Uow - Assignment 2 with "ICT reasons list".

1. The lesson plan should contain learning experiences that help the students achieve the learning outcomes identified where connection  to identify the context descriptors.
2. The assessment tasks and criteria should allow judgements to be made about how well the students have progressed toward these learning outcomes using Backwards DESIGN. "Backwards design is not an acceptable pedagogical framework."
3. At least some of the learning outcomes of the desired results should be evident in the scope to be linked to the content of the unit and its context.
4. The learning outcomes should be aligned with the unit topic in playing online game. This is explicitly aligned with the pedagogical framework by looking more closely at the Australian Curriculum as an example of how societal reasons for integrating ICT and education are being implemented.E.g. Discussion among two teachers sharing at the forum Share My Scootle Resource in learning algebra for Year 8 Math Number and Algebra, Patterns and algebra.

A closer look on how to plan a UNIT PLAN

(Open up the sample unit plan you've chosen.)  Sample Assignments

The following table is a copy of the table from the Assignment 2 page.

Context	Learning area	Unit title	Resources
Prep	History	Me and my (digital) family tree	Unit plan and essay
Year 7	History	I love my Mummies - All things Ancient Egypt	Unit plan and essay.
Year 5	History	Migrating to Australia in the 1800s	Unit plan and essay.
Year 4	English	Unleashing the visual detective inside of me	Unit plan and essay.
Year 2	History	This was then, this is now	Unit plan and essay.
VET Cert III	Hospitality	Food and Beverage Service	Unit plan and essay

Apart from being introduced to Assignment 2 you will be introduced to the EDC3100 unit plan template and how to complete the first parts of that unit plan. 

This will include covering information such as: backwards design, alignment, selecting learning objectives/constructs and for a unit, and thinking about the context

Module 2

We now move to developing the ability to actually design learning experiences about Unit of Work (UoW) that are rich and effective in their use of ICTs to enhance student learning. Module 2 focuses on the planning of Units of Work that have ICTs integrated using the concept of 2c2 into them. Finally to do this you will refine and finalise your learning constructs and explore the requirements and possibilities of using ICT. Before that I must identify and draw on an appropriate pedagogical framework to be shared among USQ student.

Share your assignment 2 curriculum

Module 3

In Module 3 you will focus on the planning and implementation of lessons that use ICTs to enhance and transform student learning.

Identifying the assessment tasks for your unit plan (PCK-ACARA), designing and sequencing the learning experiences (TPK-SCOOTLE) and lastly  designing the assessment task and rubric (TCK-Formative/Summative Assessment).

How many learning outcomes are listed?

What curriculum are they from?

Simply useful journey to know how from integration to authentic integration of ICTs in the classroom- some online events may also be useful in learning how you can integrate ICTs into your teaching. For example, if you're a Health and PE student struggling to figure out how you can integrate ICTs, there are a couple online events from the 2012 students that try to answer your question.

Below is a link from YouTube about technology in the classroom has changed.

Do the listed "assessment tasks provide learners" with an opportunity to produce evidence (refer to the rubric criteria) against 

these learning outcomes (the reasons of using ICT in my lesson plans).
This week 5 must learn to refine and finalise your learning constructs, identify and draw on an appropriate pedagogical framework, and explore the requirements and possibilities of using ICTs.

RUBRIC

Criteria		HD	A	B	C	F
Unit Plan
Demonstrates the ability to plan a unit of work and assessment rubric that aligns curriculum and assessment as selected from the appropriate curriculum documents.	/ 10	Excellent alignment is clearly evident throughout the unit plan with content and assessment standards matching and highly usable and aligned task specific descriptors.	Very good alignment is clearly evident throughout most of the unit plan with content and assessment standards matching and suitably developed task specific descriptors.	Good alignment is evident throughout much of the unit plan with content and assessment standards matching task specific descriptors.	Alignment is evident in the unit plan between the curriculum and assessment standards with matching descriptors.	Alignment between curriculum and assessment standards does not occur and/or the rubric is developed inappropriately in terms of task specific descriptors.
		10>8.5	8.25>7.5	7.25>6.5	6.25>5	4.75>0
Demonstrates the ability to plan aligned, sequenced and suitable learning experiences in the unit plan and delivered through clear understanding of pedagogical underpinning to teaching practices, with clear: Student activities Aligned teaching strategies Underpinning use of ICTs	/10	A highly detailed plan that includes a broad range of engaging and flexible sequenced learning experiences which align to the curriculum intent and will produce the necessary student evidence with excellent use of Learning Area-specific pedagogical approaches across the unit plan.	A very good plan including many engaging and flexible sequenced learning experiences which align to the curriculum intent and will produce the necessary student evidence with very good use of Learning Area-specific pedagogical approaches across the unit plan.	A good plan with some engaging and flexible sequenced learning experiences which align to the curriculum intent and will produce the necessary student evidence with good use of Learning Area-specific pedagogical approaches in most places in the unit plan.	An acceptable plan with the basic minimum of engaging and flexible sequenced learning experiences which align to the curriculum intent and will produce the necessary student evidence with some appropriate use of Learning Area-specific pedagogical approaches in the unit plan.	A plan that does not include a sufficient range of engaging and flexible sequenced learning experiences and/or do not clearly align to the curriculum intent in order to produce appropriate student evidence.
		10>8.5	8.25>7.5	7.25>6.5	6.25>5	4.75>0
Demonstrates the ability to plan an ICT rich and pedagogically appropriate unit plan.	/10	Creative and innovative use of strategies with ICTs which are clearly supporting the curriculum and assessment intent and are relevant to the learning context and the unit of work.	Very good use of strategies with ICTs which are clearly supporting the curriculum and assessment intent and are relevant to the learning context and the unit of work.	Good use of strategies with ICTs which support the curriculum and assessment intent and are relevant to the learning context and the unit of work.	Some use of strategies with ICTs which support the curriculum and assessment intent and are relevant to the learning context and the unit of work.	The use of strategies with ICTs do not support curriculum and assessment intent and/or are not relevant to the learning context and the unit of work.
		10>8.5	8.25>7.5	7.25>6.5	6.25>5	4.75>0