TEACH412-21A (HAM)

Te Kaiako hei anga Whakamua: The Future-focused Teacher (Primary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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In this paper students examine pedagogies associated with learning and teaching in the arts and technology. There is also a focus on ways to integrate multiple literacies and digital technologies.
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Paper Structure

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This paper will be taught through a combination of lectures, online coursework and workshops.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Identify major influences in contemporary research related to teaching and learning in the curriculum learning areas of the arts (visual art, dance, drama, and music) and technology.
    Linked to the following assessments:
  • Demonstrate knowledge of pedagogical approaches in the arts and technology based on manaakitanga (caring for students and acknowledging their mana) mana motuhake (having high expectations), ngā whakapiringatanga (managing the classroom to promote
    learning), wānanga and ako (using a range of dynamic, interactive teaching styles).
    Linked to the following assessments:
  • Demonstrate the purposeful integration of digital technologies from the perspectives of themselves as learners and teachers and their beliefs, values, attitudes, skills, and knowledge.
    Linked to the following assessments:
  • Examine how learning in the arts and technology curriculum learning areas supports multiple literacies and future-focused learning and teaching.
    Linked to the following assessments:
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Assessment

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Your learning in this paper will be assessed through a creative exploration of a key arts concept, a technology position paper, and a collaborative project which integrates the arts and technology. Details of the assessments are given below.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment 1a Creative Exploration of a Key Concept
26 Mar 2021
11:30 PM
25
  • Online: Submit through Moodle
2. Assignment 1b The Project
4 Jun 2021
11:30 PM
25
  • Online: Submit through Moodle
3. Assignment 2a Technology Position Paper
9 Apr 2021
11:30 PM
25
  • Online: Submit through Moodle
4. Assignment 2b The Project
4 Jun 2021
11:30 PM
25
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Recommended Readings

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Cheesman, S., & Bliss, E. (2017). Digital stories: Three youg people's experience in a community dance class. In S. Burridge & C.S. Nielsen (Eds.), Dance, access and inclusion: Perspectives on dance, young people and change (pp. 122-131). doi:10.4324/9781315561516

Coleman, C., & Luton, J. (2019). O brave new world? The role of arts education as presented in the film Hunky Dory. In D. Conrad & M. Prendertast (Eds.), Teachers and teaching on stage and on screen dramatic depictions. Bristol, UK: Intellect.

Forbes, D. (2019). Digital technologies and online learning in primary education (New Zealand). Bloomsbury Education and Childhood Stuides, 1-5. doi: 10.5040/9781350995932.0027

Fox-Turnbull, W. (2018). Implementing digital technology in the New Zealand curriculum. Australasian Journal of Technology Education, 5, 1-18. doi: 10.15663/ajte.v510.65

Reinsfield, E. (2019). A future-focused approach to the technology education curriculum: The disparity between intent and practice. International Journal for Technology and Design Education. doi. 10.1007/s10798-019-09497-6.

Reinsfield, E. (2018). Integrating digital technologies into the New Zealand curriculum. Future-focused and technological ways of thinking. Australasian Journal of Technology Education. http://dx.doi.org/10.15663/ajte.v5i0.64

Wright, N.I. (2015). Vignettes of pedagogical practices with ipads: Reinforcing pedagogy, not transforming it. International Journal of Online Peagogy and Course Design, 5(3), 62-73.

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Other Resources

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Online recordings and further resources will be available via Moodle
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Online Support

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This paper will be supported through Moodle
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Workload

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Total hours 150

Face to face contact hours 36

Support reading and online study approx 40 hours

Assessment approx 86 hours

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Linkages to Other Papers

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This paper builds on TEACH410, TEACH 411, and makes connections with TEPRO411.
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Prerequisite(s)

Prerequisite papers: TEEDU400 and TEACH410 or TEACH411

Corequisite(s)

Equivalent(s)

Restriction(s)

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