Curriculum Studies – Information Processes and Technology

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS418 Curriculum Studies – Information Software and Technology, and provides pre-service teachers with an opportunity to gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice.

Awards offering Curriculum Studies – Information Processes and Technology

This unit is offered as a part of the following awards:

• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS418 Curriculum Studies – Information Software and Technology, and provides pre-service teachers with an opportunity to gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice. It encourages critical engagement with models of pedagogy necessary to teach the NESA Information Processes and Technology Stage 6 Syllabus. This subject equips pre-service teachers to teach both the Preliminary and HSC courses of study with a focus on integrated, project-based learning that explores the development, testing, maintenance and evaluation of information systems, communication systems and software solutions, as well as their impact on society.

Outcomes

1. Demonstrate advanced understanding of the philosophies, theories, and practices that shape Australian and State educational policies and priorities and their effect on implementing ‘best practice’ teaching strategies in order to critically analyse problems and generate computer-based solutions;
2. Demonstrate knowledge and understanding of the concepts, substance and structure of the content by selecting and using appropriate resources that engage students in their learning;
3. With reference to the NESA Information Processes and Technology Stage 6 Syllabus develop student-centred innovative and well-designed Lesson Sequence that includes ICT content; skills; language, literacy and numeracy demands of the content; the general capabilities and cross curriculum priorities; and identify, apply and assess age appropriate differentiated strategies for the full range of student abilities (supporting well-being and safety), diverse backgrounds and Christian and alternate school contexts;
4. Design and critically reflect upon units of work, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, appropriate communication strategies and project management techniques, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design; 5. Determine appropriate pedagogies for critically evaluating the legal, ethical, social and industrial issues relating to the use of current and emerging technologies;
5. Prepare and critically reflect upon a variety of assessment instruments using ‘best practice’ that demonstrate understanding of statistical information, assessment moderation and its application to judge student achievement through assessment of learning, for learning and in learning, and reliably report to parents/carers.

Subject Content

1. Information Processes: The nature of data and information; Information skills - collecting, organising, analysing, storing, retrieving, processing and communicating;
2. Information Systems: Information systems in context; Information Models and stages of development; Database information systems; Other systems - Transaction Processing Systems, Decision Support Systems, Automated Manufacturing Systems, Multimedia Systems;
3. Information Systems Development:  Traditional stages in developing a system - planning, development, implementation, testing and maintenance; System development models; Development tools, Complexity of systems; BOS' Information and Digital Technology Framework;
4. Communication Systems: Characteristics; Examples of communication systems; Managing, transmitting and receiving data; Communication protocols; Software Tools;
5. Software Development Approaches: Structured approach; Agile approach; Prototyping; RAD; End user approach; Selecting an appropriate approach;
6. Software Development: Software Development Cycle; Programming languages; Developing source code; Debugging; User interface design; Documentation; Testing; Software maintenance;
7. Social Impact: Legal issues – copyright, privacy, security, statutory responsibilities, WHS and other workplace issues; Social issues – global economy, access and equity, current and emerging technologies;
8. The ICT Profession: Occupations in ICT; Australian Computer Society and other professional associations; Professional ethics; Professional indemnity, Software & app markets;
9. Project Management: Models, techniques and current best practices for managing a project; Handling risk; Managing transitions and change (eg. dealing with legacy data); Communication and collaboration strategies.

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Quizzes (25%)
2. Lesson Plan Sequence (35%)
3. Assessing a Unit of Work (40%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references