Digital Tools for Inclusive Teaching
Digital Tools for Inclusive Teaching
Technology has never been more vital for education, but it can be difficult to decide how to deploy it in the classroom. This Melbourne MicroCert provides teachers with a strong evidence base to better harness learning technology for stronger student outcomes. It has been designed in consultation with Digital Learning…
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COURSE DESCRIPTION
Technology has never been more vital for education, but it can be difficult to decide how to deploy it in the classroom. This Melbourne MicroCert provides teachers with a strong evidence base to better harness learning technology for stronger student outcomes. It has been designed in consultation with Digital Learning and Teaching in Victoria, and the Digital Learning Branch of the Victorian Department of Education. Assessment and learning outcomes are mapped to Australian Institute for Teaching and School Leadership (AITSL) standards as well as International Society for Technology in Education (ISTE) standards. Gain frameworks to evaluate learning tech: Explore frameworks, research and literature to help you evaluate the benefits of learning technologies and resources. Gain an evidence base and criteria that can help explain the value of digital tools in your classroom. Map technology to student learning: Analyse the impact of digital tools on the learning outcomes of different students so you can use technology with purpose. Assess technology in your own educational context: Critically reflect on how to meet learning needs in your own educational context and consider how you can better use technology to enhance the outcomes of your students.
Skills and learning outcomes: By the end of this course, you’ll have a deeper understanding of how to deploy technology in the classroom for better student outcomes. You’ll be able to: Access and use an evidence base to explain the value of specific digital resources in meeting individual student needs; Analyse the impact of a digital technology tool on student learning outcomes; Purposefully use digital technologies to model best practice and expand learning opportunities for students.
EDUCATIONAL INSTITUTION
Established in 1853, the University of Melbourne enjoys an outstanding reputation with world rankings, consistently being placed as Australia’s leading comprehensive research-intensive university, and is one of the world’s top 50 (as per Times Higher Education World University Rankings 2015 – 2016 and Academic Ranking of World Universities 2015). There are over 80 different undergraduate study areas and over 270 graduate courses at Melbourne for students to choose from. The University has extensive global networks and has seven campus locations across Melbourne and rural Victoria.
