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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School

Online Module Resources

NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

This module will introduce student teachers to Computer Science as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Senior Cycle Computer Science. The module aims to develop student teachers' subject specific pedagogical content knowledge and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners and confident curriculum makers, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments.

Learning Outcomes

1. Critically engage with the curricular guidelines for Computer Science, with particular reference to curricular reform.
2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession.
3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement.
4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential.
5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development.
6. Design learning experiences that support the development of a creative mindset.
7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students.
8. Demonstrate a capacity to promote numeracy and literacy in relation to subject discipline.



Workload Full-time hours per semester
Type Hours Description
Lecture36No Description
Group work12No Description
Independent Study77No Description
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

Introduction to Subject Specific Pedagogical Content Knowledge
Introduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and lectures.

Core Values of Teaching and Professional Practice
Development of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.

The Teacher/Facilitator as Curriculum Maker and Reflective Practitioner
Synthesise key curricular and pedagogical concepts through lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.

Theory and Practice
Engagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.

Methodologies for teaching Computer Science
Select and use appropriate methodologies to address pupil needs, to develop their interest and understanding of computer science to prepare them to become active citizens and/or for future studies in computer science. Example methods will include but are not limited to teaching and assessing through: design-based tasks; inquiry-based learning and problem-based learning; practical demonstrations and challenges; effective use of digital approaches e.g. simulations, interactive exercises, collaborative engagement; literacy development (policy analysis, targeted writing, reflections, newspaper and print media critique).

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
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
Unavailable
Indicative Reading List

  • Becker, B and Quille, K: 2021, Computer Science for Leaving Certificate,
  • Raspberry Pi Foundation: 2021, Hello World - The Big Book of Computing Pedagogy, 1,
Other Resources

55341, Website, Department of Education and Skills, 0, CompSci, https://www.compsci.ie/, https://www.compsci.ie/,
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