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Unit of Study TCH10630 - Introduction to Technology Teaching (2015)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Introductory

  • Former School/College

    Former School of Education

Unit description

Focuses on the key issues associated with being a professional in technology education. Emphasis is placed on understanding the place of the TAS key learning area in the K-12 curriculum, the essential components of the Technology (Mandatory) syllabus and its implementation in schools, the concepts of authentic and problem based learning and the role and responsibilities of a technology teacher in a secondary school setting and the broader professional community. Knowledge, skills, attitudes and values for teaching and caring for adolescents and skills in reflective practice are incorporated to enable students to monitor their development as educators and to critically reflect on their career choice.

Unit content

1. What it means to be a professional in a secondary school context and introduction to the professional teaching standards. 
2. Becoming a technology teacher and their role within the faculty, the school and the wider community. 
3. Technology education for the future - the history of technology education and forces of change. 
4. Defining and introducing 'curriculum' in the TAS key learning area, including the K-12 and VET learning continuum and scoping the breadth of TAS syllabi. 
5. Exploration of the Technology (Mandatory) syllabus and its implementation in Years 7 and 8. 
6. The relationship of literacy, numeracy and ICT skills to subjects in the TAS key learning area. 
7. Defining and introducing 'pedagogy' in the TAS key learning area in particular as related to Technology (Mandatory) syllabus. 
8. Authentic and problem-based learning and the role of project-based learning in the TAS curriculum and student-focused practice. 
9. Knowledge, skills, attitudes and values for teaching and caring for adolescents, including child protection and the need for personal literacy, numeracy and ICT skills
 
This unit will include three observation day visits to schools.

Availabilities

Not currently available in 2015

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 identify and reflect on what it means to be a professional in a secondary school context including the essential role of student-focused, reflective practice
2 discuss the development of technology education, its place in the K-12 learning curriculum and the various components which make up the current TAS curriculum
3 describe the role of a technology teacher within a TAS faculty, the secondary school and the wider community
4 demonstrate an understanding of 'pedagogy' and 'curriculum' in the TAS key learning area
5 outline the essential components of the Technology (mandatory) syllabus and its implementation in schools including the importance of numeracy, literacy and ICT
6 explain the concepts of authentic, problem-based and project-based learning
7 reflect on the knowledge, skills, attitudes and values necessary when teaching and caring for adolescents including literacy, numeracy and ICT competencies they need to achieve and to succeed in their studies and career as a professional technology educator.

On completion of this unit, students should be able to:

  1. identify and reflect on what it means to be a professional in a secondary school context including the essential role of student-focused, reflective practice
    • GA3:
    • GA4:
    • GA5:
  2. discuss the development of technology education, its place in the K-12 learning curriculum and the various components which make up the current TAS curriculum
    • GA4:
  3. describe the role of a technology teacher within a TAS faculty, the secondary school and the wider community
    • GA3:
    • GA4:
    • GA5:
  4. demonstrate an understanding of 'pedagogy' and 'curriculum' in the TAS key learning area
    • GA4:
  5. outline the essential components of the Technology (mandatory) syllabus and its implementation in schools including the importance of numeracy, literacy and ICT
    • GA4:
  6. explain the concepts of authentic, problem-based and project-based learning
    • GA4:
  7. reflect on the knowledge, skills, attitudes and values necessary when teaching and caring for adolescents including literacy, numeracy and ICT competencies they need to achieve and to succeed in their studies and career as a professional technology educator.
    • GA3:
    • GA4:
    • GA5: