Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDST634 Technology and Engineering in an Integrated STEM Classroom
Unit rationale, description and aim
The integration of digital technologies into STEM classrooms enhances authentic learning, increases engagement, provides access to resources and information, and builds collaboration and communication skills. As such, educators who employ emerging technologies can facilitate creative, flexible, and purposeful thinking and knowledge construction within the STEM classroom.
In this unit students will critically engage with a range of emerging digital technologies and specialist research-informed practices that allow for the authentic learning via integrated technology. Thus, empowering STEM teachers to move beyond content delivery and allowing learners to develop a range of 21st century skills. This unit will enhance students understanding of contemporary issues associated with digital technologies and develop their specialist technical skills in utilising a variety of emerging digital technologies within a diverse STEM classroom. Students will develop expert STEM teaching and learning strategies to build authentic STEM learning experiences that develop learners 21st century skills within innovative communities of practice.
The aim of this unit is to advance students’ proficiency in utilising digital technologies to develop authentic collaborative STEM learning experiences.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Demonstrate an understanding of contemporary research, ethical issues, and 21st century skills associated with the use of digital technologies within the STEM classroom (APST HA 1.6, 3.2, 4.1, 4.4, 4.5) | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11 |
| LO2 | Develop advanced technical skills in the use of digital technologies for authentic collaborative STEM learning experiences including the appropriate choice for a diverse range of learners (APST HA 1.1, 1.2, 1.5, 2.1, 2.5, 3.4, 4.5) | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11 |
| LO3 | Critically analyse teaching and learning and strategies associated with using digital technologies in STEM to develop authentic collaborative learning experiences (APST HA 1.2, 2.2, 2.6, 3.3, 3.4, 5.1, 5.2) | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11 |
| LO4 | Communicate specialist knowledge, skills and ideas with colleagues and industry partners to build collaborative communities of practice in STEM education (APST HA 2.1, 2.2, 2.6, 3.2, 3.4, 4.5, 6.4, 7.1, 7.4) | GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - HIGHLY ACCOMPLISHED
On successful completion of this unit, students should have gained evidence towards the following standards:
1.1 Physical, Social and intellectual development and characteristics of students Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. |
1.2 Understand how students learn Expand understanding of how students learn using research and workplace knowledge. |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. |
1.6 Strategies to support full participation of students with disability Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. |
2.1 Content and teaching strategies of the teaching area Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. |
2.2 Content selection and organisation Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. |
2.5 Literacy and numeracy strategies Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement. |
2.6 Information and Communication Technology (ICT) Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. |
3.2 Plan, structure and sequence learning programs Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
3.3 Use teaching strategies Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
3.4 Select and use resources Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. |
4.1 Support student participation Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. |
4.4 Maintain student safety Initiate and take responsibility for implementing current school and/ or system, curriculum and legislative requirements to ensure student wellbeing and safety. |
4.5 Use ICT safely, responsibly and ethically Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Assess student learning Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. |
5.2 Provide feedback to students on their learning Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning. |
7.1 Meet professional ethics and responsibilities Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. |
7.4 Engage with professional teaching networks and broader communities Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. |
Content
This unit will be composed of four learning modules as outlined below.
- MODULE 1 - Contemporary controversies in STEM digital technologies
- authentic learning to develop 21st century skills
- access, equity and ethics associated with digital technology implementation
- case studies of authentic learning via digital technologies in STEM
- MODULE 2 - Digital technologies for the F-12 STEM classroom
- augmented and virtual reality
- digital game-based and location-based learning
- artificial intelligence and machine learning
- MODULE 3 - Embedding digital technologies into STEM learning
- digital technologies and instructional practices to support STEM learning
- designing innovative learning sequences
- transforming assessment and feedback
- MODULE 4 - Collaborating to develop expertise in digital technologies in STEM
- educational innovation through collaboration
- building blended communities of practice and strategic partnerships
- measuring impact-evaluation techniques
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a unit Learning Management System (LMS) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is used to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
In this unit students will be taught via a range of online and/or face to face strategies including synchronous and asynchronous approaches. They will engage in lectures and workshops where collaborative group work is afforded. During these sessions, students will work with peers to collectively understand and develop new ways to teach STEM utilising digital technologies.
This is a 10 credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total.
Mode of delivery: This unit will be offered in one or more of modes of delivery described below, chosen with the aim of providing flexible delivery of academic content.
- On Campus: Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
- Intensive: In an intensive mode, students require face-to-face attendance on weekends or any block of time determined by the school. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you students to prepare and revise.
- Multi-mode: Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
- Online unscheduled: Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
- Online scheduled: All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
Assessment strategy and rationale
The assessment tasks are designed to provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment tasks below will enable you to demonstrate the Learning Outcomes and as such demonstrate your understanding of contemporary issues associated with integrating digital technologies into the STEM classroom and design a STEM digital technologies project. In order to pass this unit, students are required to submit or participate in all assessment tasks, and gain 50% or more for each task.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Evaluative Essay Students choose one emerging digital technology and critically evaluate the utility of the emerging technology in the context of the STEM classroom. Students should address significant issues such as equity, access, ethics and risk. | 50% | LO1, LO2, LO3 |
Assessment Task 2: Design of STEM Digital Technologies Project Students design and present a STEM Digital Technologies Project drawing on existing resources. Students will design their project to include a range of assessment strategies as well as justify how the project will address student diversity within their STEM classroom. Students will also present their Digital Technologies Project to their colleagues to help collaborate and support their peers to utilise digital technologies in the STEM context. | 50% | LO2, LO3, LO4 |
Representative texts and references
Abdul Hanid, M. F., Mohamad Said, M. N. H., Yahaya, N., & Abdullah, Z. (2022). Effects of augmented reality application integration with computational thinking in geometry topics. Education and Information Technologies, 27(7), 9485–9521. https://doi.org/10.1007/s10639-022-10994-w
Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM Mathematics Education 51(6), 955–965. https://doi.org/10.1007/s11858-019-01084-2
Denton, M., & Borrego, M. (2021). Funds of knowledge in STEM education: a scoping review. Studies in Engineering Education, 1(2), 71-92.
Kärkkäinen, K., & Vincent-Lancrin, S. (2013). Sparking Innovation in STEM Education with Technology and Collaboration: A Case Study of the HP Catalyst Initiative. OECD Education Working Papers, No. 91, OECD Publishing. http://dx.doi.org/10.1787/5k480sj9k442-en
Kier, M.W., & Khalil, D. (2018). Exploring how digital technologies can support co-construction of equitable curricular resources in STEM. International Journal of Education in Mathematics, Science and Technology, 6(2), 105-121. DOI:10.18404/ijemst.408932
Kier, M. W., & Johnson, L. L. (2021). Middle School teachers and undergraduate mentors collaborating for culturally relevant STEM education. Urban Education, (Beverly Hills, Calif.), 4208592110584–https://doi.org/10.1177/00420859211058412
Lin, K.Y., Yu, K.C., Hsiao, H.S., Chang, Y.-S., & Chien, Y.-H. (2020). Effects of web-based versus classroom-based STEM learning environments on the development of collaborative problem- solving skills in junior high school students. International Journal of Technological Design in Education, 30(1), 21–34. https://doi.org/10.1007/s10798-018-9488-6
Yu, J., Denham, A.R., & Searight, E. (2022). A systematic review of augmented reality game-based Learning in STEM education. Educational Technology and Research Development, 70(4), 1169–1194. https://doi.org/10.1007/s11423-022-10122-y