Use the Tab and Up, Down arrow keys to select menu items.
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, Technology and Digital Literacy 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, Technology and Digital Literacy 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 TECP333-19YC1(D) are required to attend compulsory face-to-face sessions at an On-Site Intensive (OSI) in ChristchurchOSI1G 2019 TimetableAny costs, including travel, accommodation, childcare etc. associated with attendance at the On-Site Intensive are met by the student
Ken Donaldson
Cheryl Brown and Sandra Williamson-Leadley
Required ReadingThere are no required texts set for this course. Links to required readings, and optional recommended material, will be available on the relevant sections of TECP333 UC Learn site.Pre-course reading (optional)Supporting future-oriented learning & teaching: A New Zealand perspective (Bolstad et al., 2012)It is widely argued that current educational systems, structures and practices are not sufficient to address and support learning needs for all students in the 21st century. Changes are needed, but what kinds of change, and for what reasons? This research project draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. It would be valuable to read the Executive Summary. Click on this reference to view. Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching: A New Zealand perspective (0478386621).textScience Online textThis section provides resources in three areas of dynamic change possibilities for science education in New Zealand schools in order to develop science capabilities for citizenship as stated in the New Zealand Curriculum.Technology Online text Technology Online is a site dedicated to educators, students, and all those with an interest in technology education in New Zealand. It showcases examples of contemporary teaching and learning and provides curriculum support materials.The 9 essential elements of digital citizenshiptext Children are entering school with some exposure to technology—meaning schools won’t be making a first impression. According to a recent Common Sense Media’s study, the percentage of children ages eight and under who’ve used a mobile device nearly doubled from 2011 to 2013, from 38 percent to 72 percent. And about two in five children under the age of two have used a mobile device.
http://scienceonline.tki.org.nz http://technologyonline.tki.org.nz http://technology.tki.org.nz/Curriculum-support http://www.techlink.org.nz
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.On submitting assignments, students must confirm that the work being handed in is original and their own work.
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, Health and Human Development 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.
Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:(a) they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:i. which has prevented them from completing any major item(s) of work for assessment in a course; orii. which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course; or(b) i. they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; orii. they are members of a national cultural group on tour nationally or internationally.Please note that applications must be supported by evidence. Further details are available at the above link.Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office may not be required. Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines. (Refer to specific Course Outlines for this information.)Students prevented by extenuating circumstances from completing the course after the final date for withdrawing, may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester.NB: This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student and Programme Office for assistance.
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.) For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays).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, Level 2, Rehua Building by 5.00pm, or time directed by course lecturer, on or before the due date.By Mail:Send toBy Mail - send toCollege of Education, Health and Human DevelopmentUniversity of CanterburyPrivate Bag 4800Christchurch 8140
Domestic fee $761.00
International fee $3,188.00
* 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 .