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EMT503 Leadership in Learning and Teaching with ICT (8)

Abstract

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

+ Subject Availability Modes and Location

Session 1
OnlineWagga 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

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Learning Outcomes

Upon successful completion of this subject, students should:


  • Describe and critically compare various rationales for ICT 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;


  • Develop a personal position on the role of ICT in educational settings based upon an analysis of the contemporary literature and current state of practice;


  • Draw on evidence from the literature to explain why many system-wide and school-based ICT integration initiatives have been relatively unsuccessful;


  • Critically explore the current status of ICT integration within a specific educational setting;


  • Develop ICT professional development plans within an educational setting building on models of teacher ICT pedagogical knowledge and professional development theory, along with an appreciation of the practical challenges in facilitating change across an institution, and the potential of ICT learning networks;


  • Identify the key challenges in ICT leadership in an educational setting and describe the ways in which leadership theory and practice can inform on this problem;


  • Identify elements of best practice in ICT 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


  • Develop an ICT resource management plan incorporating ICT procurement, installation, maintenance and support.

Syllabus

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

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 18 October 2017. The University reserves the right to vary the information at any time without notice.