• Design informative and exciting web pages, using animated and still graphics
• Incorporate these web pages and graphics into stimulating lesson plans
• Use the following programs to create engaging and practical classroom activities:
  • Adobe Dreamweaver CS5
  • Adobe Flash CS5
  • Adobe Fireworks CS5
• Heavily discounted student versions of these Software packages can be purchased via the internet.  Simply go to the edsoft website at http://www.edsoft.com.au/ and look for the Adobe Design Premium Suite, or email your request to customer.service@edsoft.com.au. 
  

1. A portfolio of your website design process, including drafts, images, peer assessments and the final submitted website.

2. Analysis and redesign of an educational website found on the internet.

3. An action plan for the practical application of your new web skills to an educational setting.

• Alter photographic images
• Use advanced graphic technology to publish books, magazines, posters and other print media
• Incorporate print production and graphic design into stimulating lesson plans
• Use the following programs to create engaging and practical classroom activities:
  • Adobe Photoshop CS5 Extended
  • Adobe InDesign CS5
  • Adobe Acrobat 8 Professional
  • Adobe Illustrator CS5
• Heavily discounted student versions of these Software packages can be purchased via the internet.  Simply go to the edsoft website at http://www.edsoft.com.au/ and look for the Adobe Design Premium Suite, or email your request to customer.service@edsoft.com.au. 
  

1. A series of Creative Portfolios, containing the plans, images and sources used to create your magazines, newsletters and/or digital yearbooks in this subject.

• Use the following Microsoft Office programs to create engaging and practical classroom activities:
• Microsoft Word
• Microsoft Powerpoint
• Outline a plan for introducing an ICT peer coaching program into their own school
• Create a webquest, based on activities and lessons which use technology to promote problem-solving, critical learning and team-work
  

1. Plan, create and evaluate a Webquest for the students you teach (see here for examples of Webquests).

2. Utilise your Word and Powerpoint skills to develop a brochure and slide show relevant to your teaching situation.

3. Actively participate in online forums

• Use the following Microsoft Office programs to create engaging and practical classroom activities:
• Microsoft Excel
• Microsoft Outlook
• Implement the peer coaching plan outlined in the first “Technology Partners in Learning” subject; utilise the action research method to reflect upon and improve this coaching plan.
• Use an ePortfolio to demonstrate the ICT learning/progress made by various teachers in their school

1. Design and review an ICT peer-coaching program for your school/educational institution.

2. Electronic Skills Portfolio, demonstrating your use of Excel and Outlook-Actively participate in online forums.

• Understand computer hardware and software, and the units which comprise a computer system
• Identify telecommunications system components
• Evaluate the strengths and weaknesses of different types of operating systems
• Discuss general trends in hardware technologies and leading-edge developments
  

1. Research questionnaires, requiring you to analyse, compare and define a range of software and hardware.

2. One end-of-subject exam.

• Investigate the best way to integrate ICT into a subject of their choosing (such as English, Mathematics, PE, Music, Art, etc.)
• Create an action plan for the integration of ICT in their chosen subject, based on curriculum objectives and targeted towards learning goals/outcomes
• Use this action plan to construct ICT-based lesson/unit plans for use in the classroom

PLEASE NOTE: unlike our other subjects, the two EMT subjects each require students to purchase a $100 textbook for their studies

1. Action plan (see subject descriptor).

• 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.

TBA

• Demonstrate effective methods for participating in blogs and online communities
• Create an educational online community for their students
• Educate both students and fellow teachers in how to participate in Computer-Supported Cooperative Work (CSCW) to create engaging and practical classroom activities

1. ePortfolio 1: a collection of materials on “how to build an online community”.

2. ePortfolio 2: a collection of materials on “how to sustain an online community”.

3. One end-of-subject exam.

• Identify and evaluate recent developments in the educational applications of the World Wide Web.
• Demonstrate an awareness of ways in which the World Wide Web may be used across the curriculum.
• Understand the possible uses of the World Wide Web to engage learners in high quality intellectual work that has significance beyond the classroom.
• Demonstrate an understanding of possible uses of the World Wide Web that promotes quality learning environments, in which social support and self-regulation are valued principles that structure the learning process.
• Be able to critically evaluate Web sites for use in learning and across the curriculum.
• Design, develop and deploy educational Web resources.
• Have an understanding of issues related to the hosting, publication, and ethical reproduction of Web resources in schools

• Describe theoretical and practical frameworks for exploring and evaluating the educational value and affordances of technologies for learning in a classroom;
  
• Articulate a personal view on the role of technology in the learning process, and, drawing on this, evaluate the likely effectiveness of classroom technologies within a particular classroom context;
  
• Describe the characteristics of a range of classroom technologies, including, but not limited to: Interactive Whiteboards, Laptops and Mobile Devices;
  
• Demonstrate effective use of classroom technologies;
  
• Design a program of work involving the effective use of selected classroom technologies in a specific classroom context;
  
• Effectively locate and evaluate digital resources for use with particular classroom technologies;
  
• Identify and resolve ethical and legal issues associated with the use of classroom technologies; and
  
• Describe the classroom management issues involved in the effective use of a range of technologies in the classroom.