TED403: Technology and Education Assessment Task Presentation: Propose technology solutions for a chosen learning community Individual/Group Individual
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ASSESSMENT 2 BRIEF |
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Subject Code and Title |
TED403:
Technology and Education |
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Assessment Task |
Presentation:
Propose technology solutions for a chosen learning community |
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Individual/Group |
Individual
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Length |
15
minutes (2,000 words +/- 10%) |
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Learning Outcomes |
The Subject Learning
Outcomes demonstrated by successful completion of the task below
include: a)
Critically reflect on own capabilities, dispositions
and experiences around educational technology. b)
Identify and critically analyse the needs and
interests of a specific learning community for the application of digital
technologies that enhance learning. c)
Create informed, evidence-based and ethical
solutions for integrating educational technologies in diverse communities. d) Apply
high-level research and communication skills to examine the impact of
educational technology. |
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Submission |
Due
by 11:55 pm AEST Sunday end of Module 8 (Week 8) |
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Weighting |
40% |
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Total Marks |
100
marks |
Assessment Task
Create a 15-minute video presentation in which you select a real-world issue in education and propose technology solutions for a chosen learning community.
Please refer to the Instructions for details on how to complete this task.
Context
You will have the opportunity to propose technology solutions to a challenge faced by educators or learners, and explain how those solutions relate to models and concepts of educational technology that you have learned. Your understanding of possible purposes, processes and impacts of educational technology is a central element of this assessment task.
Instructions
To complete this assessment task, you will follow the steps below.
1) Identify a challenge faced by educators or learners in a learning community. You do not have to be a member of that community—it could be your classroom, the school of a family member, or someone else you are connected with. The challenge can be centred on supporting diverse learners, creating an engaging lesson, learning difficulties or any issue faced by the chosen community.
2) Research the challenge to understand its causes, its impacts on the learning community and the concerns of the community members. This research can take the form of online searches, journal articles, books, blogs, video interviews, podcasts and webpages.
3) Research technology tools/apps to address the causes of the selected challenge and propose relevant technology solutions to this challenge. You can refer to this technology tool directory or other resources.
4) Create a 15-minute video presentation that includes a small overlay of yourself in one corner of the screen, using your real voice (not AI-generated voice). This presentation can be a recorded slide deck or a video recording. Use bullet points for brevity and incorporate meaningful images on the slides. You may use PowerPoint, Canva, Prezi or any similar program to record your presentation. Follow the suggested structure below:
a) Title: Choose a title that draws attention and clearly announces what your presentation is about.
b) Introduction: Introduce the challenge by answering these guiding questions:
− What is the selected learning community (e.g., school, university or organisation)?
− What specific challenge in that community are you addressing? − Why does this challenge need to be addressed?
c) Challenge analysis: Analyse causes and impacts of the challenge on the learning community. In-text citations are required. Guiding questions:
− What are the contributing causes (max. 3) of this challenge?
− How is this challenge currently affecting the stakeholders (e.g., students, teachers, administrators etc.) in that community?
d) Technology solutions: Propose your technology solutions to address the challenge.
In-text citations are required. Guiding questions:
− What is the goal for addressing this challenge?
− What technology solutions (max. 3) do you propose to effectively address the challenge? What technology tools/apps will be needed? What can those tools/apps do?
− How will the proposed solutions be implemented in the selected community?
− How are the proposed solutions related to SAMR, TPACK and the Diffusion of Innovation theory?
− What are the criteria to evaluate the effectiveness of the proposed solutions? How would you collect feedback from the stakeholders to improve the proposed solutions?
e) Conclusion: End your presentation with a summary of the key points of your technology solutions and some recommendations. Guiding question: − What are the key takeaways of your technology solutions?
f) Reference list: List full references of all in-text citations using the most up-to-date APA referencing style. You should engage with a broad range of sources from within the subject content and your independently sourced references, including scholarly and non-scholarly resources, preferably within the last 10 years.
Referencing
It is essential that you use current APA style for citing and referencing the sources that you use.
Please see more information on citing and referencing guidelines on the Academic Skills webpage.
Assessment Support
For a range of additional resources and support to help you complete your assessment, please consult the Study Support page on the Student Hub.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own, is academically written and appropriately referenced following the Academic Writing Guide. Students need to have read and be aware of the Torrens University Australia Academic Integrity Policy and Academic Integrity Procedure and subsequent penalties for academic misconduct. For more information, please refer to the Academic Integrity guidelines.
Students must also keep all required evidence in making an assessment, a copy of all submitted material and any assessment drafts.
AI Tools – Statement of Acknowledgment
Torrens University Australia requires all students to submit an Artificial Intelligence (AI) Statement of Acknowledgment with every assessment. If you have used AI tools, you must clearly describe how they were used. If you have not used any AI tools, you must state this clearly in your acknowledgment. Please refer to the Statement of Acknowledgment template and the Torrens University Library for additional guidance on the appropriate use of AI tools or speak with your learning facilitator.
Submission Instructions
Submit this task via Briefs & Submissions in the main navigation menu. Please name your file using the following format:
• SubjectCode_Surname_FirstNameInitial_AssessmentNumber
e.g., TED403_Jones_S_Assessment 2.docx
Your marked assessment can be viewed in MyLearn.
Assessment Due Dates and Late Penalties
You can submit your assessment on or before the due date.
Late penalties apply for assessments that are submitted after the due date, unless an Application for Assessment Special Consideration Form has been submitted to your learning facilitator.
For information on the Torrens University Australia late penalties policy, please consult the Assessment Policy for Higher Education Coursework and ELICOS.
Please consult with your learning facilitator if you need to submit your assessment after the due date.
Special Consideration
To apply for special consideration for a modification to an assessment task or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your learning facilitator.
Assessment Rubric
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Assessment Criteria |
High Distinction (Exceptional) 85-100% |
Distinction (Advanced) 75-84% |
Credit (Proficient)
65-74% |
Pass (Functional) 50-64% |
Fail (Yet to achieve
minimum standard) 0-49% |
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Understanding of educational
technology concepts and principles Percentage
for this criterion = 20% |
Demonstrates an
exceptional understanding of key concepts and principles. Concepts and principles
are articulated with depth and insight, showcasing mastery of the topic. Shows an
outstanding integration of relevant concepts and principles to provide comprehensive
analysis, demonstrating critical thinking and originality. |
Shows a
thorough understanding of key concepts and principles. Concepts and principles
are well-explained and effectively applied to the topic. Demonstrates
a strong integration of relevant concepts and principles to enhance analysis
and discussion. |
Demonstrates a clear
understanding of key concepts and principles. Concepts and principles
are adequately explained and applied to the topic. Shows some integration of relevant concepts and principles
to support analysis. |
Shows a
basic understanding of some key concepts and principles. Concepts are mentioned but
lack clarity or depth. Limited integration of relevant concepts and principles
into analysis. |
Demonstrates little to no
understanding of key concepts and principles relevant to the topic. Concepts are misunderstood
or inaccurately applied. Lack of relevant
integration of key principles. |
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Quality of the challenge
analysis Percentage
for this criterion = 20% |
Challenge identification is exceptionally clear,
perceptive and thorough. Causes and impacts are
analysed in-depth, demonstrating exceptional critical thinking and insight. Shows an
outstanding understanding of the problem's broader implications and potential
solutions. |
Challenge identification is precise and insightful. Causes and impacts are
thoroughly analysed, showing depth and critical thinking. Demonstrates
a clear understanding of the problem's broader context and implications. |
Challenge is clearly
identified and defined. Causes and impacts are
analysed with some depth and relevance. Shows a reasonable understanding of the problem's
implications. |
Challenge identification is basic and somewhat clear. Causes and impacts are
mentioned but lack depth or analysis. Limited
evidence of understanding the problem's broader implications. |
Challenge identification
is unclear or inaccurate. Causes and impacts are not
analysed or are poorly analysed. Little to no evidence of understanding the significance of
the challenge. |
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Relevance and analysis of
proposed technology solutions Percentage
for this criterion = 30% |
Solutions are
exceptionally well-developed, innovative and highly relevant. Shows an outstanding
understanding of how proposed solutions comprehensively address the challenge
with depth and insight. Provides
a detailed analysis of the feasibility, potential outcomes and implications
of solutions, considering various perspectives. |
Solutions are
well-developed and clearly relevant. Demonstrates a thorough
understanding of how proposed solutions address the problem effectively. Provides
insightful analysis of the feasibility and potential outcomes of solutions. |
Solutions are proposed
with some depth and relevance. Shows
understanding of how proposed solutions can address the problem to some
extent. Provides basic analysis of the feasibility or effectiveness
of solutions. |
Solutions are mentioned
but lack depth or relevance. Limited understanding of
how proposed solutions address the challenge. Minimal analysis of the feasibility or effectiveness of
solutions. |
Solutions are absent or
unclear. Little to no attempt to
propose solutions. Lack of understanding of effective solutions or their
relevance. |
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Effective communication
(presentation) Percentage
for this criterion = 20% |
The
presenter consistently speaks clearly. Presentation is easy to follow and
engages and sustains audience interest throughout. Information, arguments and
evidence are clear, logically structured and persuasive. Confidently and professionally uses a wide |
The presenter nearly
always speaks clearly. Presentation is easy to follow and engages audience
interest most of the time. Information, arguments and
evidence are clear and logically structured.
Confidently
uses a range of engaging presentation |
The presenter speaks
clearly most of the time. Presentation is easy to follow. Information, arguments and
evidence are mostly clear and logically structured. Uses
engaging presentation techniques |
The presenter often lacks
clarity when speaking. Presentation is sometimes difficult to follow. Information, arguments and
evidence are not always clear and logically structured. Some engaging presentation techniques are used but not |
The presenter lacks
clarity when speaking. Presentation is difficult to understand. Information,
arguments and evidence are presented with no logical or clear structure and a
poor flow of ideas. |
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range of
engaging presentation techniques (e.g., eye contact; gestures; volume, pitch
and pace). Employs
succinct, creatively designed and engaging presentation aids that effectively
integrate a wide range of elements (graphics, multimedia, text, charts,
etc.). Spelling,
grammar and punctuation on slides are free from errors. |
techniques (e.g., eye
contact, expression; gestures; volume, pitch and pace). Employs succinct,
welldesigned and engaging presentation aids that incorporate a range of
elements (graphics, multimedia, text, charts, etc.). Spelling,
grammar and punctuation on slides are free from errors. |
(e.g., eye contact;
gestures; volume, pitch and pace). Employs clear and somewhat
engaging presentation aids as required. A few aspects require further
refinement (e.g., amount of
information, design, editing, etc.). Occasional minor errors in spelling, grammar and/or
punctuation on slides. |
consistently (e.g., eye
contact; gestures; volume, pitch and pace). Employs basic but
generally engaging presentation aids as required. A number of aspects require
further refinement (e.g., amount of information, design, editing, etc.). Some errors are evident in spelling, grammar and/or
punctuation on slides. |
Limited use of engaging
presentation techniques (e.g., eye contact; gestures; volume, pitch and
pace). Presentation aids are not
employed or developed as required. Frequent
errors in spelling, grammar and/or punctuation on slides. |
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Citation and referencing of key
resources and evidence Percentage
for this criterion = 10% |
Demonstrates
use of credible and relevant resources to explicitly support and develop
arguments and position statements. Uses the
most recent edition of APA referencing with no errors. |
Demonstrates use of
credible and relevant resources to support and develop arguments and
statements. Uses the
most recent edition of APA referencing with minor errors. |
Demonstrates use of
credible and relevant resources to support and develop most of the ideas. Uses the most recent edition of APA referencing with
occasional errors. |
Demonstrates use of
credible and relevant resources to support and develop ideas, but these are
not always explicit or welldeveloped.
Uses the
most recent edition of APA referencing, but there are frequent errors. |
Demonstrates inconsistent
use of credible and relevant resources to support and develop ideas. Referencing does not resemble the most recent edition of
APA or is omitted. |
