Details for Education, Science, Technology and Change

The unit Education, Science, Technology and Change is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).

Unit Content

Curriculum Objective

This unit focuses on the Key Learning Area of Science and Technology with a special emphasis on the use of technology. Pre-service Teachers will explore relevant science and technology content and strategies to develop in primary students: science and technology knowledge, understandings, skills, attitudes and values. The medium for teaching will be through the practical approach, modeling state of the art practice with opportunities for the Pre-service Teacher to research into past and present views of living and non living things, to investigate, collect and record data, as well as manipulate using design and technology skills. It will explore various software applications, such as desk top publishing, multi media production, digital art and design, as well as the Internet, and its application to classroom settings. Pre-service Teachers will be challenged to frame an ethical and responsible approach to emerging technologies. It is anticipated that the they will have an enriched view of society, the environment and the future, and an enthusiasm for teaching and lifelong learning in science and technology. Christian worldview issues discussed in other units (e.g. EDU401 Foundations in Christian Teaching and LearningEDU402 Human Society in the Environment: Platforms and Perspectives for the Christian Educator) will be drawn upon when critiquing syllabus content, methodology and teaching resources.

Subject Content

(Note overlap between science concepts and technology will vary according to appropriateness. Integration across KLA’s will be demonstrated)

Scientific concepts and processes:

• Religion and Science: History, method, dialogue. Empiricism and Positivism in Science. Science, Nature and Society: some alternatives to Empiricism, Weber, Merton and the Sociology of Science, Indigenous approaches to stewardship and resource management
• Communicating science and technology: speaking and writing and multi media to learn and communicate science concepts; cultural and racial positions, gender and stereotypes in scientific literature. Cooperative learning- individual, team and community. Analysis of transcripts of teacher directed and cooperative learning class interactions and concept development.  Teacher’s focus questions and learners’ questions. Scaffolding in the zones of proximal development.
• Stages in reasoning: Children’s ideas about being scientists. Scaffolding using technology, e.g. Computers, Calculators and interactive Multi-Media
• Planning and assessing for children’s learning in Science and Technology. Approaches to science teaching: constructivism, inquiry-discovery, generative learning, transmission, process skills, interactive, reciprocal teaching, 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate), ‘KWL’ framework, collaborative learning, creating learning communities through computers, webQuests and competitions
• Science and Technology Syllabus Content:
  • (a)   Built Environments: Structures, spaces that people construct, modify and adapt:
    • a)     Living Things- structure and function of living things and ways in which living things interact with other living things (people and plants) and their environment.
    • b)    People and their Environments- math’s and science concepts for the development of sustainable, aesthetic, cultural, and safe environments for a variety of human functions
    • c)     Products and services
  • (b)  Information and Communication:
    • a)     Ways people make, store, organize and transfer images and information
  • (c)   Physical Phenomena:
    • a)     Energy- forms and sources of energy, properties of matter, manipulation and changing forms of matter.
    • b)    Space and the Universe - features of the solar system, the atmosphere and conditions on earth.
• Investigating processes:- investigate and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions (literacy and numeracy demands). Guided design process for creating products, services and built environments (aesthetic, cultural, safety and functional issues)
• Ethics and responsibilities of communicating science and technology research findings.

Information and Communications Literacy

• History of development: emerging theories, descriptions and definitions, exemplars/programs, needs and uses, media, form and audience. Research findings:- re web based and multimedia based learning, social and ethical issues around participation
• Instructional Design: Good web design: planning process, construction process, publishing process, Testing
• Examination of both freely available and commercial software tools for developing interactive learning resources (including use of Web 2.0 in education, use of interactive whiteboards), ICT for Special Needs.
• Aligning learning objectives in Science and Technology with media:-
  • (a)   Building conceptions (Print, TV, AV),
  • (b)  Exploring ideas (Reader, Web Search),
  • (c)   Analysing content (exercises, CD),
  • (d)  Practising oral skills (groups, Synchronous Web),
  • (e)   Practising Argument (Groups, Asynchronous Web),
  • (f)   Experimenting (Labs, Simulations, Webquest),
  • (g)   Articulating ideas (Essays, Powerpoint with hyperlinked pages)
  • (h)  Building Personal Knowledge (Mind Mapping, Individual assessment of work)
• Criteria for assessing on-line units, Critiquing Software- Moodle, Macromedia Breeze, Critiquing Resources - The Le@rning Federation, Critiquing web information both technically and from a Christian World View
• Developing institutional learning and teaching Strategies for ICT - social relationships and organizational structures
• Addressing technophobia, adoption theory and concerns-based adoption model
• Parent education and censorship

This course may be offered in the following formats

Students will learn through two @ 2 day intensive face to face delivery (lectures and demonstrations, workshops) self directed and mediated computer-work (see Non-Assessed Professional Journal), group work, critical thinking and evaluation of multi-media sites and resources (through on line forums). In particular this unit has a practical hands-on component as it relates to the design and technology elements which they will be implementing in their supervised Teaching Practice (EDU400 Professional Practice). They will experience group projects in which they will apply the ‘plan, design, make and appraise’ processes. Building confidence in computer mediated teaching and learning will be developed as the students learn how to set up and use technology in the classroom (e.g. video conferencing, electronic whiteboards etc). Where students have identified area of need in their own skills (see Test) or ability to teach with confidence (Non-assessed Professional Journal) a range of modules will be placed on the Moodle site which they can access as they progress through the Program (eg. Death by Powerpoint, Developing simple interactive learning resources, Video Editing using free tools, OpenSource and other free software tools for teachers etc).

The Southern Cross College community is designed to enable students and staff to learn about and experience a range of information literacy media.

Christian worldview dimensions will be explored during face to face (intensive) class discussions to examine differing perspectives and equip the Pre-service Teacher to articulate their own position.

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

Assessment Methods

Skills Test (5%) Due Week 13

• Gain a minimum pass rate of 75% on an Information Technology skills test

Professional e-portfolio (30%) Due Week 9

Design a Folder on your desktop which organizes the resources you currently have in your Professional Portfolio (using word processing templates and multimedia including text, images, video etc,) including headings you may wish to use in the future (see EDU400 Professional Practice for examples of evidence for the NSW Institute of Teachers Graduate Standards.

• Collect documentation under those headings to add to your Portfolio
• You may want to include:-Policy Documents on the use of Information Literacy in schools. Examples of Innovative Information Literacy Programs at both a whole school and age group level
• Annotate five teaching resource websites for Science and Technology and rank in order of effectiveness in light of your own or the school where you are teaching’s philosophy.

NOTE: Students are to bring this assignment to the second face to face intensive for colleagues to assess one another’s portfolios at this stage in their Program and provide feedback and advice.

Integrated Unit of Work Assessment (65%) Due Week 12

(Group Assignment 3-5 members)

• Design a unit of work to run over one term at an age/Stage(s) group of your choice. (specify the Stage(s) of these pupils.
• Select from the following Science and Technology content:- Built Environments, Living Things, Physical Phenomena, Products and Services, Earth and its Surroundings.
• Plan an integrated unit using at least 2 other Key Learning Areas

Include:

• Rationale
• Topic Mind Map
• Term Planner and Weekly Timetable
• Sample lesson Plans (minimum of 6)
• Develop simple interactive learning resource using available tools (eg. hyperlinked pages in PowerPoint)
• Classroom physical organization and steps taken to ensure safety
• Assessment tasks which indicate knowledge, skills and values outcomes
• Reflect on your own role as a group participant referring to the literature on group/team processes and roles.

You will be marked on:

• Rationale (including understanding of constructivism, or other learning theory, pedagogical approach, including NSW Model of Pedagogy, knowledge of child development and choice of content for this age/Stage(s)).
• Identification of the appropriate NSW Syllabus outcomes and indicators from each of the KLA’s in lesson plans and assessment tasks
• Use of the 5 E’s (Engage, Explore, Explain, Elaborate, Evaluate)
• The quality of the word processing templates and multimedia resources/ portfolio including text, images, video etc, which can be portable across learning areas.
• Self reflection as a participant in a group and related literature/research on group interaction.

Prescribed Text

• Abruscato, J. (2004). Teaching Children Science: A Discovery Approach. MyLabSchool Edition. (6^th ed.). Boston : Allyn & Bacon.
• Ashton, J. (2001). The God Factor: 50 Scientists and Academics Explain Why They Believe in God. Pymble, NSW : Thorsons.
• Horton, W. K. (2000).Designing Web-based Training: How to Teach Anyone Anything Anywhere Anytime.  New York : John Wiley & Sons.
• NSW Board of Studies (2001). Science and Technology K-6 Outcomes and Indicators. Sydney: Author.
• NSW Board of Studies (2001). Science and Technology K-6 Syllabus and Support Document. Sydney: Author.
• NSW Board of Studies (2005). Primary Curriculum Foundation Statements. Sydney: Author.
• Provenzo, E. F. (2002). The Internet and the World Wide Web for Teachers. (2^nd ed.). Sydney : Allyn & Bacon.
• Thorsen, C. (2006). TechTactics: Technology for Teachers. (2^nd ed.). Boston : Pearson.

Representative References

• Butzow, C., & Butzow, J. (2000). Science Through Children’s Literature: An Integrated Approach. (2^nd ed.). Englewood, Colorado : Teacher Ideas Press.
• Gillis, L. (2000). Quality Standards For Evaluating Multimedia and Online Training. Canada : McGraw-Hill.
• Guinness, O. (1995). Fit bodies, fat minds: Why evangelicals don’t think and what to do about it. London : Hodder & Stoughton.
• Hein, G. E., & Lee, S. (2000). “Assessment of science inquiry.” Foundations. Vol 2. Arlington, VA : National Science Foundation.
• Horton, S. (2000).Web Teaching Guide: A Practical Approach to Creating Course Web Sites. New Haven, CT : Yale University Press.
• Lynch, J. Ed. (2008) Gender and IT: Ongoing challenges for computing and information technology education in Australian secondary schools. Sydney: Australian Curriculum Studies Association. http://www.acsa.edu.au
• Matthews, M.R. (1998). Constructivism in science education: A philosophical examination. Dordrecht, The Netherlands: Kluwer Academic.
• McInerney, D.M., & McInerney, V. (1998). Educational Psychology (2^nd e). Sydney: Prentice Hall.
• Martin, R., Sexton, C., & Franklin, T. (2005). Teaching Science for All Children: Inquiry Lessons for Constructing Understanding. MyLabSchool Edition (3^rd ed.).Boston :  Allyn & Bacon.
• Misanchuk, E. R, Schwier, R. A., & Boling, E. (2000). Visual Design For Instructional Multimedia. U-Learn Extension Division, Canada : University of Saskatchewan.
• O’Neal, D. T. (2002). Science, Kids and Christian Education. Minneapolis, MN :  Augsburg Fortress.
• Prensky, M. (2001) Digital Natives, Digital Immigrants, On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001).
• Salter, G. (2005). Meeting Teacher Concerns: A Case for Participatory Design in the Development of Online Learning Activities, Psychology of Education Review, 29(1), 17-26
• Shortland, M. (1991). Communicating Science: A Handbook. U.K : Longman Group Ltd.