Københavns Professionshøjskole Læreruddannelsen

VM18: Teacher Professional Understanding of Technology

Module type, extent and language

Monoprofessional elective module in English. 10 ECTS.  Locally formulated curriculum.

Subject area: ICT and Digital Media in a Teacher Professional Perspective

Language of instruction: English

 

Short description of the module

The aim of the module is to develop the teacher students’ abilities to critically understand, estimate, analyze and develop designs for learning, pupils’ roles and learning opportunities supported by Information and Communication Technologies (ICT) and digital media. The module furthermore aims to support the teacher students’ reflections on and awareness of the ongoing medialization and digitalization in society. ICT and digital media influences both learning objectives and the ways of learning and teaching i.e. the bildung of both teachers and pupils.

 

The module will focus on five themes:

Children/young people’s digital media and learning cultures 

Participatory cultures, creative learning and digital citizenship

New roles of teachers and pupils in school

Designing for new forms of learning and assessment

Assessment of digital learning resources and ICT-supported designs for learning

 

The knowledge base of the module

The module relates to the theoretical field of ICT-pedagogy and related existing knowledge, results and experiences from international research and development projects.

 

The student is expected to demonstrate skills and knowledge within the following main areas of competence

At the end of the module the student is expected to be able to demonstrate the following practical skills and theoretical knowledge:

 

Skills: The student is able to

Knowledge: the student has knowledge about

Understand and use ICT and digital media in pedagogically relevant ways in teaching activities

ICT and digital media as educational technologies in a school context

Plan, design for, conduct and develop teaching and learning activities with a focus on activating pupils’ informal learning with ICT and digital media in the classroom

Children, young people and informal learning with ICT and digital media

Plan, design for, conduct and develop teaching and learning activities with a focus on scaffolding maker spaces and participatory cultures in the classroom

Maker spaces, participatory cultures, creative learning, digital literacy and citizenship in the classroom

Plan, design for, conduct and develop teaching and learning activities with a focus on new teacher and pupil roles: critical investigators, analyzing consumers, goal-oriented and creative producers, responsible participants

New teacher and pupil roles: critical investigators, analyzing consumers, goal-oriented and creative producers, responsible participants

Plan, design for, conduct and develop teaching and learning activities with a focus on new forms of learning and assessment with ICT and digital media

New forms of learning and assessment with ICT and digital media (e.g. 21st century skills, computer-supported collaborative and cooperative learning, blended learning, networked and connected learning, crowdsourced learning and peer assessment)

Engage in critical analyses and assessments of pedagogical relevance of educational technologies and ICT-supported designs for learning in concrete teaching situations

ICT-pedagogy, teacher-professional understanding of technology (e.g. TPACK), technology integration models (e.g. SAMR), and educational technology assessment tools

 

Module workforms (study activity model)

During the module students will become engaged in (theoretically and practically) exploring and experimenting with various designs for learning as a way to expand the teacher students’ creative competencies for developing innovative ways of teaching and learning with ICT and digital media.

Category

 

Workload (hours): 275

Primary workforms

Category 1

75

Lectures, student presentations, groupwork and supervision

Category 2

117

Workload three student products (75 hours), planning, designing, conducting and assessing teaching and learning activities (42 t.)

Category 3

78

Individual preparation and reading

Category 4

5

Teaching activities initiated by the teacher students

 

How is the module related to practice

The module utilizes a practice and experience-based approach to developing students’ teacher professional understanding of technology as an ubiquitous aspect of their professional identity. A technological understanding relates to the strategies used by teachers to pedagogically engage ICT and digital media in designing and conducting lessons. The module offers the teacher students practical working experiences with planning, designing, conducting and assessing ICT-pedagogical teaching activities.

 

Participation requirements

Students are expected to participate actively in the in the lessons of the module in order for the instructor to assess the learning outcome of the student as equaling at least Passed on the Danish 7-point grading scale. The student will continuously be informed of their level of attainment if the instructor sees indicators of the student not being able to meet the participation requirements.

The teacher students will make three student products.

 

Student product 1: New digital media and learning cultures

  • Children/young people’s digital media and learning cultures 
  • Participatory cultures, creative learning and digital citizenship
  • New roles of teachers and pupils in school

Written assignments 5 pages /2600 characters and a multimodal production. The student products must refer to and reflect on theory and knowledge about practice relating to the first three course themes. The students receive response on the written assignment and multimodal production via peer assessment in reflexive student teams focusing on the aims of and criteria for the student products.

Details on criteria for assessment will be presented by the module teachers.

 

Student product 2: ICT and digital media in teachers’ and pupils’ school day

  • Designing for new forms of learning and assessment
  • Assessment of digital learning resources and ICT-supported designs for learning

Student product is a multimodal digital presentation of three central educational technologies in school. The student product must refer to and reflect on theory and knowledge about practice relating to the last two course themes. The students receive response via peer assessment in reflexive student teams focusing on the aims of and criteria for the student products.

Details on criteria for assessment will be presented by the module teachers.

 

Student product 3: Innovating designs for learning with ICT and digital media

Students plan, design, conduct and assess a teaching activity (related to a particular subject) developed with a focus on innovating the (traditional) design for learning with ICT and digital media. The students must make a multimodal digital product representing the teaching activity as well as the students’ reflections on the how the teaching activity is innovative by representing a (re-)/new design for learning. The students must furthermore integrate in the product a representation of connections between the teacher-professional technology understanding, ICT-pedagogy and pupils learning a particular subject matter.

The students receive response via peer assessment in reflexive student teams assessing the multimodal products with a focus on the aims of and criteria for the student product.

Details on criteria for assessment will be presented by the module teachers.

 

Requirements for passing the module

All of the three student products must be approved. In order for the student products to be approved they Passing the module requires approval of the participation requirements listed above. Approval of the participation requirements are based on the student having fulfilled the objective demands of the module, e.g. deadlines for handing in assignments, structural requirements, academic integrity, and content relevance.

Fulfillment of each individual participation requirement is based on the assessment by the instructor of the above listed requirements as well as the skills and knowledge requirements of the module. The result of the assessment will be communicated to the student as passed/not passed. In the case of a student not passing the module, please refer to part 1, paragraph 5.2.3 of the curriculum.

Oversigt over studieordning 2016 (LU 13, Frb.)

 

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