ED2440 - Technologies Across the Early Childhood Education Curriculum
|Student Contribution Band:
||School of Education (pre 2015)
Available only to students enrolled in the Bachelor of Education (Early Childhood
The subject will allow students to investigate the use of information and communications
technologies (ICTs) for effective learning and teaching in early-childhood, primary
and secondary school classrooms and to effectively integrate ICTs when planning and
developing an online learning activity. This activity should cater for a diverse range
of student needs and be coherent, well-sequenced learning task that develops students'
creativity and problem solving abilities. It will also develop familiarity with the
technology curriculum and enable students to implement the technology curriculum and
to design learning tasks that demonstrate effective use of the technology curriculum
at the relevant level.
- Demonstrate familiarity with the technology curriculum and Digital Technologies;
- Distinguish between a variety of ICT curriculum models; be sensitive to curriculum
issues relating to ICT, including social justice issues, and plan learning activities
using ICT that are responsive to the learning strengths and needs of students from
diverse linguistic, cultural, religious and socioeconomic backgrounds;
- demonstrate embedding of technology curriculum and Digital Technologies in planning
showing content organized into a coherent, well-sequenced learning and teaching program;
- design an online learning activity to develop creativity, problem- solving and higher
order thinking skills at the students' learning level using design-thinking frameworks
and the webquest format, through Google Sites;
- apply skills in using and integrating ICT throughout the curriculum to make selected
content relevant and meaningful.
Study Period 2
|Census Date 28-Aug-2014
||Professor Neil Anderson.
|Method of Delivery:
||WWW - LearnJCU
||end of semester exam (50%); test (10%); assignments (40%).
Minor variations might occur due to the continuous Subject quality improvement process,
and in case
of minor variation(s) in assessment details, the Subject Outline represents the latest