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This course for pre-service teachers is designed to develop a rationale, philosophy and pedagogy of teaching Science, Technology and Digital Literacy/citizenship in the New Zealand. Through the acquisition of knowledge, skills and attitudes pre-service teachers will be better informed to successfully plan, resource, implement, assess and evaluate these learning areas. Future-focussed themes and issues that integrate digital literacy, technologies and citizenship, are used to explore the Nature of Science and Technology through engagement in authentic contexts. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary), including Professional Practice.
On the successful completion of this course, participants will be able to:1. Formulate a critical understanding of the disciplines of Science and Technology within “future focused” education contexts in The New Zealand Curriculum: sustainability, enterprise, globalisation and citizenship 2. Engage in critical reflection based on practical and collaborative experiences and argue a place for Science and Technology in primary school environments 3. Develop an understanding of how multiple forms of knowledge can be used to acquire further learning capacity in the Science and Technology learning areas and evaluate the similarities and differences between these disciplines 4. Justify the use of appropriate pedagogies to plan, assess and prepare learner-centred experiences for a range of students 5. Develop skills for comparing and contrasting Māori and non-Māori perspectives of and in, Science and Technology6. In the context of Science and Technology critically navigate, evaluate and create: information, teaching resources and artefacts using a range of digital technologies and tools and drawing on a range of knowledge sources7. Define digital literacy and describe the knowledge, skills, understandings and attitudes needed to become digitally literate8. Describe the components of a digital citizenship programme and appraise the social, legal, ethical and cultural issues (local, indigenous, national and international) emerging from the increased use of digital technologies and digital information in schools and society including within Science and Technology contexts.
Admission to the GradDipTchLn(Primary)
ON-SITE INTENSIVE Students enrolled in TECP333-16YC1(D) are required to attend compulsory face-to-face sessions at an On-Site Intensive (OSI) in ChristchurchAny costs, including travel, accommodation, childcare etc. associated with attendance at the On-Site Intensive are met by the student
Ken Donaldson
Paul Snape , Wendy Fox-Turnbull and Susan Tull
Astall, C. and Bruce, W; Making Science Real: Book 1: Creative Atctivitites to Engage Students with the Nature of Science. Invercargill: Essential Resources ; Educational Plublishers Limited, 2013.
Williams, John; Technology education for teachers ; Sense Publishers, 2012.
Required ReadingScienceBolstad, R., & Hipkins, R. (2008). Seeing Yourself in Science (Report). Wellington: New Zealand Council For Educational Research.Bull, A., Gilbert, J., Barwick, H., Hipkins, R. & Baker, R. (2010). 'Inspired by Science'. New Zealand Council for Educational Research. Retrieved from http://www.nzcer.org.nz/system/files/inspired-by-science.pdf Educational Assessment Research Unit, Otago University and the New Zealand Council for Educational Research (2013). National Monitoring Study of Student Achievement, Science 2012. Ministry of Education, New Zealand. Retrieved from http://www.educationcounts.govt.nz/publications/series/nmssa/science-2012Gilbert, J. & Bull, A. (2013). Building a future-oriented science education system in New Zealand: How are we doing? New Zealand Council for Educational Research, Wellington. Retrieved from http://www.nzcer.org.nz/system/files/Future-oriented%20science.pdfMilne (2010). A Sense of Wonder, arising from Aesthetic Experiences, should be the Starting Point for Inquiry in Primary Science. Science Education International. Vol.21, No.2, June 2010, 102-115. Retrieved from http://files.eric.ed.gov/fulltext/EJ890665.pdfMinistry of Education. (2007). The New Zealand curriculum. Wellington: Learning Media.Robinson, K. (2005). How creativity, education and the arts shape a modern economy. Education Commission of the States: Arts and Mind Series. Retrieved from http://benefits.nn.k12.va.us/arts/art/ArtsandMinds.pdfTechnologyBurns. J, (Ed.), (1997). Technology in the New Zealand Curriculum: Perspectives on Practice. Palmerston North: Dunmore Press (digitised on Learn) de Vries, M. (2005). Teaching about technology: an introduction to the philosophy of technology for non-philosophers, Springer: DordrechtFasciato, M. (2002). Designing – what it means at Key Stages 2 and 3, Sayers S, Morley J and Barnes B (eds. 2002). Issues in design and technology teaching. London: Routledge Falmer.Fox-Turnbull, W. (2006). The influences of teacher knowledge and authentic formative assessment on student learning in technology education, International Journal of Technology and Design Education, 16: 53-77Gawith, J. (2000). Technological practice: a structure for developing technological knowledge in schools, IDATER 2000, Loughborough UniversityMinistry of Education. (1995). Technology in the New Zealand Curriculum, Wellington: Learning Media Snape, P.M. & Fox-Turnbull, W.H. (2010). Perspectives on authenticity: Implementation in technology education. International Journal of Technology and Design Education, DOI: 10.1007/s10798-011-9168-2Digital LiteracyThere are no required texts set for digital literacy. Links to required readings, as wll as optional recommended material, will be available on the relevant sections of TECP333 UC Learn site.Recommended ReadingScience Appleton, K. (2006). Elementary Science Teacher Education International Perspectives on Contemporary Issues and Practice. Lawrence Erlbaum Associates Inc., RoutledgeAstall, C., & Bruce, W. (2009). Science postcards. New Zealand Science Teacher (120), 44-44.Conner, L. (2007). Perspectives on the changing nature of teacher education. [Article]. Kedi Journal of Educational Policy, 4(1), 3-8.Dawson, V. & Venville, G. (Eds.). (2007). The Art of Teaching Primary Science. Allen & Unwin.Fleer, M., Jane, B. & Hardy, T. (2007). Science for Children: developing a personal approach to teaching. Prentice Hall.TechnologyHennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 22, 1-41.Jones, A.T. & de Vries, M. (Eds). (2009). International handbook of research and development in technology education. Rotterdam: Sense PublishersJones, A., & Moreland, J. (2001). Frameworks and cognitive tools for enhancing teachers' pedagogical content knowledge. Paper presented at 32nd ASERA Conference, 11-14 July, 2001, SydneyMinistry of Education. (n.d.). Ka Hikitia - Accelerating Success 2013 - 2017. http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/Turnbull. W. (2002). The place of authenticity in technology in the New Zealand curriculum, International Journal of Technology and Design Education. 12 (1), 23-40
http://scienceonline.tki.org.nz http://technologyonline.tki.org.nz http://technology.tki.org.nz/Curriculum-support http://www.techlink.org.nz
Assessment items will be given a mark, and final grades will be calculated and reported using the UC Common Grading Scale. Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99Students must submit and receive a passing mark for ALL assessment items to be eligible to pass the course.Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines
For On-campus students attendance is compulsory at scheduled lectures, workshops, and laboratories in order to meet the learning outcomes of the course. FLO students are required to attend any On-Site Intensive sessions provided. The course will require all students to access the internet on a weekly basis. Students must engage with course content modules and associated readings/ study guides/video clips/web links in the LEARN site on a weekly basis. Students will also be required to participate online in weekly student activities.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to staff about the relevance and validity of what has been learned as well as the quality of course delivery.
Work is late if it is handed in after the due date, without an extension having been granted. Work submitted after the due date will be marked, but will only be eligible for a minimum passing mark in that assignment. Work received after five working days will not be marked and will receive a failing grade.
Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator at least three days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.
The option to resubmit assignments is not available in this course.
If you are prevented from completing any major item or items of work for assessment in a course, or consider that your performance in any major item or items of work for assessment in a course has been impaired by illness, injury, bereavement or any other critical circumstance you may apply for aegrotat consideration. Aegrotat consideration is available only for major items of work. Major items are examinations, tests and other work worth not less than 10% of the total assessment. Please refer to the UC Policy: (http://www.canterbury.ac.nz/ucpolicy/GetPolicy.aspx?file=aegrotatconsiderationprocedure.pdf
FLO (D) (R) (Y) Assignments submitted via Learn Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 0800 763 676 ext 6060.FLO (D) (R) (Y) Assignments with Exemption from HOSFLO students are to submit hard copy Assignments with a cover sheet to the College of Education.By Hand:Deliver to, Assignments Room in Ōrakipaoa, accessed from the back doors closest to The Collective (the USCA Cafe), by 5.00pm, or time directed by course lecturer, on or before the due date. Please use the drop boxes placed at the back entrance to Ōrakipaoa.By Mail:Send toUniversity of CanterburyCollege of Education
Domestic fee $717.00
International fee $2,913.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .