Latest Module Specifications
Current Academic Year 2025 - 2026
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Draw on empirical evidence to design lessons and units of learning/schemes of work in technology education. 2. Understand the differences and pedagogical implications for biologically primary and secondary knowledge. 3. Recognise the role of forgetting curves in pedagogical planning (e.g. schemes of work and homework). 4. 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. 5. 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. 6. 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). 7. Be able to design authentic learning experiences relating to design driven education. 8. Recognise the difference between teaching to and through design and associated evidence, assumptions, and ideologies. 9. Appreciate the importance of cognitive load theory and cognitive load effects for the design of tasks and pedagogical approaches. 10. Understand the various ways in which students can demonstrate capability in technology education and develop a philosophical stance on defining capability. 11. Understand the potential impact of task context on learners in terms of motivation, performance, and identity. 12. In conceptions of pedagogical content knowledge, appreciate the relationship between discipline knowledge and pedagogical knowledge. 13. Recognise the role and implications of professional holistic judgement in assessment. 14. Use ICT appropriately to design resources/scaffolds for in-class, blended and remote learning contexts. 15. Develop appropriate physical resources/scaffolds for teaching and learning activities. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||