Subject Outline
Subject Title Technologies Across the Curriculum
Subject Code ED3441
Credit Points 3
Study Period TR3
Attendance Mode Internal
Campus Singapore
Prerequisite/s ED1440 OR ED1441
Leanne Cameron
Subject Coordinator/
Academy Division
College
College of Arts, Society & Education
At James Cook University, we acknowledge the Australian Aboriginal and Torres Strait Islander peoples
of this nation. We acknowledge the Traditional Owners of the lands on which our campuses and study
centres are located and where we conduct our business. We pay our respects to ancestors and Elders, past,
present and future. JCU is committed to honouring Australian Aboriginal and Torres Strait Islander
peoples’ unique cultural and spiritual relationships to the land, waters and seas and their rich contribution
to JCU and society.
© Copyright 2024
This publication is covered by copyright regulations. Apart from any fair dealing for the purpose of private
study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by
any process or placed in computer memory without written permission (including file sharing websites).
Contents
1 Subject details ........................................................................................................................................ 3
1.1 Student participation requirements ................................................................................................... 3
1.2 Teaching Staff contact details............................................................................................................. 3
1.3 Subject description ............................................................................................................................ 4
1.4 Subject learning outcomes and course learning outcomes ................................................................. 4
1.5 Student feedback on subject and teaching ......................................................................................... 5
1.6 Subject resources and special requirements ....................................................................................... 6
1.7 Generative AI Usage ........................................................................................................................... 6
2 Assessment details................................................................................................................................ 7
2.1 Key dates ........................................................................................................................................... 7
2.2 Requirements for successful completion of this subject ..................................................................... 7
2.3 AccessAbility Services and Support..................................................................................................... 8
2.4 Assessment items .............................................................................................................................. 8
3 Submission and return of assessment.......................................................................................... 19
3.1 Submission of assessment ................................................................................................................ 19
3.2 Late submissions .............................................................................................................................. 19
3.3 Special Consideration (including deferrals and extensions) ............................................................... 19
3.4 Academic Integrity ........................................................................................................................... 19
3.5 Return of assessment ....................................................................................................................... 20
3.6 Review of assessment ...................................................................................................................... 20
4 Learning and teaching in this subject ........................................................................................... 21
4.1 Subject calendar .............................................................................................................................. 21
4.2 Learning and teaching activities/expectations .................................................................................. 23
This Subject Outline has been prepared by Leanne Cameron for the College of Arts, Society and Education,
James Cook University. Updated August 2024.
The information provided in this subject outline is correct as at the time of completion and may change
in response to changing University resources. Any changes will be approved by the College Dean or
representative and will be communicated to students by the LearnJCU subject site.
Page 2 of 23
1 Subject details
1.1 Student participation requirements
The JCU Learning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for
a three (3) credit point subject requires a 130 hour work load of study related activities, including
attendance, assessment and self-directed study over the duration of the subject with equivalency across
all attendance modes.
Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of
some subjects (Learning, Teaching and Assessment Procedures, 3.1.8e) and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.
Key subject activities
Refer to the appropriate Timetable:
Workshops (20 hours) • JCU Singapore
or your eStudent personal timetable
Refer to the appropriate Timetable:
Online activity (10 hours) • JCU Singapore
or your eStudent personal timetable
Other mandatory attendance requirements: It is expected that Internal students will attend at least 80% of the
workshops
For information regarding class registration, visit the Class Registration Schedule.
1.2 Teaching Staff contact details
Teaching Consultation
Staff member Room Phone Email
team times*
Subject
Leanne Cameron 47816323 [email protected] By email
Coordinator
Lecturer Celina Lin - [email protected]
Learning JCU Singpore Learning learningcentre-
C1-12B n/a By email
Advisors Centre [email protected]
library-
Librarian JCUS Library C1-08 n/a By email
*Other consultation times by appointment only.
Page 3 of 23
1.3 Subject description
The goal of this subject is to support Early Childhood and Primary pre-service teachers' development of
the Australian Professional Standards for Teachers in the context of Design & Technologies and Digital
Technologies, the two subjects of the Australian Curriculum: Technologies. Upon completion of this
subject, pre-service teachers will be able to approach the teaching of Technologies positively, including
game design, coding and robotics in the classroom. Through a focus on pedagogical practices that support
learning, including differentiated practice for diverse learners, pre-service teachers will develop and
demonstrate a deep understanding of the content and processes of Technologies education, including
'thinking in technologies' (i.e., design, systems and computational thinking), game-based learning, project
management, and how the Digital Literacy capability in the Australian Curriculum is used to support
Technologies learning.
1.4 Subject learning outcomes and course learning outcomes
On successful completion of this subject, you will be able to:
1. plan, implement, assess and evaluate a project that includes thinking skills and provides
differentiated learning experiences for students from diverse linguistic, cultural, religious and
socio-economic backgrounds
2. design learning experiences using technology that provide early childhood and/or primary
students with safe, authentic opportunities to create solutions, consider sustainable patterns of
living and contribute to preferred futures for themselves and others
3. apply an advanced understanding of the Core Concepts in the Australian Curriculum: Technologies
to support children's use of their imagination and creativity when using technologies
4. critically analyse, reflect on and synthesise current issues pertinent to professional practice in the
Australian Curriculum: Technologies Learning Area
These outcomes will contribute to your overall achievement of course learning outcomes.
As part of the Education degree, students must also meet the Australian Professional Standards for
Teachers (APST), Early Years Learning Framework Outcomes and the outcomes of the Queensland
Kindergarten Learning Guideline. Students will be able to demonstrate the outcomes through various
subjects including this one. These outcomes will contribute to your overall achievement of course learning
outcomes. Your course learning outcomes can be located in the entry for your course in the electronic
JCU Course and Subject Handbook 2024 (click on ‘Course Information’ bar/ select ‘Undergraduate
Courses’ or ‘Postgraduate Courses’/ select relevant course/ scroll down to ‘Academic Requirements for
Course Completion’, ‘Course learning outcomes’).
1.4.1 Australian Professional Standards for Teachers
1.2 - Demonstrate knowledge and understanding of research into how students learn and the implications
for teaching.
1.3 - Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
2.1 - Demonstrate knowledge and understanding of the concepts, substance and structure of the content
and teaching strategies of the teaching area. (Technologies learning area specifically)
Page 4 of 23
2.2 - Content selection and organization: Organise content into an effective learning and teaching
sequence.
2.6 - Information and Communication Technology (ICT): Implement teaching strategies for using ICT to
expand curriculum learning opportunities for students.
3.3 - Use a range of teaching strategies: Select and use relevant teaching strategies to develop knowledge,
skills, problem solving and critical and creative thinking.
3.4 - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.5 - Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.
1.4.2 EYLF Outcomes
Outcome 4: Children are confident and involved learners
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity (4.1)
• Children develop a range of skills and processes such as problem solving, enquiry, experimentation,
hypothesizing, researching and investigating (4.2)
• Children transfer and adapt what they have learned from one context to another (4.3)
• Children resource their own learning through connecting with people, places, technologies and
natural and processed materials (4.4)
Outcome 5: Children are effective communicators
• Children interact verbally and non-verbally with others for a range of purposes (5.1)
• Children engage with a range of texts and gain meaning from these texts (5.2)
• Children express ideas and make meaning using a range of media (5.3)
• Children begin to understand how symbols and pattern systems work (5.4)
• Children use information and communication technologies to access information, investigate ideas and
represent their thinking (5.5)
1.5 Student feedback on subject and teaching
Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects
and teaching, we regularly seek feedback on the JCU student experience.
YourJCU Surveys are available to all students through LearnJCU. You will receive an email invitation
when the survey opens.
In response to previous student feedback and other data, the following enhancements to this subject
have been made:
• The subject workload has been better balanced throughout the study period.
• Assessments have been adjusted to recognise students’ prior learning, or lack of, in the
Technologies subjects and their pedagogies.
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1.6 Subject resources and special requirements
All subject readings and resources, including journal articles, book chapters, websites, videos, print and
textbook are listed online in the relevant modules on the ED3441 LearnJCU subject site. Please be aware
that the required Fleer textbook (2023 - 3rd edition) is used extensively in ED3441: Technologies across
the Curriculum, so the purchase is highly recommended but most students should already have the 2nd
edition of the text as it was also used in both ED1440 and ED1441. The use of the 2nd edition is fine.
Some students will have an earlier version of the Fleer text. This can be used but please note the page
numbers and content will not always correspond to those provided.
The textbooks will be available to purchase online and through many quality booksellers from July 31. The
JCU Library has limited copies of all prescribed textbooks available for 2-day loans, and options for viewing
available eTextbooks online. The ED3441 required text is:
Technologies for Children (2023) 3rd Edition
by Marilyn Fleer. ISBN: 9781009229593
Key additional documents are available online. They include:
• Belonging, Being & Becoming - The Early Years Learning Framework of Australia (EYLF)
• The Queensland Kindergarten Learning Guideline (QKLG)
• The Alice Springs (Mparntwe) Education Declaration
• My Time, Our Place: Framework for School Age Care in Australia (Framework for School Age
Care)
• The National Quality Framework (NQF)
1.7 Generative AI Usage
This Subject requires the use of Generative AI tools for the completion of learning activities and/or
assessments. However, please be VERY careful to edit and fact check the output.
Page 6 of 23
2 Assessment details
2.1 Key dates
Key dates Date
Census date and Last date to withdraw without financial penalty Thursday, 10 October 2024
Last date to withdraw without academic penalty Sunday, 22 September 2024
Assessment 1: Online Safety Presentation [10%] Due 11:59pm, Friday, 4 October 2024
Assessment 2a: Module 2 & 3 Submissions [20%] Due 11:59pm, Friday, 1 November 2024
Assessment 2b: Module 4 & 5 Submissions [20%] Due 11:59pm, Friday, 22 November 2024
Assessment 3: Adapting a Learning Activity & Webpage [50%] Due 11:59pm, Friday, 29 November 2024
2.2 Requirements for successful completion of this subject
In order to pass this subject, you must:
● Achieve an overall percentage of 50% or more;
● Complete all assessment tasks;
● Attend at least 80% of all workshops.
Attendance will be monitored. It is expected that Internal students will attend at least 80% of the
workshops (you must attend at least 8 of the 10 workshops) and External students will be required to
attend Collaborate sessions ‘live’ OR view the recordings.
Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedure, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedure, 3.7.4.).
2.2.1 Inherent requirements
Inherent requirements are the fundamental abilities, attributes, skills, and behaviours needed to achieve
the learning outcomes of a course while preserving the academic integrity of the university’s learning,
assessment and accreditation processes. Students and prospective students must be able to demonstrate
that they have acquired or have the ability to acquire the inherent requirements for their degree.
Reasonable adjustments may be made to assist students manage additional circumstances impacting on
their studies provided these do not change the academic integrity of a degree. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
Students who believe they will experience challenges completing their degree or course because of their
disability, health condition or other reason should discuss their concerns with an Accessibility Services
team member or a member of College staff, such as the Course Coordinator. In the case where it is
determined that inherent requirements cannot be met with reasonable adjustments, the University staff
can provide guidance regarding other study options.
Page 7 of 23
2.2.2 How do I track my progress in this subject?
Feedback will be given throughout the Study Period both incidentally (through conversation and
Collaborate discussions) and formally via written feedback in the LearnJCU Grade Centre (via the
assessment rubrics attached to each assessment task).
Students who require guidance that is more detailed are encouraged to make an appointment with their
Tutor and/or the Subject Coordinator.
2.3 AccessAbility Services and Support
Reasonable adjustments may be made to assist you to manage additional circumstances impacting on
your studies provided these do not change the academic integrity of a course. Reasonable adjustments
do not alter the need to be able to demonstrate the inherent requirements of the course.
If you believe you will experience challenges completing your subject or course because of a disability,
health condition or other reason, you should discuss your concerns with AccessAbility Services.
Your course inherent requirements can be found here Course and Subject Handbook, see the respective
Course Information tab.
2.4 Assessment items
ASSESSMENT ITEM 1: ONLINE SAFETY PRESENTATION
We know that utilising technologies has many benefits for the children, eg. exploring their creativity,
improving their language skills, solving problems, thinking critically and building relationships. However,
as you learnt in ED1440/ED1441, there may be risks if children use connected devices without supervision
or for extended periods of time (eSafety Commissioner, 2020).
In this assignment, you are to create a multimedia presentation for students (2 minutes maximum) that
helps them understand how they can keep themselves safe when online. Refer to the eSafety
Commissioners’ resources and to a variety of resources provided in Module 1 in the ED3441 LearnJCU site
to get advice that will encourage the children to have positive relationships with technology and build
their understanding of online safety. Remember, many children have limited reading ability so your
submission should age appropriate, and MUST include audio outlining how the children can keep
themselves safe.
The source of all information used should be carefully selected and listed at the end of the presentation
or can be done in-text if it only relates to a specific area. Full APA referencing is not required for this work.
Your presentation should appropriately address each of the three sub elements of the ‘Practising Digital
Safety and Wellbeing’ element of the Australian Curriculum: Digital Literacy Capability (ACARA 2022)
as outlined on the next page.
Ensure your presentation is made ‘public’ for the marking period. Submit your work by copying the
presentation URL into a Word document and uploading that document to the Assignment 1 submission
link in the Assessment module of the ED3441 LearnJCU webpage.
Page 8 of 23
Practising digital safety and wellbeing sub elements of the Digital Literacy Capability
• Manage online safety – supports students to develop the appropriate technical, social, cognitive,
communicative and decision-making skills to address online risks. They recognise the content risks that they
face online, such as hurtful user-generated content, and the strategies involved in dealing with them.
• Manage digital privacy and identity – supports students to recognise the importance of controlling and shaping
their own digital identity. They create and curate their online identities to positively tell their stories, while
recognising how personal use of digital media may have implications on their digital footprint.
• Manage digital wellbeing – supports students to consider the nature and impact of digital tool use. They
develop understanding that behaviours such as excessive screen time, digital workload, distraction and
multitasking can have an impact on their health, work productivity, wellbeing and lifestyles. They understand
the benefits and risks of digital participation in relation to health and wellbeing outcomes.
ASSESSMENT ITEM 1: ONLINE SAFETY PRESENTATION
2. design learning experiences using technology that provide early childhood and/or
primary students with safe, authentic opportunities to create solutions, consider
sustainable patterns of living and contribute to preferred futures for themselves and
Aligned subject learning
others
outcomes
4. critically analyse, reflect on and synthesise current issues pertinent to professional
practice in the Australian Curriculum: Technologies Learning Area
1. Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning
2. Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of
the content and teaching strategies of the teaching area.
Aligned professional 3. Plan for and implement effective teaching and learning
standards/ competencies 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in
their learning.
4. Create and maintain supportive and safe learning environments
4.4 Describe strategies that support students’ well-being and safety working within school
and/or system, curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
Group or individual Individual assessment item
Weighting and due date [10%] Due 11:59pm, Friday, 4 October 2024
Requirements for
successful completion of Achieve an overall percentage of 50% or more
this assessment item
Generative AI tools are not restricted for this assessment item
Generative AI use In this assessment, you can use Generative Artificial Intelligence (GenAI) to assist you in any
way. Any use of generative AI must be appropriately acknowledged and include a
Declaration of AI-Generated Material.
Page 9 of 23
ASSESSMENT TASK 1: CRITERIA SHEET
Assessment Criteria High Distinction 85- Distinction 75-84% Credit 65-74% Pass 50-64% Fail 0-49%
100%
Design an engaging digital 2 Outstanding, cohesive and Highly effective, cohesive and Very effective, cohesive and Effective and cohesive and A digital presentation that
minute presentation that is comprehensive design of an detailed design of an engaging digital detailed design of an engaging detailed design of an lacks cohesion and adequate
appropriate for a student engaging digital presentation for a presentation for a student audience. digital presentation for a student engaging digital presentation detail for a student audience.
audience student audience. audience. for a student audience.
20% of grade
Addresses all 3 sub elements of Addresses all 3 sub elements of Addresses all 3 sub elements of Addresses all 3 sub elements of Addresses all 3 sub elements Does not addresses all 3 sub
Practicing Digital Safety and Practicing Digital Safety and Practicing Digital Safety and Practicing Digital Safety and of Practicing Digital Safety elements of Practicing Digital
Wellbeing element of the Wellbeing element of the Digital Wellbeing element of the Digital Wellbeing element of the Digital and Wellbeing element of Safety and Wellbeing
Digital Literacy General Literacy General Capability in an Literacy General Capability in an Literacy General Capability in an the Digital Literacy General element of the Digital
Capability outstanding and comprehensive way. highly effective and comprehensive effective and comprehensive way. Capability. Literacy General Capability.
way.
40% of grade
Demonstrates the application of Demonstrates the application of a Demonstrates the application of a Demonstrates the application of a Demonstrates the Fails to demonstrate the
a broad range of appropriate broad range of appropriate resources broad range of appropriate resources broad range of appropriate application of a broad range application of a broad range
resources in an exceptionally effective and in a highly effective and well resources in an effective and of appropriate resources in of appropriate resources in
integrated way. integrated way. integrated way. an effective way. an effective and integrated
40% of grade
way.
Note: no result on an individual assessment task should be taken as an indication of the final grade for this subject. Official subject grades are released after the exam period on scheduled release dates through
StudentsOnline or eStudent. Students should also be aware that raw scores may be scaled prior to the awarding of an overall grade.
ASSESSMENT ITEM 2: MODULE SUBMISSIONS
2. design learning experiences using technology that provide early childhood and/or
primary students with safe, authentic opportunities to create solutions, consider
sustainable patterns of living and contribute to preferred futures for themselves and
Aligned subject learning
others
outcomes
4. critically analyse, reflect on and synthesise current issues pertinent to professional
practice in the Australian Curriculum: Technologies Learning Area
1. Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
2. Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of
the content and teaching strategies of the teaching area.
Aligned professional
standards/ competencies
3. Plan for and implement effective teaching and learning
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in
their learning.
4. Create and maintain supportive and safe learning environments
4.4 Describe strategies that support students’ well-being and safety working within school
and/or system, curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
Group or individual Individual assessment item
[20%] Part A: Modules 2 & 3: Due 11:59pm, Friday, 1 November 2024
Weighting and due date
[20%] Part B: Modules 4 & 5: Due 11:59pm, Friday, 22 November 2024
Requirements for
successful completion of Achieve an overall percentage of 50% or more
this assessment item
Generative AI tools are not restricted for this assessment item
Generative AI use In this assessment, you can use Generative Artificial Intelligence (GenAI) to assist you in any
way. Any use of generative AI must be appropriately acknowledged and include a
Declaration of AI-Generated Material.
ASSESSMENT TASK 2: Module Submissions
(Word Count: Each module component should be approx 500 words, that is, 1,000 words per submission)
The purpose of this assessment is for you to demonstrate a thorough understanding of the readings or
viewings of the content and the academic texts and resources used in this subject, the Core Concepts in
the Australian Curriculum: Technologies learning area and Outcomes 4 and 5 of the Early Years Learning
Framework (EYLF). You will need to relate your understandings of these resources to your personal and/or
professional experiences.
Assessment 2a – Modules 2 & 3
In the 3-2-1 you need to include Module 2 and Module 3
submissions as outlined below:
a) Module 2: Revising the V9.0 Technologies Curriculum
• 3 things you have learnt about from all Module 2 content;
• 2 questions you still have regarding content from all Module
2 content;
• 1 thing that you enjoyed or that surprised you from all
Module 2 content.
Due to the very limited word limit (100 words total), dot points are acceptable in the 3-2-1 component of
the assessment.
You are then required to write an additional piece (400 words) reflecting on Module 2 content using the
following:
• How has your thinking changed by the material/resources covered in this module?
• What ideas/beliefs that you already held were reinforced?
• How might this translate to your practice in the classroom?
This reflection should be written as an academic piece (in full sentences) and include reference to the
literature where appropriate and referenced using APA 7th edition style.)
b) Module 3: Digital Technologies
• 3 things you have learnt about from all Module 3 content;
• 2 questions you still have regarding content from all Module 3 content;
• 1 thing that you enjoyed or that surprised you from all Module 3 content.
Due to the very limited word limit (100 words in total), dot points are acceptable in the 3-2-1 component
of the assessment.
You are then required to write an additional piece (400 words) reflecting on Module 3 content using the
following:
• How has your thinking changed by the material/resources covered in this module?
• What ideas/beliefs that you already held were reinforced?
• How might this translate to your practice in the classroom?
This reflection should be written as an academic piece (in full sentences) and include reference to the
literature where appropriate and referenced using APA 7th edition style.)
ED3441: Technologies across the Curriculum Page 12 of 23
ASSESSMENT TASK 2b: DESCRIPTION – Modules 4 & 5 submissions
(Word Count: Each module component should be approx 500 words, that is, 1,000 words per submission)
The purpose of this assessment is for you to demonstrate a thorough understanding of the readings or
viewings of the content and the academic texts and resources used in this subject, the Core Concepts in
the Australian Curriculum: Technologies learning area and Outcomes 4 and 5 of the Early Years Learning
Framework (EYLF). You will need to relate your understandings of these resources to your personal and/or
professional experiences.
To assist you formulate your writing, you are to use the following structure:
With the 3-2-1, you need only include ONE 3-2-1 for all Module 4 content
and ONE 3-2-1 for all Module 5 content.
a) Module 4: Teaching with Digital Technologies
3 things you have learnt about from all Module 4 content;
2 questions you still have regarding content from all Module 4 content;
1 thing you enjoyed or that surprised you from all Module 4 content.
Due to the very limited word limit (100 words in total), dot points are acceptable in the 3-2-1 component
of the assessment.
You are then required to write an additional piece (400 words) reflecting on Module 4 content using the
following:
• How has your thinking changed by the material/resources covered in this module?
• What ideas/beliefs that you already held were reinforced?
• How might this translate to your practice in the classroom?
This reflection should be written as an academic piece (in full sentences) and include reference to the
literature where appropriate and referenced using APA 7th edition style.)
b) Module 5: Emerging Technologies
3 things you have learnt about from all Module 5 content;
2 questions you still have regarding content from all Module 5 content;
1 thing you enjoyed or that surprised you from all Module 5 content.
Due to the very limited word limit (100 words in total), dot points are acceptable in the 3-2-1 component
of the assessment.
You are then required to write an additional piece (400 words) reflecting on Module 5 content using the
following:
• How has your thinking changed by the material/resources covered in this module?
• What ideas/beliefs that you already held were reinforced?
• How might this translate to your practice in the classroom?
This reflection should be written as an academic piece (in full sentences) and include reference to the
literature where appropriate and referenced using APA 7th edition style.).
ED3441: Technologies across the Curriculum Page 13 of 23
ASSESSMENT TASK 2: DESCRIPTION – Module submissions
Assessment Criteria
High Distinction Distinction Credit Pass Fail
Provides reflective, articulate Outstanding level of application Highly effective level of Effective level of application Sound level of application of Poor level of application of knowledge
and thoughtful responses of knowledge and skills. application of knowledge and of knowledge and skills. knowledge and skills. and skills.
skills.
about the subject content,
demonstrating a thorough
knowledge and Outstanding, reflective, Highly effective reflective, Effective reflective, articulate Sound reflective, articulate and
Poor response to the subject content
understanding of the module articulate and thoughtful articulate and thoughtful and thoughtful responses thoughtful responses about the demonstrating a lack of knowledge
readings and viewings and responses about the subject responses about the subject about the subject content subject content demonstrating a and little understanding of the module
how these can be content demonstrating a content demonstrating a demonstrating a thorough thorough knowledge and readings and viewings.
thorough knowledge and thorough knowledge and knowledge and understanding
implemented in the understanding of the module understanding of the module of the module readings and understanding of the module
classroom. readings and viewings. readings and viewings. viewings. readings and viewings.
80% of grade
Difficult to understand for audience,
Highly accurate and appropriate Accurate and appropriate Accurate and appropriate Mostly accurate and appropriate no logical/clear structure, poor flow of
language use. language use. language use. language use. ideas, argument lacks supporting
Expertly written and adheres Very well written and adheres Well written and adheres to Mostly well written and adheres evidence.
Effective communication to the academic genre, APA to the academic genre, APA the academic genre, APA to the academic genre, APA Poor language use
and use of academic citation and word length. citation and word length. citation and word length. citation and word length. Poorly written with errors in spelling,
literacies No errors in grammar or spelling No errors in grammar or Rare errors in grammar or Occasional errors in grammar or grammar. Little adherence to the
are evident. spelling are evident. spelling are evident. spelling are evident. academic genre, APA citation and
word length
Expertly presented; the Very well presented; the Well presented; the reflection Good presentation; the Key components of the assessment are
reflection is logical and well- reflection is logical and well- is logical and well- supported reflection is mostly logical and not addressed.
20% of grade supported by high quality supported by quality writing by quality writing supported by good writing
writing, demonstrating a clear demonstrating a clear flow of demonstrating a clear flow of
demonstrating a clear flow of
flow of ideas. ideas. ideas.
ideas.
Note: no result on an individual assessment task should be taken as an indication of the final grade for this subject. Official subject grades are released after the exam period on
scheduled release dates through StudentsOnline or eStudent. Students should also be aware that raw scores may be scaled prior to the awarding of an overall grade.
ASSESSMENT ITEM 3: Technologies project and supporting webpage [50%]
1. plan, implement, assess and evaluate a project that includes thinking skills and provides
differentiated learning experiences for students from diverse linguistic, cultural,
religious and socio-economic backgrounds
2. design learning experiences using technology that provide early childhood and/or
Aligned subject learning primary students with safe, authentic opportunities to create solutions, consider
outcomes sustainable patterns of living and contribute to preferred futures for themselves and
others
3. apply an advanced understanding of the Core Concepts in the Australian Curriculum:
Technologies to support children's use of their imagination and creativity when using
technologies
1. Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.
2. Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of
the content and teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities
for students.
Aligned professional
3. Plan for and implement effective teaching and learning
standards/ competencies
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in
their learning.
4. Create and maintain supportive and safe learning environments
4.4 Describe strategies that support students’ well-being and safety working within school
and/or system, curriculum and legislative requirements.
4.5 Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
5.Assess, provide feedback and report on student learning
5.1 Demonstrate understanding of assessment strategies, including informal and formal,
diagnostic, formative and summative approaches to assess student learning.
Group or individual Individual assessment item
Weighting and due date [50%] Due 11:59pm, Friday, 29 November 2024
Requirements for
successful completion of Achieve an overall percentage of 50% or more
this assessment item
Generative AI tools are not restricted for this assessment item
In this assessment, you MUST use Generative Artificial Intelligence (GenAI) to assist you.
Generative AI use
However, the use of generative AI must be appropriately acknowledged and include a
Declaration of AI-Generated Material.
ASSESSMENT ITEM 3: Technologies project and supporting webpage [50%]
Part A: Generate a Digital Technologies project using GenAI
This assignment asks you to generate a Digital Technologies project for students in a class (Prep-Year 6)
for any Digital Technologies Curriculum topic using GenAi. Ensure you check the validity of the GenAI
output and adjust it to address all the assignment criteria listed below.
You MUST use the template provided in the Assessment 3 submission link in LearnJCU to document
your adaption.
• Follow Project-based learning pedagogy (not just doing a project – ensure you understand the
difference);
• Include Digital Technologies subject Content Descriptions (V9.0) from both Knowledge &
Understanding and Processes and Production Skills strands (but it can also include content from
other subject areas, eg. STEM);
• Address a number of the Core Concepts of the Technologies Curriculum;
• Your project must foster creativity and/or innovation;
• Explicitly focus on ONE of the three Cross Curriculum Priorities from the Australian Curriculum;
• Address at least THREE of the General Capabilities from the Australian Curriculum, including the
Digital Literacy Capability;
• Incorporate strategies to support the safe, responsible and ethical use of technology in learning
and teaching;
• Ensure students critically reflect on their role in the design and implementation of the project;
• Outline adjustments that need to be made for the Case Study students whose profiles are
provided below:
Part B: Build a Project Support Webpage
You are to produce a webpage to support your students as they progress through the project. Your
project's site should demonstrate effective teaching strategies for using technology to support your
students' learning, whether it be in the classroom, or at home. Provide your site address as a resource
link at the top of the project template. The audience for the bulk of the Site would be the students
undertaking the project. You are most welcome to include Teacher pages and a Reference page if you
think it will assist the marker in identifying you have met all the assignment requirements.
Make sure you add the link to the presentation you created for Assignment 1.
ED3441: Technologies across the Curriculum Page 16 of 23
Case Study Students
You must explicitly describe how the learning experiences can be modified to provide achievable
learning challenges for students of varying abilities and characteristics. You must show us evidence
you understand the challenges of the specific students and how you will modify teaching and assessing
these students.
You must explicitly describe how the learning experiences can be modified to provide achievable
learning challenges for students of varying abilities and characteristics. You must show us evidence
you understand the challenges of the specific students and how you will modify teaching and assessing
these students. The use of GenAi should make this task easier.
Student 1: Krystal
Krystal is a Torres Strait Island student and very bright but very shy. She often has good ideas but she
rarely tells others about them. For this reason she doesn't contribute in group work and lets others
make decisions for her. She has good literacy skills and scores well in Mathematics but she doesn't
think she is good at Maths. Krystal’s community has intermittent internet service.
Student 2: Jeremiah
Jeremiah has recently arrived in Queensland from Tonga. He had only basic English on arrival in
Australia and his family speaks only Tongan at home. He has been at an intensive English centre for 6
weeks prior to starting at the school. Both his parents have very high expectations for him. He feels
the pressure from home to do well in class and can get quite frustrated when he doesn't understand
what needs to be done. This sometimes means he is angry in class, however he has never been violent.
Student 3: Tallisha
Tallisha has recently arrived from Victoria. She regularly attended school only 2 out 5 days a week in
the 2023 school year. Learning@home was hard for her as she had to share the home computer with
her 5 siblings. Her parents were running their own business from home so couldn’t supervise all
children’s school work every day. As a result when Victorian schools resumed, Tallisha had lower than
class average literacy and numeracy skills. Since her move to Townsville her parents still struggle to
get her to school. She gets easily bored when she finds the work difficult in class.
ED3441: Technologies across the Curriculum Page 17 of 23
ASSESSMENT TASK 3: Adapting an existing Learning Activity [50%]
Assessment Criteria High Distinction Distinction Credit Pass Fail
Employ an understanding of Demonstrates a comprehensive and Shows a thorough understanding of Demonstrates a good understanding Shows some understanding of the Does not demonstrate an
the Australian Curriculum V9.0: nuanced understanding of the the Version 9.0 Australian of the Version 9.0 Australian Version 9.0 Australian Curriculum: understanding of the Version 9.0
Technologies Learning Area, Version 9.0 Australian Curriculum: Curriculum: Technologies Learning Curriculum: Technologies Learning Technologies Learning Area and Australian Curriculum: Technologies
and Digital Literacy Capability Technologies Learning Area and Area and Digital Literacy. Provides Area and Digital Literacy. Provides Digital Literacy. Provides limited Learning Area and Digital Literacy.
and demonstrate a Digital Literacy. Provides detailed clear and detailed analysis of the some analysis of the core concepts analysis of the core concepts and Provides no analysis of the core
comprehensive understanding and insightful analysis of the core core concepts and demonstrates the and demonstrates some ability to demonstrates limited ability to apply concepts and does not demonstrate
of the Core Concepts concepts and demonstrates the ability to apply them in practice. apply them in practice. them in practice. the ability to apply them in practice.
ability to apply them in practice.
40% of grade
Design a innovative and Designs a highly innovative and Designs a project that effectively Designs a project that incorporates Designs a project that incorporates Designs a project that does not
engaging project using PBL engaging project that effectively incorporates Project-based Learning Project-based Learning pedagogy, at Project-based Learning pedagogy, at effectively incorporate Project-
pedagogy that incorporates at incorporates Project-based Learning pedagogy, at least 3 General least 3 General Capabilities least 3 General Capabilities (including based Learning pedagogy, at least 3
least 3 General Capabilities pedagogy, at least 3 General Capabilities (including Digital (including Digital Literacy Capability), Digital Literacy Capability), and 1 General Capabilities (including
(incl. Digital Literacy Capability) Capabilities (including Digital Literacy Capability), and 1 Cross and 1 Cross Curriculum Priority. Cross Curriculum Priority. Digital Literacy Capability), and 1
and 1 Cross Curriculum Priority. Literacy Capability), and 1 Cross Curriculum Priority Cross Curriculum Priority
Curriculum Priority.
30% of grade
Examine online and digital
Demonstrates a comprehensive and Shows a thorough understanding of Demonstrates a good understanding Shows some understanding of online Does not demonstrate an
learning theory and pedagogies
nuanced understanding of online online and digital learning theory of online and digital learning theory and digital learning theory and understanding of online and digital
to inform and design
and digital learning theory and and pedagogies, and their role in and pedagogies, and their role in pedagogies, and their role in learning theory and pedagogies, and
experiences that provide
pedagogies, and their role in designing authentic learning designing authentic learning designing authentic learning their role in designing authentic
primary students with
designing authentic learning experiences that promote safe and experiences that promote safe and experiences that promote safe and learning experiences that promote
authentic opportunities to
experiences that promote safe and ethical learning solutions ethical learning solutions. ethical learning solutions safe and ethical learning solutions.
create safe and ethical learning
ethical learning solutions.
solutions
20% of grade
Reflect on how your project Demonstrates a comprehensive and Shows a thorough understanding of Demonstrates a good understanding Shows some understanding of how Does not demonstrate an
supports children to use their nuanced understanding of how your how your project can support of how your project can support your project can support children's understanding of your project can
imagination and creativity to project can support children's children's imagination and creativity children's imagination and creativity imagination and creativity in the support children's imagination and
create design solutions imagination and creativity in the in the creation of design solutions. in the creation of design solutions. creation of design solutions. creativity in the creation of design
creation of design solutions. solutions.
10% of grade
Note: no result on an individual assessment task should be taken as an indication of the final grade for this subject. Official subject grades are released after the exam period on
scheduled release dates through StudentsOnline or eStudent. Students should also be aware that raw scores may be scaled prior to the awarding of an overall grade.
3 Submission and return of assessment
3.1 Submission of assessment
All assessments are to be submitted via the Assessment links provided on the ED3441 webpage on
LearnJCU.
3.2 Late submissions
The Learning, Teaching and Assessment Procedure (3.1.8d) outlines a uniform formula of penalties
imposed for submission of an assessment item after the due date. This formula is 5% of the total possible
marks for the assessment item per day including part-days, weekends, and public holidays. If submitted
after 20 days, the assessment item thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total possible
marks in penalties). For assessment items weighted 0%, and submitted after 10 days a DNS (Did Not
Submit) grade is awarded.
3.3 Special Consideration (including deferrals and extensions)
You are encouraged to access equity measures if you are affected by extenuating circumstances while
undertaking the subject. JCU’s Learning, Teaching and Assessment Procedure 3.1 requires that you must
must make yourself available for assessments and examinations at the scheduled times and extensions or
deferrals for an assessment item due to previously scheduled commitments such as weddings or holidays,
will not be granted.
All Special Consideration requests can be applied for through the Special Consideration application form.
The form is linked to the Special Consideration Procedure and also available on the Student
Forms webpage.
3.4 Academic Integrity
As outlined in the Coursework Academic Integrity Policy and Procedure, you are are required to complete
the Coursework Academic Integrity Modules available in your LearnJCU site. Penalties for non-completion
may be applied.
All non-examination items of assessment are required to be submitted with the Assessment Declaration
available through LearnJCU. The Assessment Declaration contains statements relating to academic
integrity under the Coursework Academic Integrity Policy and Procedures. All instances of academic
misconduct are treated very seriously by the University and students may be severely penalised for
committing any form of academic misconduct. For more information regarding academic integrity, see
https://www.jcu.edu.au/students/learningcentre/academic-integrity
3.5 Return of assessment
The requirements for an assessment’s return date, time and manner will be determined by the Subject
Coordinator in line with the JCU Learning, Teaching and Assessment Procedures. Feedback will be given,
as per clause 3.5 of the Learning, Teaching and Assessment Procedures. You will be informed of your grade
for every component of assessment as per clause 3.5.1 and 3.5.2 of the Learning, Teaching and
Assessment Procedures. You can also request written or verbal feedback from the marker (see Learning,
Teaching and Assessment Procedures 3.5).
3.6 Review of assessment
Assessment items and final grades will be reviewed through moderation processes (Learning, Teaching
and Assessment Procedures, 3.6). It is important to be aware that assessment results “must always
undergo final ratification for each study period. No single grade or mark represents a final result in a
subject” (Learning, Teaching and Assessment Procedures, 3.7.4.). Students can seek a review of individual
assessment pieces through the process identified in clause 3.8 of the Learning, Teaching and Assessment
Procedures. Students can seek a review of the final subject result through the process contained in the
Review and Appeal of a Final Subject Result Procedure.
Page 20 of 23
4 Learning and teaching in this subject
4Pl.e1aseS nuobteje, ctht ec saelqeunednacre of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances. Please monitor
announcements made via LearnJCU.
Related Assessment
Week and date Module Topic Weekly Learning Content Workshop Focus Readings/Preparation
Prep
• An introduction to the
Monday MODULE 1: • Review online safety and subject, expectations and • Read through Subject Outline
1 Digital Literacy and safe practice when using assessment work • Prepare Assessment 1
16 Sep Online Safety digital devices •• Fle er (2023) Ch 1
• Discussion of Assessment 1
• Course notes and activities in
• The Early Years Learning • Review of week’s content Module 2 in LearnJCU
MODULE 2: Framework, the
Monday • An overview of the • Fleer (2019) pp 23-34;
Revising the V9.0 Queensland Kindergarten
2 Australian Curriculum, EYLF pp 56-60 • Prepare Assessment 1
23 Sep
A Edu ust cr aa tl ii oa nn Technologies G Auu sid tre ali ln iae
n
a Tn ed
c
hth ne
o logies and QKLG • Fleer (2023) Ch 2
Curriculum • Discussion of Assessment 2
• Course notes and activities in
Monday MODULE 3: • Digital Systems Module 3 in LearnJCU
3 Digital Technologies: • Data activities • Submit Assessment 1
30 Sep Digital Systems • Information Systems • Fleer (2019) Ch 3, Ch 8
• Fleer (2023) Ch 5
Monday Digital Technologies: • Course notes and activities in
4 • Coding/Programming • Coding/Programming • Prepare Assessment 2a
7 Oct
Digital Systems Module 3 in LearnJCU
• Course notes and activities in
Monday MODULE 4: • Coding Skills • ChatGPT Activity Module 4 in LearnJCU
5 Teaching with Digital • Prepare Assessment 2a
14 Oct Technologies: • Artificial intelligence • Discussion of Assessment 2a • Fleer (2019) Ch 3, Ch 8Fleer
(2023) Ch 6
Page 21 of 23
Related Assessment
Week and date Module Topic Weekly Learning Content Workshop Focus Readings/Preparation
Prep
Monday
Lecture Recess
21 Oct
• Course notes and activities in
Monday Robotics and games in • Introduction to Robotics • The Design Process Module 4 in LearnJCU • Prepare Assessment 2b
6
28 Oct the Primary • Digital Games • Project management - RUBE • Fleer (2019), Ch 7 • Submit Assessment 2a
• Fleer (2023) Ch 9
ONLINE WORKSHOP • Course notes and activities in
Monday MODULE 5:
• Robotics
Module 5 in LearnJCU
7 • The Materials context • Prepare Assessment 2b
4 Nov
Emerging Technologies • Working with robotics • Fleer (2019), Ch 7
• Teaching Materials • Fleer (2023) Ch 10
• Course notes and activities in
Monday • The Engineering context Module 4 in LearnJCU
8 STEM Education • STEM and Technologies • Prepare Assessment 2b
11 Nov • Discussion of Assessment 3 • Fleer (2019), Ch 6
• Fleer (2023) Ch 8
• Creating a website • Course notes and activities in
Monday MODULE 6:
9 Student Differentiation • Different student needs • Evaluating Device Module 6 in LearnJCU Submit Assessment 2b
18 Nov
instructions • Fleer (2019), Ch 10, 11
• Course notes and activities in
Monday
10 Student Differentiation • Different student needs • Modification of activities Module 6 in LearnJCU Submit Assessment 3
25 Nov
• Fleer (2019), Ch 10, 11
2 Dec STUDY WEEK
Page 22 of 23
4.2 Learning and teaching activities/expectations
The technology based activities are strongly linked to the professional experience in schools and explicitly
link learning theory to practice. The online module activities were chosen because they combine a wide
variety of Digital Literacy skills and tools and also model the use of effective online pedagogy.
ED3441: Technologies across the Curriculum requires you to understand the Aims of The Australian
Curriculum: Technologies to ensure you can successfully plan teaching and learning experiences that assist
your future students in developing the knowledge, understanding and digital literacies skills to:
● investigate, design, plan, manage, create and evaluate solutions;
● be creative, innovative and enterprising when using traditional, contemporary and emerging
technologies, and understand how technologies have developed over time;
● make informed and ethical decisions about the role, impact and use of technologies in the
economy, environment and society for a sustainable future;
● engage confidently with and responsibly select and manipulate appropriate technologies – tools,
equipment, processes, materials, data, systems and components − when designing and creating
solutions
● analyse and evaluate needs, opportunities or problems to identify and create solutions.
The Australian Curriculum: Technologies was conceptualised to ensure all Australian students have the
skills, understanding, creativity, ethical disposition, experience and know-how to work for preferred
futures over probable ones. But this is only possible if future teachers like you understand how to design
learning contexts where your future students have tangible opportunities to come up with design
solutions that can be used to solve problems in the present and into the future.
Page 23 of 23
