EMT503 Leadership in Learning and Teaching with Digital Technology (8)

In this subject students critically explore the challenges involved in leadership with digital technology in educational settings. Such an exploration leads to the development of a personal position on digital technology in education drawing on relevant pedagogical and leadership theories and on historical and contemporary examples. Students also explore models of digital technology for teachers' pedagogical knowledge and their implications for professional development, curriculum design for digital technology integration, and digital technology resource management and planning. At the conclusion of the subject, students are able to develop a digital technology learning and teaching plan to address the needs of a specific educational setting.

Availability

Session 1 (30)
Online
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EMT503. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to describe and critically compare various rationales for digital technology integration, including notions of generational change such as the concept of digital natives, professed workforce imperatives, or a focus on the learning affordances of technologies;
  • be able to develop a personal position on the role of digital technology in educational settings based upon an analysis of the contemporary literature and current state of practice;
  • be able to draw on evidence from the literature to explain why many system-wide and school-based digital technology integration initiatives have been relatively unsuccessful;
  • be able to critically explore the current status of digital technology integration within a specific educational setting;
  • be able to develop digital technology professional development plans within an educational setting building on models of teacher digital technology pedagogical knowledge and professional development theory, along with an appreciation of the practical challenges in facilitating change across an institution, and the potential of digital technology learning networks;
  • be able to identify the key challenges in digital technology leadership in an educational setting and describe the ways in which leadership theory and practice can inform on this problem;
  • be able to identify elements of best practice in digital technology integration within a particular curriculum area or across the curriculum and articulate the elements of a change process towards adoption of such best practice; and
  • be able to develop a digital technology resource management plan incorporating digital technology procurement, installation, maintenance and support.

Syllabus

This subject will cover the following topics:
  • The current context of educational institutions and rationales for digital technology integration
  • The history of digital technology integration
  • Digital technology integration and pedagogical change
  • Models of teacher knowledge incorporating digital technology pedagogy
  • Models of teacher knowledge incorporating digital technology pedagogy
  • Educational digital technology leadership and models of digital technology decision making
  • Curriculum development for digital technology integration
  • Digital technology resource management planning
  • Problem solving from a leadership perspective

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EMT503 in Session 1 2021. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Title
Value %
1
Low stakes early blog post and position statement
5
2
Digital technolgy integration policy analysis
40
3
Digital technology integration plan analysis
40
4
Blog post evidence and professional reflection
15

The information contained in the CSU Handbook was accurate at the date of publication: June 2022. The University reserves the right to vary the information at any time without notice.

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