Learning Technologies Course at Curtin

Learning Technologies Course at Curtin University

Rosemary Horton
Teacher Librarian
Trinity College, Perth, Western Australia

For the past semester I have been studying in a unique Learning Technologies course offered at Curtin University. I had been looking for a course that suited me for a considerable time and was delighted when I found out about this one. I am a teacher-librarian with a fair knowledge of practice in the use of computing and the technology. I was looking for a course that would extend my skills and knowledge but didn't waste my time with extraneous things I was not interested in or material I already knew. There are some teachers who had barely touched a computer doing the course; there are some who have been computing teachers since the beginning of time. This course has lived up to our expectations, which is fairly unusual.

Technology for Teachers has been specifically designed for teachers of all levels of technology knowledge to give them the skills and knowledge to integrate technology into the classroom and school. Students come from all over (Hong Kong, Queensland, Christmas Island, Kununurra, Wingellina) from all subject areas (computer teachers, mathematics, and primary) and levels (Early Childhood to Year 12) and from all kinds of schools (Education Department, Catholic, Independent). The attraction of the course is that you can do it in your own time, at your own pace and what's more from your own level of expertise.

I do not have to attend campus at all. All course materials are offered by the World Wide Web and on CD-ROM. However, unlike other Distance courses I am not isolated from other students. We use Bulletin Boards, chat rooms and in-house e-mail which keeps us all in close (and vital) contact. I have used the Bulletin Board a lot and the e-mail mostly for administration stuff and the chat rooms not at all because they've always been empty when I've tried!! Bad timing!!

A great feature of the course is the way the lecturers and technical staff support the teachers in the course. As with all technology (and with all new courses) there's been hiccups. At every stage we've been helped and better yet kept informed (no mushroom syndrome here!). The staff obviously doesn't have time to eat or sleep for most new problems have a solution very quickly. One thing that happens is that I read about someone else's difficulty before I reach that point. When I do reach it, there's the answer already waiting, if I can find it. When I can't an e-mail question is answered very quickly.

Feedback about ideas is just as prompt as about technicalities. Assessment is on-going and challenging. There is a set of "core" teaching modules that we must complete. These are readings, examples and demonstrations (either on-line or on the CD-ROM). These are thought provoking dealing mostly with ideas about how technology does, should, or might change our teaching. This is not only about just integrating technology into computer labs or classrooms but also about changing the way we teach. There is great discussion about these ideas on the Bulletin Board. The staff takes an active part in the to-and-fro of debate.

There are self-paced computing tutorials that we do to make sure we're skilled in the use of word processing, spreadsheets, databases, desktop publishing, PowerPoint, multimedia presentations and web page design. I knew a fair bit about word processing so the tutorials I did on this were done very quickly just to check on my skills. Then I was required to produce a multimedia Word document. There are complementary optional streams that I haven't reached yet.

The course is offered as a Graduate Certificate, which can be done on its own or as part of a PostGraduate Diploma, a Master's degree or even a doctorate. This year there are two subjects one following the other. The first subject Technology for Teachers is worth 45 credits, and the second subject Technology in the Classroom is worth 25 credits. Technology for Teachers at the present is 22 weeks in length, but most of us have found that there's so much in it we're not likely to finish it in the time. I began at the beginning of second semester and I've only just started Module 4. There are seven modules and then the specialist stream. The course is currently under review. The content will remain the same, but there are going to be more options available. Starting in January 2000, there will be three units of 25 credits, with most people spreading it over 3 semesters. Technology for Teachers is to be two subjects of one semester each: SMEC 555 Learning Technologies for Teachers 1 and SMEC 556 Learning Technologies for Teachers 2 followed by SMEC 657 Technology in the Classroom. There will also be an option of a one semester "short" version will be: SMEC 655 Introduction to Learning Technologies 1.

I would recommend this course for any teacher, those with a lot of skills and knowledge about technology and those with few. Some teachers have very little knowledge; some have been computing teachers. Both groups have obviously found the course stimulating, interesting and informative.

A comment on the introductory page of the course says this: this course has been designed to assist teachers (of all learning areas and age groups) to become Leaders in Technology within their school, community and profession -- to provide them with the competence, but more importantly with the confidence, and the experience, to use these technologies appropriately and to the full.

Surprising as it may seem this course delivers what it promises. If you teach and use technology; if you teach and would like to use technology; if you teach and have been told you have to use technologyÉ. Go for it!