evaluating ICT use in the classroom (1200 words) due end of semester, 60%

Collection of readings supplemented by online resources

This subject is not available as a breadth subject.

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

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.