DP1 Activites





DP1 ICT Integration Activities




“Good teaching may overcome a poor choice of technology but technology will never save bad teaching” 

- Tony Bates 













To assist in understanding the concepts and research presented in this module, various activities of increasing demand and complexity are provided.

Level 1 (Quiz Activity)
Level 2 (Completion Activity)
Level 3 (Learning Activity)
Level 4 (Advanced Activity)
Level 5 (Research Activity)
Level 6 (RHD Activity)



Level 1 (Quiz Activity)



ICT Integration Quiz


You should study in detail the Information and Communication Technologies module before completing the quiz.


Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

85% of questions answered correctly.

75% of questions answered correctly.
 
65% of questions answered correctly.

50% of questions answered correctly.

45% of questions answered correctly. 

25% of questions answered correctly.

<25% of questions answered correctly. 

To complete your quiz go to the Learning@Griffith course website and the select DP1 Quiz.

You may only attempt a quiz once and the first six quizzes attempted will be used to determine their contribution to your Log of Learning Activities. 



Level 2 (Completion Activity)



Emerging Educational Technology Poster


Choose an emerging educational technology (selected from a recent Horizon Report) and create a one page (A4 or A3 PDF) staffroom poster letting teachers know the potential of the technology for classroom use.  It should:
  1. name the education technology;
  2. explain the educational technology;
  3. indicate when the technology will be in common classroom use;
  4. depict the educational technology in classroom use; and
  5. describe the underlying trend of why this educational technology is now emerging.


Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 5.00 - 4.25 4.24 -3.75 3.74 - 3.25 3.24 - 2.50  2.49 - 2.25 2.24 - 1.25         1.24 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%

All five elements evidenced.

Four elements evidenced.
 
Three elements evidenced.

Two elements evidenced. 

One element evidenced. 

A partial element evidenced.

No element evidenced. 


To submit your completion activity, choose one of the Level 2 Completion Activity tasks on Learning@Griffith, and attach your poster PDF when submitting your assignment. 



Level 3 (Learning Activity)



TPACK Analysis or SAMR series

  1. Conduct a TPACK analysis of an educational technology describing the technology, a content area, a pedagogical approach to teaching it, the intersections of TPK, TCK, and PCK, and how these all combine to create a rich learning experience (equivalent to 700 words); or

  2. For a concept/topic (Content) of your choice, create a SAMR series detailing four educational technologies from Enhancement to Transformation and briefly describe how you could teach with each of them (Pedagogy) (equivalent to 700 words).
You should aim to interpret the model (TPACK or SAMR) and demonstrate your understanding of the model through its correct application. Care should be take to correctly analyse TPACK intersections and SAMR levels for chosen material.  A satisfactory standard can be achieved by effective examples, however High, Very High and Outstanding standards will not be achieved unless insight is shown into the effective use of the model to assist teachers in making improved use of ICT. This will be assisted by reading deeply into the module text, examples, and further reading into the use of the models and concept of ICT integration.

You can present your analysis via a shared Google Document (700 words), or as a Youtube recording (max 7 minutes).

Your analysis and interpretation of the model will be assessed against the following criteria: 

 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 15 - 12.75 12.74 -11.25 11.24 - 9.75 9.74 - 7.50  7.49 - 6.75 6.74 - 3.75         3.74 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Analytical ability in analysing ICT technologies at an exceptionally high standard.Analytical ability in analysing ICT technologies at a very high standard.Analytical ability in analysing ICT technologies at a good standard. Analytical ability in analysing ICT technologies at a satisfactory standard.  Analytical ability in analysing ICT technologies at unsatisfactory quality but close to a satisfactory standard.Analytical ability in analysing ICT technologies at unsatisfactory standard.Analytical ability inanalysing ICT technologies at a significantly unsatisfactory standard.
Interpretive ability in integrating ICT into the curriculum in meaningful ways at an exceptionally high standard.Interpretive  ability in integrating ICT into the curriculum in meaningful ways at a very high standard.Interpretive ability in integrating ICT into the curriculum in meaningful ways at a good standard.Interpretive ability in integrating ICT into the curriculum in meaningful ways at a satisfactory standard.Interpretive ability in integrating ICT into the curriculum in meaningful ways at unsatisfactory quality but close to a satisfactory standard.Interpretive ability in integrating ICT into the curriculum in meaningful ways at unsatisfactory standard.Interpretive ability in integrating ICT into the curriculum in meaningful ways at a significantly unsatisfactory standard.
Articulation and presentation of an analysis at exceptionally high quality.Articulation and presentation of an analysis at  very high quality.Articulation and presentation of an analysis of a good quality. Articulation and presentation of an analysis of a standard quality.Articulation and presentation of an analysis of unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of an analysis of unsatisfactory quality.Articulation and presentation of an analysis of significantly unsatisfactory quality.

To submit your learning activity, choose one of the Level 3 Learning Activity tasks on Learning@Griffith, place a link to your shared Google Document or Youtube video into the comment section when submitting your assignment. Remember to ensure that you have made your document or video public.




Level 4 (Advanced Activity)



Journal Article


Prepare a short article for publication in the Australian Educational Computing journal on preservice teacher understanding of ICT Integration (equivalent to 1100 words).

The article should include a summary of current research into ICT integration and relevant policies, the experiences of yourself and your peers in teacher education on ICT integration (understanding of theory, modeling of practice), you and your peers experiences on practicum or experience in schools of ICT integration (understanding of policy, modeling of practice), and the expectations of you and your peers for ICT integration as beginning teachers. Any images should be copyright free and ideally created by yourself.

The article should include at least six references using the APA6 referencing style. 

Your article will be assessed against the following criteria: 

 Outstanding Very High High Satisfactory Close Fail Fail Abject Fail
 15 - 12.75 12.74 -11.25 11.24 - 9.75 9.74 - 7.50  7.49 - 6.75 6.74 - 3.75         3.74 - 0.00
 100% - 85%         84% - 75% 74% - 65% 64% - 50% 49% - 45% 44% - 25% 24% - 0%
Interpretive and analytical ability in analysing ICT technologies at an exceptionally high standard.Interpretive and analytical ability in analysing ICT technologies at a very high standard.Interpretive and analytical ability in analysing ICT technologies at a good standard. Interpretive and analytical ability in analysing ICT technologies at a satisfactory standard.  Interpretive and analytical ability in analysing ICT technologies at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in analysing ICT technologies at unsatisfactory standard.Interpretive and analytical ability inanalysing ICT technologies at a significantly unsatisfactory standard.
Interpretive and analytical ability in integrating ICT  in meaningful ways  at an exceptionally high standard.
Interpretive and analytical ability in integrating ICT  in meaningful ways  at a very high standard.Interpretive and analytical ability in integrating ICT into the curriculum in meaningful ways  at a good standard.Interpretive and analytical ability in integrating ICT in meaningful ways  at a satisfactory standard.  Interpretive and analytical ability in integrating ICT in meaningful ways  at unsatisfactory quality but close to a satisfactory standard.Interpretive and analytical ability in integrating ICT  in meaningful ways  at unsatisfactory standard.Interpretive and analytical ability in cintegrating ICT in meaningful ways  at a significantly unsatisfactory standard.
Intellectual initiative in integrating ICT for a diversity of students at an exceptionally high standard.Intellectual initiative in integrating ICT for a diversity of students at a very high standard.Intellectual initiative in integrating ICT for a diversity of students at a good standard.Intellectual initiative in integrating ICT for a diversity of students at a satisfactory standard.  Intellectual initiative in integrating ICT for a diversity of students at an unsatisfactory standard but close to a satisfactory standard.Intellectual initiative in integrating ICT for a diversity of students at anunsatisfactory standard.Intellectual initiative in integrating ICT for a diversity of students at a significantly unsatisfactory standard.
Intellectual initiative in using ICT to engage and challenge students at an exceptionally high standard.Intellectual initiative in using ICT to engage and challenge students  at a very high standard.Intellectual initiative in using ICT to engage and challenge students at a good standard.Intellectual initiative in using ICT to engage and challenge students at a satisfactory standard.  Intellectual initiative in using ICT to engage and challenge students at an unsatisfactory standard but close to a satisfactory standard.Intellectual initiative in using ICT to engage and challenge students at an unsatisfactory standard.Intellectual initiative in using ICT to engage and challenge students at a significantly unsatisfactory standard.
Articulation and presentation of an article of exceptionally high quality.Articulation and presentation of an article of very high quality.Articulation and presentation of an article of good quality. Articulation and presentation of an article of standard quality.Articulation and presentation of an article of  unsatisfactory quality but close to a satisfactory standard.Articulation and presentation of an article of  unsatisfactory quality.Articulation and presentation of an article of  significantly unsatisfactory quality.



To submit your Advanced Learning Activity, choose the Level 4 Learning Activity task on Learning@Griffith, then attach and submit your article as a PDF file.




Level 5 (Research Activity)







Level 6 (RHD Activity)






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