💻 Subject Pedagogy · EDCURSEC 691 · Assignment 2
Incorporating digital technologies
A subject-specific core practice, designed and applied
The brief
- In consultation with the lecturer, select an appropriate level of the curriculum.
- Design and apply a subject-specific core practice incorporating digital technologies to enable the development of PCK (pedagogical content knowledge) and subject-specific pedagogical skills.
- The detailed subject-specific brief lives in my course module — pull it into this hub when scoping (subject choice: Social Studies or Digital Technologies).
Grade schedule — where the marks sit
| Mark (of 45) | Grade | Achievement criteria |
|---|---|---|
| 41–45 | A+ | Detailed, insightful, thoughtful. Justifications demonstrate excellent curriculum knowledge and high theoretical and practical knowledge of learning and teaching, referencing relevant literature and/or curriculum documents. |
| 39–40 | A | |
| 36–38 | A- | |
| 34–35 | B+ | Detailed, thoughtful. Very good curriculum knowledge; strong theoretical/practical knowledge with references. |
| 32–33 | B | |
| 30–31 | B- | |
| 27–29 | C+ | Completed, some thoughtfulness. Sound curriculum knowledge; adequate theoretical/practical knowledge with references. |
| 25–26 | C | |
| 22–24 | C- | |
| 0–21 | D | Outcomes incomplete or inadequate. |
The criteria reward the justifications as much as the artefact: every design decision argued from curriculum knowledge + literature. Build the justification trail as I design, not after.
Academic integrity — the AI gate comes first
⚠️ Before any AI-assisted drafting
- EDCURSEC 691 permits generative AI only with prior permission from the subject lecturer. Action: request permission early — it gates the whole workflow.
- If permitted: append a disclosure paragraph to the submission — what the tool was used for, and the prompts used to get the results.
- Reference AI-generated content via Quick©ite; verify any fact/figure the tool produces against a real source before it enters the submission.
- Scaffolding (this page, planning tables, checklists) is workspace; the submission writing stays in my voice — the reflective-voice rule that carried 614.
Design scaffold — decisions, then artefact, then justification
| Decision | Options on the table | Notes |
|---|---|---|
| 1 · Subject | Social Studies or Digital Technologies | My practicum spanned both; DYT (Design Your Own Society) sits at their junction — systems thinking + governance + digital making |
| 2 · Curriculum level | NZC L4 (Y9–10 entry) · L5 (Y9–10) · senior NCEA L1–3 | Consult lecturer; my classroom evidence is Y8 homeroom + Y9 Social Studies → L4/L5 is where my PCK evidence lives |
| 3 · Core practice | Structured social inquiry · source interpretation · computational/critical thinking cycle | One practice, named precisely — the brief rewards depth of one, not a menu |
| 4 · Digital technology | The tool that transforms the practice, not decorates it | My unusual position: I build digital teaching tools (Te Kete Ako). A practice incorporating a tool I authored is a genuine PCK story, not a bolt-on |
| 5 · Theoretical frame | Shulman (1986) PCK · Mishra & Koehler (2006) TPACK | TPACK is literally "PCK + technology" — the assignment's own vocabulary; anchor justifications in it |
Workflow & timeline — working back from 27 Sep
Checklist
- Scaffold page built (this hub)
- Pull the detailed subject-specific brief from my course module
- Consultation with lecturer: subject + curriculum level + core practice sign-off
- Request AI permission (or decide to work unassisted)
- Design the practice artefact (sequence + digital tool integration)
- Apply it — on practicum where possible; gather student-outcome evidence
- Write the justification: curriculum knowledge + TPACK/PCK literature woven through every decision
- AI disclosure paragraph (if permitted) + Quick©ite references
- Submit by 27 Sep 23:59
🗂️ Assets I can draw on
Digital-technology practice evidence
Te Kete Ako — the teaching platform I design and build (units, handouts, interactive resources). A living artefact of digital-pedagogy practice to cite and show.
Prior unit design: Design Your Own Society (692) · constraint cards · presentation task — adaptable as the A2 core-practice artefact if Social Studies is the chosen subject.
Lesson design sequence: Lesson Design (692) three-lesson set for structure conventions.
Classroom evidence (from the 614 inquiry)
Observation PDFs, student work samples, and scaffold artefacts already gathered in the Evidence Collection — reusable if the A2 practice is applied with the same classes.
Reference list (working)
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
- Te Kāhui Kāhui Ako — subject-specific frames and the detailed brief in my EDCURSEC 691 module (add module references when the brief is pulled).