Technology, Engineering and Graphics (Post-Primary) – BEd (Hons)

Following a spiral curriculum approach Education Theories (1) aims to introduce students to the fundamental concepts and themes in the foundation disciplines as these bear on the work of the teacher at second level.

The module will develop a high level of manual draughting skills to address plane geometry to include basic geometric constructions, area conversion, and loci (as relevant to the Junior and Senior Cycle syllabi). The module will also utilise digital tools including vector format CAD to support knowledge acquisition and communication.

This module defines the foundational ways of thinking, learning and working in a technological environment. With an emphasis on “authentic” activity, students will use models and modelling to focus learning and manipulate creative insights, while ultimately using the learning experience as a basis for building their pedagogical attitudes, knowledge and skills. In this module, an emphasis will be placed on closed problems and convergent thinking.

This module is focused on the development of theoretical understandings in relation to engineering materials and practical skill development for the processing of a wide range of materials. The students’ appreciation and understanding of material science will be developed through theoretical treatment of the subject, whilst reinforcing and developing this understanding through the practical processing of a range of materials. This integrated approach will provide the foundations for mastery of craft and design related competencies.

This module involves hands-on, discovery-learning based tasks to develop foundational knowledge and skills in relation to the underpinning concepts of electricity and electronics. This module will prepare the students with the necessary fundamentals to take more advanced electronic engineering modules. Technological products and systems will be explored to investigate how rather than why individual components and electronic modules interface with other components/modules to perform a specific electronic function.

To introduce students to the development of education at primary and post-primary levels in Ireland. To highlight patterns of development, engagement and provision in relation to the various parties involved in provision since the inception of the primary system. To encourage students to engage with the various philosophical issues pertaining to schooling as a historically and contemporaneously contested territory.

The focus of this module is to further develop draughting skills (manual and digital), knowledge of descriptive geometry (projection systems, and intersections and developments of surfaces) and to introduce the concept of parametric CAD and develop CAD competencies. Students will build on their knowledge of design to produce functional CAD models of solutions to descriptive geometry problems.

Graphicacy and modelling are best described as the language of technological activity. This module builds the foundational understanding of visual systems and graphical representations that support speculative, creative and innovative enquiry. The definition of sketching is contextualised through both internal dialogic ideation activity and external communication and synthesis of ideas and concepts.

The module introduces the students to the fundamental laws of mechanics and how these are applied to solve mechanical system based problems. Students will be exposed to SI units of measurement and to scientific experimentation to demonstrate relevant principles. Acquired knowledge and skills will underpin further technological enquiry where the treatment of the module’s theoretical content will enable the student to engage in the informed design and realisation of a mechanical system.

This module introduces the concept of a control system and its various elements (electrics, pneumatics and hydraulics as power sources) and examines technological system behaviour. Students will integrate these elements with programmable controllers to automate examples of control systems.

This module supports the students in planning for teaching specifically in technology classroom environments. In planning for context and situation, students will focus on developing and using planning tools (task and topic Analyses, workshop matrices, on-going process sheets, working drawings, risk matrices, and health and safety materials) to help organise and structure learning activities.

Building on the previous graphics modules, this module will further develop students draughting skills to support the understanding of plane and descriptive geometry to include geometry of lines and planes, conic sections, and perspective taking. In practical labs, students will learn to solve complex geometric problems, where emphasis will be placed on the transferability of concepts and principles across topics.

This module will develop understandings and capabilities in relation to thermal engineering processes including;

• the heat treatment of a range of materials to alter their properties for manufacturing.
• thermal joining processes – e.g. welding, soldering, brazing.
  polymer processing – injection moulding, extrusion, blow moulding, vacuum forming
• heat driven manufacturing processes: E.g. Casting and Forging

These heat related manufacturing processes will be explored theoretically and practically demonstrated, where the student will be expected to integrate examples of these processes into the production of a motivational engineering project.

This module will introduce the student teacher to key topics and principles of information and communication technology for the technology subject areas such as computer architecture, data communications and computer networks and the Internet. The student’s knowledge of control will also be further developed in the module where the previous Applied Control module will be expanded on to support students in identifying, designing and evaluating control systems to include interconnectivity between devices through the use of a range of different connectivity protocols.

The micro-teaching module is designed to prepare the student towards becoming a teacher. It focuses on the development of core practices and pedagogies through approximations of practice, reflection and discussion. The module aims to: – develop confidence and competence in teaching practices – introduce students to and model contemporary research-informed teaching practices – enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning and concept development – equip students with the ability to develop an understanding of how learners learn.

Building on the Advanced Geometry module, in this module students will refine their mastery of manual draughting and engage with applied geometry reflective of and beyond the leaving certificate curriculum. Through practical lab sessions, students will engage in advanced level geometric problems, and engage with conceptual design briefs where the emphasis is on the application of geometric concepts and principles in both the design and communication of ideas.

The module consolidates previous technical knowledge and skills in design activities that iterate through the continuum from inception to realisation and which are centred around current societal challenges. The module introduces advanced desktop and digital technologies to enhance the capacity to fully realise design concepts.

This module will highlight and apply the functionalities of parametric modelling software for engineering design, analysis and prototyping. Students will use computer aided engineering (CAE) methods to; analyse components and assemblies for design for manufacture and assembly (DFM/DFA), carry out static finite element analyses (FEA) to predict if engineering components will have adequate mechanical strength, scrutinise the environmental implications of different manufacturing processes and material selections, carry out vibration analyses (modal, time response and frequency response) and generate g code outputs for CNC milling and additive manufacturing (3D printing) processes.

This module will develop the students understanding of the context of manufacturing and the functional organisation of manufacturing with communications and control systems, project and quality management techniques, concurrent engineering concepts (e.g. design for environment, product life cycle, reliability) and Manufacturing system design and control such as workflow design, batch and flow processing and simulation tools.

Following a spiral curriculum approach Education Theories (2) aims to develop and refine students understanding of the fundamental concepts and themes in the foundation disciplines with the view to guiding students to establish a personal model of educational theory as it pertains to the work and identity of the second level teacher.

This module introduces the principles of inclusion and inclusive education. It examines Irish policy development relevant to inclusive education in the context of significant international and domestic influences. Socio-cultural factors that impact on the distribution of educational access, participation and advantage/disadvantage are explored and the concepts of equity and equality are interrogated through discourses around inclusion. The role of the post primary language teacher in relation to the establishment of inclusive learning environments and facilitating access to the curriculum for all learners including those with special educational needs is an important focus in this module.

The purpose of this module is to foster learning of sustainable development and education for sustainable development, while also enabling learners to design and develop learning activities within the theme of Education for Sustainable development. Learners will engage in a series of lectures and tutorials that will enable discussion and critical reflection on core concepts within Sustainable Development/ Education for Sustainable Development.

This module will shift focus from teacher-centred planning to a more sophisticated pedagogical orientation. Building on the developing epistemological position of what it means to be a technology teacher, this module supports the development of pedagogical practices required to unpack complex concepts. Students will utilise knowledge of task design, personal development and evidence based practice.

This module has been designed to provide Engineering Education students with exposure to the content typical in a dedicated Engineering course and also to provide them with an introduction to sustainability engineering. Students are required to apply their prior learning to design, model, build and test a renewable energy system for a water delivery process.

This module aims to prepare students to engage with confidence in ethical research on topics and issues of value and concern to the educational community by developing their research knowledge, skills, competences and attitudes. Research methods and appropriate teacher-led and site-based modes of inquiry that sit well within an understanding of teaching as a dynamic, evidence based activity will be explored within the module.

This module is aimed at facilitating student teachers in developing as reflective practitioners for post- primary schools. The placement is a critical element of this programme and is supervised and is assessed appropriately. Students must demonstrate their capacity to plan for teaching and learning strategies and the implementation of classroom management skills. Students must also reflect on their practice and engagement of students in teaching and learning. Students must demonstrate competency in the development of assessment strategies.

This module is designed to enable students to engage with the philosophical and pedagogical principles that shape the second level curriculum. Participants will focus on the Irish context in particular and consider the impact of policy on curriculum change and reform. Central to the module is an analysis and critique of the professional responsibilities of the teacher in relation to design and delivery of the second level curriculum as well as the teacher’s role in the development of appropriate assessment frameworks.

Students develop their knowledge and understanding of their own professional responsibilities through school-based mentoring vignettes. The legal concept of a teacher’s duty of care provides the learning context for students to analyse the application of law to professional practice; students’ capacities to make informed, fair and balanced professional judgments to promote children’s learning and welfare best interests are developed throughout this module.

In this module students will engage with a final year project as a design and make project. Students will demonstrate their capacity as a professional technology educator through the completion of an ITTE project, at the same time advancing their learning as a technology teacher. Students will work with a member of academic staff acting in a supervisory/mentorship role to complete an individual project where they will hold a degree of autonomy in its design. Commensurate with the teacher professional identity module, and consolidating the message initiated in the goals of technology education module, students will affectively formulate their identity as a technology teacher.

In the context of the increased importance of teacher and school based research Graduate Student Teachers will design, implement and evaluate a significant piece of research. In order to do so students will critically examine theories and practices around reflective practice, self-evaluation and action research and be able to choose and defend a conceptual research approach. They will then design a research project including research philosophy, instrument development and testing, data collection and analysis, literature review, ethical design and plan for dissemination. They will conduct a piece of research in collaboration with DCU staff but most importantly the school communities in which they are based.

Students on this module are introduced to advanced skills across the field of pedagogy in their subject specialism and undertake a supervised school placement which includes 12 weeks in a post-primary school. They are further required to critically engage with this period of placement from an practitioner research standpoint with a view to generating an original, practice focus research report.

DCU is the first Irish third-level institution that formally recognises and rewards the achievement of holistic education by accrediting a module in extra-curricular activities.   Taking this Award helps you enhance your employability. By completing the module, you will help yourself to identify your leadership skills as you will have had the opportunity to think about the positive characteristics and strengths you have gained through your involvement. The module will allow you to demonstrate and articulate your proactive learning and development through your extracurricular activities.