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This course supports pre-service teacher development of curriculum knowledge and pedagogy of teaching Science and Technology in schools in Aotearoa/ New Zealand. Using future-focussed themes and issues that integrate Science and Technology, pre-service teachers explore the Nature of Science and Technology through engagement in authentic contexts. Through the acquisition of knowledge, skills and attitudes, pre-service teachers will be better informed to successfully plan, resource, implement, assess and evaluate these learning areas. The course will complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary), including Professional Practice.
On the successful completion of this course, students will be able to:1. Formulate an understanding of the processes of Science and Technology, and the relationship between these curriculum areas, within engaging, relevant and authentic contexts and The New Zealand Curriculum.2. Engage in critical reflection based on practical and collaborative experiences in Science and Technology contextualised in primary school environments.3. Use of appropriate teaching and learning strategies to plan, implement and assess learner-centred experiences for students across diverse settings and cultural backgrounds.4. Develop and demonstrate knowledge and skills for weaving Māori perspectives through Science and Technology, using narratives of local iwi.5. Develop digital fluency and knowledge of Digital Technology Competencies in order to collaboratively support students’ learning and achievement outcomes.
TECP425
Students must attend one activity from each section.
David Winter
Sandra Williamson-Leadley
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be delivered at an examiners meeting and reported using the UC common grading system.Attendance and Engagement Requirements (Campus students)Full attendance and participation in campus intensive programmes, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme. Students are required to attend all scheduled course workshops and lectures. Students are also required to actively engage with course content including readings, online modules and related activities, and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed to a satisfactory standard if provided. Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.
Our code our standards : code of professional responsibility and standards for the teaching profession = Ngā tikanga matatika ngā paerewa : ngā tikanga matatika mō te haepapa ngaiotanga me ngā paerewa mō te umanga ; Education Council, New Zealand, Matatu Aotearoa, 2017.
Hill, Mary , Thrupp, Martin; The professional practice of teaching in New Zealand ; 6th edition; Cengage, 2019.
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ; Pearson Education New Zealand.
New Zealand; Ka hikitia : kokiri kia angitu, 2013-2017 ; Te Tahuhu o te Matauranga, 2013.
New Zealand; Tapasā : cultural competencies framework for teachers of Pacific learners ; Ministry of Education = Te Tahuhu o te Matauranga, 2018.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council; Tātaiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Williams, John; Technology education for teachers ; Sense Publishers, 2012.
Recommended course reading:Albion, P., Campbell, C., & Jobling, W. (2018). Technologies education in the primary years. South Melbourne, Victoria, Australia: Cengage Learning Australia.Astall, C. (2011). Nature of science in action. NZ Science Teacher, 128, 30-32.Barker, M. (2010). Lifelong science learning. NZ Science Teacher, 123, 32-36. Birdsall, S. (2012). Sustainability in classroom science. NZ Science Teacher, 131, 39-40.De Vries, M. (2011). Philosophy of technology. In P. J. Williams (Ed.), Technology education for teachers (pp. 15 – 34). Rotterdam, The Netherlands: Sense Publishers.Loveland, T. (2011). Educational technology and technology education. In P. J. Williams (Ed.), Technology education for teachers (pp. 115 – 136). Rotterdam, The Netherlands: Sense Publishers.Otrel-Cass, K., Cowie, B., & Glynn, T. (2009). Connecting science teachers with their Māori students. SET, 2, 35-41.Spendlove, D. (2011). Teaching technology. In P. J. Williams (Ed.), Technology education for teachers (pp. 35 – 54). Rotterdam, The Netherlands: Sense Publishers.Turnbull, W. (2002). The place of authenticity in technology in the New Zealand curriculum. International Journal of Technology and Design Education 12, 23–40.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $894.00
International fee $4,100.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .