Module: ICT, Teaching Strategies & Prof. Preparation

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	ICT, Teaching Strategies & Prof. Preparation
Module Code	ES330
School	78
Module Co-ordinator	Semester 1: Brendan Walsh Semester 2: Brendan Walsh Autumn: Brendan Walsh
Module Teachers	Brendan Walsh
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None
Resubmission of the failed element of the course.

Description

The purpose of this professional studies module is to enhance students' pedagogical knowledge and to prepare them for their first professional placement. The module aims to facilitate students to revisit and more deeply explore a range of teaching, learning and assessment approaches. It will enable students to critically evaluate different approaches thus developing their pedagogical content knowledge and competency in selecting and structuring approaches to meet the needs of all their pupils. The practical context of teaching in schools will be explored through the lenses of classroom and behavior management, assessment and working with relevant stakeholders (e.g. School Management, Treoraithe, Guardians/Parents). Students will be provided opportunities to learn about and critically evaluate models of Technology Integration (e.g. TPACK, SAMR) and related pedagogical approaches for embedding technology in their practice. They will use a variety of different information and communications technologies appropriate to science and mathematics teaching. They will explore digital integration in the context of relevant specifications, Junior Cycle Key Skills, assessment practices, collaborative practices, and using pupils as content creators. This module will be delivered through a combination of lectures and digital learning workshops.

Learning Outcomes

1. Critically evaluate and discuss different models of technology integration and related research and digital education policies
2. Demonstrate a capacity to use a range of different digital tools for the purpose of development of teaching and learning resources and classroom instruction
3. Collaboratively design research informed and justified inclusive learning episodes for science and mathematic lessons which appropriately incorporate digital tools to enhance and enrich the learning experience.
4. Recognise a range of teaching strategies for coping with practical classroom management issues (behaviour management). Students will appreciate the complexity and various sources and manifistations of challenging behavour and encoutner a variety of practical school based approaches to same including dealing with with Principals, parents and other agents.
5. Introduction to the importance of monitoring pupil progress for the purpose of pupil development and for parent/teacher meetings, charting progress in a practical manner (use of record keeping, teaching journal etc) and understanding the most constructive approaches to working with parents.
6. To understand the theory underlying reliability and validity in classroom testing/evaluation.They will be able to choose appropriate evaluation methods after considering variables associated with time/place/content/pupil cohort etc. They will understand procedures relating mark allocation, complex and simple questioning and how to use testing as a form of diagnosis for 'effective' teaching.
7. Will understand the concept of learning for mastery, its operation from simple to complex.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	12	Lectures
Laboratory	12	Computer workshop
Online activity	6	Asynchronous lectures
Group work	18	Collaborative design and development of digital resources
Independent Study	57	Independant reading and research
Assignment Completion	20	Time spent on completion of module Continuous Assessment
Total Workload: 125

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

Indicative Content and Learning Activities

Models, Theory and Policy of Digital Integration
Students will explore and critically evaluate relevant models, theories and policies regarding Digital Integration. The will specifically explore these recent European and Irish policy developments

Digital Tools
Students will explore a range of digital tools to support their understanding of and capacity to integrate these into their teaching. They will explore a range multi-platform (Android, iOS, Windows, Apple, Open-source etc.) tools in the context of Video, Audio, Web-design, podcasting, quiz development, mobile apps etc.

Digital Pedagogies
Students will engage with a range of pedagogical approaches for effective incorporation of digital tools. This will examine approaches such as storyboarding, finding, selecting and curating information, quizzing, using visualisations to develop conceptual understanding, using students as content creators

Critical evaluation of digital tools
Students will utilise a range digital frameworks to critically evaluate digital tools. This will involve review of concepts such as Functionality, Universal Design, Accessibility, Module Design, Cognitive engagement, User Interface, Technical considerations etc.

Classroom/behavour management
Consideration of: 'types' of challening behaviour / of personal expectations and understanding of same based on school experience. Study of practical approaches to challenging behaviour through case study / theory.

Parents as partners
Understanding of parental role in supporting teaching / preparation for parent-teacher meetings/ record-keeping / understanding the role. concerns and expectations of the parent in the educative process

Learning and Assessment
Theoritical and pracatical understanding of evaluation and testing types. Practical consideration of school based testing. Learning to text for mastery for simple and complex knowledge

Principal expecations of NQT.
Study of Irish NQT literature pertaining to the expectations of and placed upon new and beginning teachers.

Pupils' expectations of their teachers.
An account of what research demonstrates are the expectations of pupils of thier teachers and schooling.

Building your career profile
Practical introduction to developing and maintaining a career profile through their Taisce. Disucssions and preparation for applying for teaching positions. Introduction to external agencies such as the Teaching Council, ASTI, TUI, subject organisations and so forth.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Design of inclusive teaching episodes that effectively incorporate digital technologies. This design involves literature supported rationale, reflecting on pupil learning needs, educational theories and policy and development of relevant digital tools	50%	Week 6
Assignment	written assignment at end of module. The assignment is based up the preparation of materials for teaching block.	50%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Brendan John Walsh,Rose Dolan: 2009, A Guide to Teaching Practice in Ireland, Gill Education, 0717145115
Peter Kahn and Lorraine Walsh: 0, Developing Your Teaching,
Brendan John Walsh: 2011, Education Studies in Ireland, Gill Education, 9780717147663
Gererd Dixie: 2007, Managing Your Classroom 2nd Edition, Continuum, 9780826486653
Pedro De Bruyckere,Paul A. Kirschner,Casper D. Hulshof: 2015, Urban Myths about Learning and Education, Academic Press, 9780128015377
Tony Humphreys: 1998, A Different Kind of Discipline, Gill & Macmillan Ltd, 9780717160167
Reeves, B 2006: 2009, Computing for the over 50s, The McGraw-Hill Companies, Inc., Oxon, UK,
D. R. Garrison and Terry Anderson: 2004, E-learning in the 21st century, RoutledgeFalmer, London, 0-415-26346-8
edited by Marilyn Leask and Norbert Pachler: 1999, Learning to teach using ICT in the secondary school, Routledge, London, 0-415-19432-6
edited by Bridget Somekh and Niki Davis: 1997, Using information technology effectively in teaching and learning, Routledge, London, 0-415-12132-9
Todd W. Kent, Robert F. McNergney: 1999, Will technology really change education?, Corwin Press, Thousand Oaks, Calif., 0-8039-6656-3
edited by John Stephenson: 2002, Teaching & learning online, Kogan Page, London, 0-7494-3511-9
Colin Lanksheer, Ilana Snyder, Bill Green,: 2000, Teachers and Techno-Literacy, 1-86448-946-4
Michael Marland: 0, The Craft of the Classroom,
C Watkins, E Carnell and C Lodge: 0, Effective Learing in Classrooms,
Sue Roffey: 0, The New Teacher's Survival Guide to Behaviour,
David Tuohy: 0, The Inner World of Teaching,
S Capel, M. Leask and T. Turner: 0, Learning to Teach in the Secondary School,
chris kyriacou: 0, Essential Teaching Skills,

Other Resources

53301, Policy Report, Department of Education, 2022, Digital Strategy for Schools to 2027, Ireland, https://www.gov.ie/en/publication/69fb88-digital-strategy-for-schools/, 53302, Policy Report, Department of Jobs, Enterprise and Innovation, 2014, ICT Skills Action Plan 2014-2018, Ireland, 53303, Policy Report, STEM Education Review Group, 2016, STEM Education in the Irish School System,

Programme or List of Programmes

PEB	B.Sc Physical Education with Biology
PEM	BSc in Physical Education with Maths.
SE	BSc Science Education

Date of Last Revision

06-JAN-11

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