CR405 CURRICULUM AND PEDAGOGY: LITERACY, NUMERACY AND DIGITAL TECHNOLOGIES

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1 CR405 CURRICULUM AND PEDAGOGY: LITERACY, NUMERACY AND DIGITAL TECHNOLOGIES This sample unit outline is provided by CHC for prospective and current students to assist with unit selection. Elements of this outline which may change with subsequent offerings of the unit include Content, Required Texts, Recommended Readings and details of the Assessment Tasks. Students who are currently enrolled in this unit should obtain the outline for the relevant semester from the unit lecturer.

2 Unit Name Unit Code Award Core/Elective Pre/co-requisites Mode Weighting Curriculum and Pedagogy: Literacy, Numeracy and Digital Technologies CR405 Graduate Diploma in Education (Secondary) Core Nil Internal 10 credit points Delivery/Contact hrs Class contact Engagement with unit materials readings Assignment preparation Total Teaching Staff Unit Rationale Colette Alexander 33 hours 44 hours 63 hours 140 hours With the recent rapid development of technological forms of discourse and communication, there is an increasing need for school students to be able to read, critically interpret and produce documents and other texts in a variety of forms across the full spectrum of teaching areas. In order to facilitate teaching and learning in relation to school students literate and numerate needs, preservice teachers must to be able to competently engage in, analyse and plan for learning in a wide range of traditional and contemporary literate, numerate and digital practices. The teaching of these literacies can no longer be considered the domain of just one or two key learning areas. Rather, teachers in all teaching areas need to effectively integrate these practices with in order to contribute to the development of effective life-long and life-wide learning for school students. As such, all preservice teachers entering the profession need to responsibly use an everincreasing range of pedagogical practices for teaching, learning and assessment that embeds literate, numerate and digital demands in authentic ways with the content and concepts of all of their teaching areas. This unit is specifically designed to address the need for preservice teachers to investigate, assess, experiment and reflect on their teaching in the light of best practice and recent developments. In particular, the multiliteracies pedagogical framework will be used as a basis for the development of teaching and learning that links various literacies for innovative and productive teaching and learning across all learning areas. Learning Outcomes: On completion of this unit, preservice teachers will have provided evidence that they have: 1. Knowledge of key principles, terminology and themes relating to cross-curricular literacies, including literacy, numeracy and digital literacy, for teaching, learning and assessment. 2. Investigated and engaged with ICTs as pedagogical tools for engaging school students in flexible, innovative, creative and challenging learning opportunities. 3. Developed and applied logical, innovative and authentic teaching, learning and assessment tools, models, and practices to school students development of literate, numerate and digital practices. 4. Planned appropriately structured and sequenced innovative learning sequences and assessment tasks that link content from the teaching areas with various literacies; including literacy, numeracy and digital literacy. 5. Critically reflected on the place and function of literacy, numeracy and digital technology in the classroom. 6. Written at an appropriate tertiary standard (with special attention to correct grammar, punctuation, spelling, vocabulary, usage, sentence structure, logical relations, style, referencing and presentation).

3 Professional Standards for Queensland Teachers: The learning opportunities provided in this unit contribute to the practice, knowledge and values of the following QCT Professional Standards for Queensland Teachers: 4. Design and implement learning experiences that value diversity. 7. Create and maintain safe and supportive learning environments. 8. Foster positive and productive relationships with families and the community. 10. Commit to reflective practice and professional renewal. Successful engagement with this unit will provide substantial evidence of the practice, knowledge and values of the following QCT Professional Standards for Queensland Teachers: 1. Design and implement engaging and flexible learning experiences for individuals and groups 2. Design and implement learning experiences that develop language, literacy and numeracy. 3. Design and implement intellectually challenging learning experiences. 5. Assess and report constructively on student learning. Content: Week Topic Contemporary curriculum innovations in literacy, numeracy & digital technologies - Cross-curricular literacies and cross-curricular priorities - Syllabus initiatives; literacy & numeracy indicators, ICT Essential Learnings (Middle) - Syllabus initiatives; Language education, quantitative concepts and skills (Senior) - Professional and political influences on policy ICTs as pedagogical tools - Benefits of engaging school students in a technological world - Developing classroom resources that authentically engage school students with ICT - Seamless integration of ICT across the teaching areas Strategies for teaching reading of multimodal texts to school students - Identifying valid and reliable texts; matching subject matter, purpose and audience - Extracting useful information; skimming, scanning, note-taking - Comprehending texts; engaging appropriate discourses and vocabulary - Critical literacy and numeracy in digital contexts; encouraging reflexive thinking Strategies for teaching writing and designing of multi-modal texts to school students - Unpacking learning and assessment tasks; identifying and scaffolding literate, numerate and digital demands - Engaging school students through the Multiliteracies Pedagogical Framework; situated and transformed practice - Teaching focuses of the Multiliteracies Pedagogical Framework; overt instruction and critical framing Futures Perspectives - Potentials of ICT innovations - The place and scope of cross-curricular literacies - Cross-curricular literacies and the world of work - Other forms of literacy; scientific, health, emotional,... Professional Development Workshops: Each week preservice teachers will engage in a professional development workshop relating to the pedagogical use, understanding and appreciation of digitally mediated resources and tools for teaching and learning.

4 Topics include: - Digital Learning Environments and Learning Management Systems - Learning with Interactive Whiteboards - Web-Based Inquiries and Investigations - Communication , SMS, Forums, Chatrooms, Video Conferences, - Curriculum Software for Key Learning Areas - Digital Publishing for Multimodal Literate Practices - Digital Publishing for Multimodal Numerate Practices - ICT and the Arts Serving Presentation, Performance and Creativity - Other ICT innovations as they become evident... Set Text Requirements: No set text. Relevant readings and resources will be provided. Preservice teachers will need electronic access to the syllabus documentation for each of their teaching areas. Recommended Readings: Contemporary education journals, papers and readings will be a major source of current information and ideas about innovative teaching and learning methodologies in relation to literate, numerate and digital practices. Anstey, M 2006, Teaching and Learning Multiliteracies: Changing Times, Changing Literacies, International Reading Association, Newark, DE. Ball, A 2004, Help! There s a Computer in My Classroom: A Very Practical Guide for Teachers, David Fulton, London. Board of Teacher Registration Queensland 2005, Numeracy in Teacher Education: The Way Forward in the 21st Century, Author, Brisbane. Cope, B & Kalantzis, M (eds.) 2000, Multiliteracies: Literacy Learning and the Design of Social Futures, Macmillan, South Melbourne. Curriculum Corporation 2000, Numeracy Benchmarks Years 3, 5 & 7, Department of Education and Training 2007, Numeracy: Lifelong Confidence with Mathematics - Framework for action , Grabe, M & Grabe C 2000, Integrating the Internet for Meaningful Learning, Houghton Mifflin, New York. Grabe, M & Grabe, C 2004, Integrating Technology for Meaningful Learning, Houghton Mifflin, New York. Healy, A 2000, Teaching Reading and Writing in a Multiliteracies Context: Classroom Practice, Post Pressed, Flaxton, QLD. Healy, A 2008, Multiliteracies and Diversity in Education: New Pedagogies for Expanding Landscapes, Oxford University Press, South Melbourne. Irons, A & Alexander, S (eds.) 2004, Effective Learning and Teaching in Computing, Routledge, London. Kalantzis, M, Cope, B & Fehring, H 2002, Multiliteracies: Teaching and Learning in the New Communications Environment, PETA, vol. 133, March, pp Lankshear, C & Snyder, I 2000, Teachers and Technoliteracy: Managing Literacy, Technology and Learning in Schools, Allen & Unwin, Sydney. Lee, M & Winzenried, A 2009, The Use of Instructional Technology in Schools: Lessons to be Learned, ACER Press, Camberwell, VIC. Sharp, B 2009, Thirty Three Ways to Help With Numeracy, Routledge, Abingdon, UK. Sparks, C 2000, Teaching With the Internet, Hawker Brownlow, Cheltenham, VIC. Unsworth, L 2001, Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice, Open University Press, Buckingham, UK. Westwood, PS 2008, What Teachers Need to Know About Numeracy, ACER Press, Camberwell, VIC. Wood, AF & Smith, MJ 2005, Online Communication: Linking Technology, Identity and Culture, 2nd edn, Lawrence Erlbaum, Mahwah, NJ.

5 Assessment: Assessment Item Topic/s Learning Outcomes assessed Week Due Weighting Professional Workshops Learning Task Analysis Teaching and Learning Sequence Part A: Workshop Presentation Prepare and present a professional workshop that uses overt instruction and critical framing to introduce a digitallymediated pedagogy. Part B: Reflections Write a reflective journal that uses an identified pedagogical thinking strategy to analyse and evaluate the potential classroom applications of the presented materials and ideas from at least four workshops. Design and present a folio of two assessment pieces, including task sheets and guides for making judgements; one for each teaching area. The tasks should be typical of those expected of secondary school students in that teaching area. Then, analyse the literate, numerate and digital demands placed on school students when completing the tasks, with particular attention on reading and writing. The folio is to be presented electronically on a storage device, such as a CD-ROM or flash drive. Design a single learning task for one teaching area that purposefully integrates at least two of literate, numerate and digital practices. Plan a sequence of learning experiences for teaching the knowledge, skills and attitudes for the teaching area and the literate, numerate and digital components of the learning task. 1-3, 6 Weeks % Week 7 30% 1-6 Week 11 40% Unit Overview: This unit develops frameworks for preservice teachers to pay particular attention to cross-curricular literate, numerate and digital practices in their practice within the classroom. This will develop sound foundations in identifying, teaching and assessing for the literate, numerate and digital demands of contemporary educational, professional and social contexts of school students.

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