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Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title Technology Subject Pedagogy 2
Module Code EDS1102 (ITS: TT08002)
Faculty DCU Institute of Education School STEM Ed, Innov, Global Studies
NFQ level 8 Credit Rating 5
Description

This module will shift focus from teacher-centred planning to a more sophisticated pedagogical orientation. Building on the developing epistemological position of what it means to be a technology teacher, this module supports the development of pedagogical practices required to unpack complex concepts. Students will utilise knowledge of task design, personal development and evidence based practice. This module will lay the foundations for the final school placement, capstone project, articulation of professional portfolio and synthesis of professional competencies.

Learning Outcomes

1. 1E37F21E-5B1C-0001-AEC2-F810187617EF
2. Draw on empirical evidence to design lessons and units of learning/schemes of work in technology education.
4. 7,6,8
5. 1
6. 1E37F21E-6135-0001-64B6-1FE6E61A1022
7. Understand the differences and pedagogical implications for biologically primary and secondary knowledge.
9. 7,6
10. 2
11. 1E37F21E-6601-0001-5FDB-34D5A00E1B0D
12. Recognise the role of forgetting curves in pedagogical planning (e.g. schemes of work and homework).
14. 7,6
15. 3
16. 1E37F21E-718C-0001-EC97-29371EE52A00
17. Be aware of the evidence bases concerned with various instructional strategies (e.g. direct instruction, inquiry-based learning, problem based learning, CDIO, etc.) and associated assumptions and gaps in respective knowledge bases so that they can make informed decisions related to planning for teaching and learning.
19. 7,6
20. 4
21. 1E37F21E-78EE-0001-9B6A-F27012246650
22. Understand various approaches to assessment (normative, criterion, and ipsative), relative mechanisms (adaptive comparative judgement, criterion marking, grade transformation), and associated issues concerning validity and reliability.
24. 7,6
25. 5
26. 1E37F21E-800D-0001-59F5-1696C1F094B0
27. Be aware of principles of teaching and learning with significant empirical support (learning transfer, metacognition and self-regulated learning, retrieval practice/testing effect, spaced practice/distributed practice, interleaved practice, generative learning, interrogative elaboration, calibration).
29. 7,6
30. 6
31. 1E37F21E-84FE-0001-2171-BA501AFD5F40
32. Be able to design authentic learning experiences relating to design driven education.
34. 7,6,8
35. 7
36. 1E37F21E-8DD1-0001-54F4-1B538DE91A2F
37. Recognise the difference between teaching to and through design and associated evidence, assumptions, and ideologies.
39. 7,6
40. 8
41. 1E37F21E-9AD1-0001-A9B9-16E015206260
42. Appreciate the importance of cognitive load theory and cognitive load effects for the design of tasks and pedagogical approaches.
44. 7,6,21
45. 9
46. 1E37F21E-A145-0001-522D-104911CBDC60
47. Understand the various ways in which students can demonstrate capability in technology education and develop a philosophical stance on defining capability.
49. 7,6
50. 10
51. 1E37F21E-A7F6-0001-2745-CE424ED0187B
52. Understand the potential impact of task context on learners in terms of motivation, performance, and identity.
54. 7,6
55. 11
56. 1E37F21E-AEAC-0001-27BB-15AC1C201D94
57. In conceptions of pedagogical content knowledge, appreciate the relationship between discipline knowledge and pedagogical knowledge.
59. 7,6
60. 12
61. 1E37F21E-B608-0001-A0D7-15801225EC30
62. Recognise the role and implications of professional holistic judgement in assessment.
64. 7,6
65. 13
66. 1E37F21E-C400-0001-14DE-BF7C1D243CC0
67. Use ICT appropriately to design resources/scaffolds for in-class, blended and remote learning contexts.
69. 7,6,8
70. 14
71. 1E37F21E-CC14-0001-7D99-19D01CD07D70
72. Develop appropriate physical resources/scaffolds for teaching and learning activities.
74. 7,6,8
75. 15


WorkloadFull time hours per semester
TypeHoursDescription
Tutorial48Tutorial in flat classroom
Independent Study77Independent learning
Total Workload: 125
Section Breakdown
CRN11935Part of TermSemester 1
Coursework100%Examination Weight0%
Grade Scale40PASSPass Both ElementsN
Resit CategoryRC1Best MarkN
Module Co-ordinatorPaul GrimesModule Teacher
Assessment Breakdown
TypeDescription% of totalAssessment Date
AssignmentPedagogical planning portfolio, to include report of pedagogical strategies and demonstrators of complex concepts supported by theoretical underpinnings.100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.

* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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

Planning for teaching, learning and assessment:
Human memory systems, forgetting curves, progressive planning, instructional strategies, cognitive load theory, planning for differentiation, assessment types (criterion, normative, ipsative), assessment reliability and validity, learning transfer, metacognition and self-regulated learning, evidence informed pedagogical strategies (retrieval practice/testing effect, spaced practice/distributed practice, interleaved practice, generative learning, interrogative elaboration, calibration), biologically primary and secondary knowledge, and blended/ remote learning.

Technology educator identity:
Constructs of capability, professional judgement, pedagogical content knowledge.

Teaching to and through design:
Assumptions surrounding design in technology education, creativity and innovation, pedagogical implications, assessment implications, design and inquiry based learning, authenticity, entrepreneurship, context effects.

Indicative Reading List

Books:
  • Williams, P., Barlex, D.,: 2020, Pedagogy for Technology Education in Secondary Schools. Springer Nature. ISBN 9783030415488 ISBN-13 3030415481,
  • de Vries, J.,: 2016, Teaching about Technology. Springer. ISBN 9783319329451 ISBN-13 3319329456,
  • Williams, P., Jones, A., Buntting, C.,: 2014, The Future of Technology Education. Springer. ISBN 9789812871701 ISBN-13 9812871705,
  • Costello, J.,: 2020, The Teaching of Design and Innovation. Springer Nature. ISBN 9783030413804 ISBN-13 3030413802,


Articles:
  • Barlex, D.: 2019, Too much D not enough T? [Blog post]. Retrieved from https://dandtfordandt.wordpress.com/2019/07/06/too-much-d-not-enough-t/, 518435
  • 2019: Considering the relationship between research and practice in technology education: A perspective on future research endeavours. Design and Technology Education: An International Journal, 24(2), 1–, 518436, 1
  • The importance of supporting technological knowledge in post-primary education: A cohort study. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2018.1463981: 518437, 1, Kirschner, P., Sweller, J., Kirschner, F., & Zambrano R., J.
  • 518438: 1, van Merriënboer, J., & Kirschner, P., 2018, Ten steps to complex learning. New York and London: Routledge.,
  • 1: Seery, N., Buckley, J., Delahunty, T., & Canty, D., 2018, Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. Internatio,
  • Weinstein, Y., Madan, C. R., & Sumeracki, M. A.: 2018, Teaching the science of learning. Cognitive Research: Principles and Implications, 3(1), 2. https://doi.org/10.1186/s41235-017-0087-y, 518441
  • 2017: The use of an online learning and teaching system for monitoring computer aided design student participation and predicting student success.International Journal of Technology and Design Education, 27, 518442, 1
  • Re-building Design & Technology in the secondary school curriculum version 2: A working paper. United Kingdom: D&TforD&T.: 518443, 1, Best, M., MacGregor, D.
  • 518444: 1, Chen, O., Castro-Alonso, J., Paas, F., & Sweller, J., 2017, Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect. Educational Psychology Review. https://doi.org/10.1007/S10648-017-9426-2,
  • 1: Seery, N., 2017, Modelling as a form of critique. In P. J. Williams & K. Stables (Eds.), Critique in Design and Technology Education (pp. 255–273). Singapore: Springer.,
  • Williams, P. J., & Stables, K. (Eds.).: 2017, Critique in design and technology education. Singapore: Springer Nature., 518447
  • 2015: The reliability of Adaptive Comparative Judgment. AEA-Europe Annual Conference, (March), 7–9., 518448, 1
  • Technology teachers as researchers. Netherlands: Sense Publishers.: 518449, 1, Seery, N., Canty, D., & Phelan, P.
  • 518450: 1, de Vries, M. (Ed.)., 2011, Positioning technology education in the curriculum. Netherlands: Sense Publishers.,
  • 1: Kimbell, R., 2011, Wrong ... but right enough. Design and Technology Education: An International Journal, 16(2), 6–7.,
  • Sweller, J., Ayres, P., & Kalyuga, S.: 2011, Cognitive load theory. New York: Springer., 518453
  • 2009: Technological literacy: A multliteracies approach for democracy. International Journal of Technology and Design Education, 19(3), 237–254., 518454, 1
  • Design-without-make: Challenging the conventional approach to teaching and learning in a design and technology classroom. International Journal of Technology and Design Education, 18(2), 119–138.: 518455, 1, Geary, D.
  • 518456: 1, Gibson, K., 2008, Technology and technological knowledge: A challenge for school curricula. Teachers and Teaching, 14(1), 3–15.,
  • 1: Sweller, J., 2008, Instructional implications of David C. Geary’s evolutionary educational psychology. Educational Psychologist, 43(4), 214–216.,
  • Barlex, D.: 2007, Assessing capability in design and technology: The case for a minimally invasive approach. Design and Technology Education: An International Journal, 12(2), 49–56., 518459
  • 2007: Educating the evolved mind: Conceptual foundations for an evolutionary educational psychology. In J. Carlson & J. Levin (Eds.), Educating the evolved mind: Conceptual foundations for an evolutionary e, 518460, 1
  • Researching design learning: Issues and findings from two decades or research and development. Netherlands: Springer Netherlands.: 518461, 1, Kimbell, R., Wheeler, T., Miller, S., Bain, J., Wright, R., & Stables, K.
  • 518462: 1, Williams, P. J., 2000, Design: The only methodology of technology? Journal of Technology Education, 11(2), 48–60.,
  • 1: Kimbell, R., Stables, K., & Green, R., 1996, Understanding practice in Design and Technology. Buckingham, UK: Open University Press.,
Other Resources

None

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