Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only Resubmission of coursework |
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Description This module aims to provide a foundation in the key principles of digital learning, special and inclusive education and classroom assessment with a view to (a) supporting students to design and create enabling learning environments involving new and emerging technologies and appropriate pedagogical approaches and (b) informing their learning across the BEd programme with specific reference to each of the three areas named above. Specifically, students will explore the use of digital technologies, and assessment approaches and the implications of individual special/additional support needs for teaching and learning for inclusive pedagogical design to enable all learners. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe/explain/demonstrate understanding of – key policy and legislation; roles of teacher in enabling inclusion; teaching and learning implications of particular learner profiles; designing learning contexts and differentiating within the teaching/learning cycle to enable learning for all students; individualised planning process; characteristics of effective collaborative practice (co-teaching, parents, SNAs). 2. Extrapolate implications and issues arising from the above to apply key principles of enabling learning and inclusive practice using a problem solving/case study approach. 3. Distinguish between assessment of, and for, learning in terms of the different purposes each form of assessment serves and the key principles and assumptions underlying each. 4. Demonstrate knowledge and understanding of Assessment for Learning (AfL) by applying key principles to teaching and learning. 5. Identify, critically evaluate, curate, and use a range of new and emerging technologies and digital resources suitable for the primary school context; design and create digital content and resources for use in the primary school; Develop digital citizenship, including Internet safety, copyright issues and misinformation, as they pertain to teaching and learning. 6. Demonstrate in their teaching practice, their digital skills including their ability to make informed decisions about using a range of digital technologies to promote active, creative and critical engagement in learning. | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
OverviewThe indicative content for the ED1017 module is described below. Throughout this module, explicit links will be made within, and across, each of the three themes in order to address the learning outcomes identified previously. Additionally, efforts will be made to support students to connect the content of this module with learning across the BEd programme to maximise their awareness of, and competence in, the creation of enabling learning environments for all children as they progress through the programme.Assessment StrandThe dedicated Classroom Assessment component of ED1017 introduces students to the NCCA (2020) continuum of assessment underpinned by the principles of fairness, ethics and the centrality of teacher assessment literacy to collegiate and professional practice in schools and classes. Assuming a broad and inclusive understanding of CA as the process of gathering, recording, interpreting, using and communicating information about pupils to aid valid and fair decision-making, CA challenges students to evaluate their baseline understanding of assessment as it relates to teaching and learning. In turn, students are introduced to the evidence-based principles and practices of assessment for learning (AfL), alignment, universal and backwards design. SP/PP and study in allied foundational subjects are used as springboards for exploring the pedagogical challenges and opportunities that teachers face when trying to implement these ideas in planning and teaching in increasingly complex and diverse classrooms. Indicative programme of study • Introduction to Classroom Assessment - key distinctions between assessment for, and of, Learning - distinguishing between the different purposes each type of assessment serves and the key principles/assumptions on which each approach is based • Zoning in on Assessment for Learning (AfL) - reviewing the research underpinning AfL with particular reference to what eminent researchers say about how AfL should be used to improve classroom teaching and learning • Unpacking AfL - examining the ‘One Big Idea’, the four key strategies and some of the associated techniques of AfL with reference to the key characteristics of an ‘AfL classroom’ • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 1: Sharing Learning Outcomes and Success Criteria (with specific reference to SP) • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 2: Engineering Classroom Discussion and Questioning (with specific reference to SP) • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 3: Providing and Using Feedback (with specific reference to SP) • The ‘what’, ‘why’ and ‘how’ of AfL Strategy 4: Engineering Peer- and Self-Assessment (with specific reference to SP) • Pulling it all together – embedding AfL in planning, teaching, learning and assessment in the classroom with specific reference to the principle of alignment (that links learning outcomes, assessment and content), universal and backwards design and criteria for/experiences on SPDigital Learning StrandThe dedicated Digital Learning component of ED1017 develops the Digital Skills of student teachers through the embedded use of digital technologies to support teaching, learning and assessment for all learners. In support of both the ‘Being a Digital Learner’ competency from the Primary Curriculum Framework (NCCA, 2023), and the Digital Strategy for Schools to 2027 (DE, 2022); this module seeks to support student teachers in designing and facilitating active learning activities which support children to become curious, creative, confident, competent and critical users of digital technology. This module provides explicit opportunities for student teachers to explore new and emerging technologies for the primary classroom context while developing their range of digital competencies, including: content creation, digital storytelling, digital citizenship, digital assessment, computational thinking and coding. Embedded use of new and emerging technologies to support and enable teaching, learning and assessment in the Primary Classroom. • Content creation, problem-solving and creativity using new and emerging technologies in the primary school classroom: ○ Development of creative and critical media literacy skills to express meaning through: use of image, sound and video in digital media production ○ Design and creation of multimedia curriculum resources ○ Issues of safety and well-being in digitally-enhanced environments and copyright including ethical practices related to Fair Use Copyright Guidelines for using digital media in educational settings ○ Development of computational thinking and coding through use of programmable tools • Identification, exploration, evaluation, curation and adoption of online resources for teaching, learning and assessment ○ Examination of strategies, and resources towards safe, responsible and ethical usage of digital technologies and the Internet by student teachers and children ○ The use of digital tools and Internet Collaborative Projects (ICPs) as inquiry-based tools in the primary classroom ○ Use of digital portfolios to develop and document the digital skills of student teachers • Designing digital learning environments ○ Embedding new and emerging technologies in teaching, learning and assessment in classroom practise (e.g. digital devices, interactive whiteboards, online resources)Special and Inclusive Education StrandThis strand of ED1017 provides an opportunity for students to develop a foundational understanding of inclusive pedagogy in terms of addressing and responding to the inevitable diversity of learners, classes, schools and teaching roles they may encounter on placement throughout the BEd programme (pedagogy is conceptualised as including teaching, learning, assessment, curriculum and relationship). Students will explore inclusive pedagogy at both class and individual level, taking into consideration the diversity of teaching roles in which they may find themselves e.g. class teacher, SET. The importance of collaborative practice is emphasised throughout. Explicit links are made between the content of this strand and those of DL and CA. • Exploration of concepts and terminology e.g. inclusion, inclusive pedagogy, special educational needs, diversity • Historical development of special and inclusive educational provision nationally and internationally • Context of teaching students with special / additional support needs - policy (national and international) and practice in relation to nature of provision in Ireland in relation to rights; range of settings (types of schools/classes/support) and range of teachers (class teacher; SET; special class; special school; visiting…) and other supports (NEPS; NCSE; SENOs; SNAs) • Role and responsibility of the primary school teacher to utilise inclusive pedagogical practices in effectively addressing classroom diversity - differentiation, UDL, teaching strategies, organisational considerations • Examination and critique of recorded lessons and lesson plans using UDL lens • Exploration of key characteristics of some learning profiles (e.g. autism, general learning disabilities, specific learning disabilities) and implications for teaching and learning • An introduction to individualised assessment and planning utilising a case study approach • An introduction to collaborative practice for effective inclusion (SNAs, co-teaching, parents) Throughout, the pedagogical constructs and practices explored in this strand of the module are modelled in the pedagogical approach to the module e.g. co-teaching is used in some sessions to enable active learning in the large class context; prior knowledge is activated utilising digital tools; existing knowledge and expertise in the class is harnessed by allowing students to present to the class on their own experiences of inclusion and exclusion.Pedagogical approach to moduleThroughout, the pedagogical constructs and practices explored in the module are modelled in the pedagogical approach to the module e.g. co-teaching is used in some sessions to enable active and collaborative learning in the large class context; prior knowledge is activated utilising digital technologies; existing knowledge and expertise in the class is harnessed by allowing students to contribute/present to the class on their own experiences of inclusion and exclusion. Module teachers engage in collaborative co-planning before, during and after the module to ensure links are made across and within strands. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 59667, Circular, Department of Education and Skills, 2017, Circular 13/17 - Circular to the management authorities of all mainstream primary schools: Special Education Teaching Allocation, http://www.sess.ie/sites/default/files/inline-files/cl0013_2017.pdf, 59681, Document, Department of Education, 2023, Primary Curriculum Framework For Primary and Special Schools, https://www.curriculumonline.ie/getmedia/84747851-0581-431b-b4d7-dc6ee850883e/2023-Primary-Framework-ENG-screen.pdf, 59668, Document, Department of Education, 2022, Digital Strategy for Schools to 2027, https://www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/#:~:text=See%20Also-,Overview,an%20ever%20evolving%20digital%20world., 59669, Document, European Commission, 2022, Digital Competences Framework (DigComp 2.2), https://ec.europa.eu/social/main.jsp?langId=en&catId=89&newsId=10193&furtherNews=yes, 59682, Document, Punie, Y., editor(s), Redecker, C., 2017, Digital Competence Framework for Educators (DigCompEdu), European Framework for the Digital Competence of Educators: DigCompEdu, 59673, Guidelines, Department of Education, 2017, Guidelines for Primary Schools: Supporting pupils with special educational needs in mainstream schools - guidelines which accompany Circular 13/17, https://www.gov.ie/en/organisation/department-of-education/?referrer=http://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf, 59670, Document, National Council for Curriculum and Assessment, 2020, Draft Primary Curriculum Framework - for Consultation, https://ncca.ie/media/4456/ncca-primary-curriculum-framework-2020.pdf, 59671, Document, National Council for Curriculum and Assessment, 2007, Assessment in the Primary School Curriculum: Guidelines for Schools, https://www.curriculumonline.ie/getmedia/2b3eaa53-cb4b-4053-9d71-2d28d9d6c734/Assessment-Guidelines.pdf, 59672, Document, National Council for Special Education (NCSE), 2011, Inclusive Education Framework - A guide for schools on the inclusion of pupils with special educational needs, https://ncse.ie/researches/InclusiveEducationFramework_InteractiveVersion.pdf, 59674, Toolkit, Special Education Support Service (SESS), 2017, Toolkit for enacting Circular 13/17, 59675, Webpage, National Council for Special Education (NCSE), 0, SIGNPOSTS section, https://www.sess.ie/categories, 59676, Webpage, Webwise, 0, Digital Age of Consent, https://www.webwise.ie/news/gdpr-digital-age-consent/, | |||||||||||||||||||||||||||||||||||||||||||