Fern Albery -S0255809 -
http://fernalbery.blogspot.com.au/
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It has been identified that the newly established gardens at the school need enhancing. The year 5 and 6 students surveyed the school community. The survey identified that the number one idea to enhance the school environment was to incorporate bird feeders, so that they would attract the native birds. As the trees in these gardens were saplings, the bird feeders needed to be free standing as well as inexpensive.
This presentation will show how ICT can enhance thinking, collaboration and problem-solving skills and capabilities to achieve the criteria within the design cycle.
Throughout the design challenge types of technologies student will use to follow the design process include blogs, wikis, digital graphs, mind maps and info graphic pages.
Rationale:
The Australian Professional Standards for Teachers have been designed to ensure high quality teaching in Australian schools through a professional framework which outlines the practice, knowledge and professional engagement required of teachers throughout their career (AITSL, 2014). The Standards and Information and Communication Technology (ICT) statement (AITSL, 2014) are used as a guide to inform pedagogical practices of ICT in the classroom to transform the way that students engage and learn. The ICT Capability Learning Continuum is a guideline for teachers to improve their proficiency in using ICT in the educational environment. The new Australian Curriculum Design and Digital Technologies (ACARA, 2014) focuses on the processes of decision-making, problem-solving and the competent use of traditional, contemporary and emerging technologies. The design component of the Technologies strand uses a experiential approach to supports the development of skills, knowledge, understanding and the application of knowledge for practical purposes with the vision of actively contributing to a sustainable future.
AITSL Standards for Graduate Teachers and ICT statement(AITSL, 2014) focus areas 3.3 and 2.6 guide the way teachers determine which strategies and technologies to select in order to promote critical thinking and problem-solving skills, creative and innovative thinking, as well as inventiveness through presentation of authentic, real problems and issues. ICT offers opportunities for students to demonstrate knowledge and understanding through the use of technology. This is vital because when using ICT to problem-solve it assists to transform learning, develops cognitive abilities and enhances educational outcomes. Younie, Leask, & Burden (2015, p.68) propose that there is evidence that visual literacy improves education outcomes by developing memory and student ability to identify key ideas assisting in a variety of ways. Furthermore, ICT is effective in encouraging students to become more effective decision makers and developing design and computational thinking skills which contributes to lifelong learning. Tools and technologies that support this type of learning would be concept mapping, blogs and wikis which enhance thinking and contribute to meeting desired learning outcomes. In the planning stage of the bird feeder design cycle students will use concept mapping as a visual literacy tool to aid the formulation and clarification of ideas, and create a permanent record that can be used to reflect on and embed meaning across contexts. Concept maps allow students to be creative and innovative in the ways in which to display their thinking. Using visual literacy as a strategy when planning facilitates higher order thinking skills whilst increasing engagement to enhance thinking. Furthermore teachers can utilise the concept map as a tool to assess student learning and identify misconceptions and gaps in knowledge.
AITSL Standards for Graduate Teachers and ICT statement (AITSL, 2014) focus area 3.5 guides the way teachers determine which strategies and technologies to select in order to promote collaborative learning to cater for the diversity of student’s social and cultural discourses. The emergence of advanced technology globally has resulted in changes to the ways that students construct knowledge and how they interact with others (ACARA, 2014). Using ICT as a tool for collaboration is important as it provides students with access to differing perspectives and the ability to compare local, national and world views to enhance their learning. In a co-constructed classroom students are motivated and engaged whilst actively participating in their own self-paced individualised learning in authentic and contextualised environments. The environment is an equitable and inclusive and equitable one in which students construct meaning through the use of technology. Jones, Buntting, & Vries, (2013, p. 193) suggest that technological knowledge needs to be learned by modelling and hands-on experience and not through textbooks. Younie, Leask, & Burden (2015, p.142) believe that "the importance of pupils engaging on-line collaborative learning with their global peers has two benefits; developing the necessary skills for their future employability and developing an understanding of global awareness." Through collaboration ICT has the ability to transpose learning over multiple areas of the curriculum. ICT technology and digital resources can encourage collaboration as well as a tool to extend learning in a way which encourages engagement (Wilson, 2015). There are many Web 2.0 platforms for student collaboration that will engage and motivate student creativity including Skype, Blogs, Wiki's, Google docs and Virtual Classroom. By utilising technologies such as infographics, blogs, wiki’s, Word clouds and interactive web pages, teachers can provide a contemporary way to present learning content and concepts in a variety of ways (Wilson, 2015). Consequently, students will use the Web to research ideas and designs and use a Wiki throughout the design cycle of the bird feeder to deliver, organise, share and compare ideas. A Wiki is easy to negotiate and interact with, provides opportunities for equitable contributions and is a digital record of student thinking development. In addition a Wiki is an inclusive practice for fostering the individuality and creativeness of all learning types. The teacher is able to use the moderator facility to monitor the safe and ethical use of the digital learning site. Additionally the teacher can observe who has contributed as well as assess student learning. An important part of the collaboration process is the receiving and giving of peer feedback which is beneficial for providing students with additional ideas to improve their thinking process and improve self-efficacy.
AITSL Standards for Graduate Teachers and ICT statement (AITSL, 2014) focus area 3.3 guides the way teachers determine which strategies and technologies to select in order to promote critical thinking and problem-solving skills. The integration of ICT into learning has shown to assist students to develop problem solving skills and analytical thinking (ACARA). In addition, ICT provides tools that enable students to represent a problem and experiment with possible solutions (Mackenzie, 2009). Using ICT as a tool for problem-solving is valuable for both individual and collaborative learning where students can brainstorm and share knowledge, reflect upon their previous representations. Through the use of digital resources teachers can promote creative and innovative thinking and inventiveness and engage students to explore real world issues (AITSL, 2014). Throughout the bird feeder design challenge, by asking students to conduct research, create a blog, wiki or multimedia information product, analyse data, reflect, and design solutions to problems will develop students problem-solving capabilities, promote student reflection and promote collaborative knowledge construction (Mackenzie, 2009). Throughout the bird feeder design process students will use a Blog as a tool for reflection and sharing of knowledge with peers. A Blog is also a very valuable way for students to showcase individualised creativity, and a transparent learning and consolidates knowledge
Incorporation of ICT resources into the classroom may present issues in regards to the safe, ethical, and responsible use of these technologies. In the educational environment it is important that teachers apply codes of practice for safe, secure and responsible use of ICT's (ACARA, 2014). In addition, teachers are required to be vigilant and aware to ensure students apply strategies for securing and protecting digital and personal information. It is imperative teachers continually set values and review the use of ICT in terms of safety, ethical practice, legality and responsibility. Furthermore, it is also important that teachers consider students rights and cultural differences and be sensitive of these when accessing and delivering information on-line. Hence the teacher needs to continually reflect and evaluate the use of ICT and assess its impact on students and other stakeholders. Throughout the design process teachers will ensure a range of preventative measures to address issues concerning the well-being and safety of all stakeholders when using ICTs. When completing on-line activities, the teacher will outline expectations of practice and reiterate safe use of websites. The teacher has moderator access to monitor use of language and safe and responsible practice in student use of ICT. Throughout this process students will develop knowledge, skills and dispositions around ICT and its safe use, as well as being respectful of other users. Students will also learn to use ICT with confidence, care and consideration, understanding the scope of possibilities and consequences as well as limitations and impact on individuals, groups and communities. Younie, Leask, & Burden (2015, p.235) advocate that "we need to raise awareness about online identity and digital footprints and highlight becoming responsible digital citizens."
ACARA (2014) recognises that our ever changing and complex world is becoming increasingly technological. It is therefore imperative to develop knowledge and skills whilst considering safe and ethical practices to respond to the challenges of globalisation and the impact of its demands. UNESCO (2011, as cited in Younie, Leask, & Burden, 2015, p.72) state that "It is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem solving, creative learners through using ICT so they will be effective citizens and members of the workforce." The development of the Professional Standards for Teachers and ICT statement (AITSL, 2014) are a supportive framework for basing pedagogy that upon to inform quality educational outcomes for all students. Through the strategic use of pedagogy and functional use of ICT students can be supported and motivated in such a way as to support, enhance and transform the process and outcomes of learning.
References
Anazagasty, J. (2010). What is technology? A learning module. Retrieved from http://cnx.org/resources/77b0af39b23bb25e9a8706aba3c20b34/Technology%20definition2.pdf
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum. Retrieved from http://www.australiancurriculum.edu.au/
Australian Institute for Teaching and School Leadership (AITSL), (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards- for-teachers/resources/topics/teaching-teachers-for-the-future
Australian Institute for Teaching and School Leadership (AITSL), (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards- for-teachers/standards/list
Mackenzie, S. (2009). Developing problem-solving capacity in a primary school environment using control ICT. Retrieved from. www.teacherleadership.org.uk/.../2/.../article_4_-_shelagh_mackenzie.pdf
S. Younie, M. Leask & K, Burden (Eds.). Teaching and learning with ICT in the primary school. New York: Routledge. Retrieved from p5. http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/IC
"Students undertake challenging and stimulating learning activities supported by access to global information resources and powerful tools for information processing, communication and collaboration" (p4) Retrieved from http://www.aitsl.edu.au/docs/default-source/apst-resources/success_through_partnership_-_achieving_a_national_vision_for_ict_in_schools.pdf
Wilson, M. (2015). ICT for Teaching & Learning in Falkirk Primary Schools. Retrieved from https://blogs.glowscotland.org.uk/fa/ICTFalkirkPrimaries/
This presentation will show how ICT can enhance thinking, collaboration and problem-solving skills and capabilities to achieve the criteria within the design cycle.
Throughout the design challenge types of technologies student will use to follow the design process include blogs, wikis, digital graphs, mind maps and info graphic pages.
Rationale:
The Australian Professional Standards for Teachers have been designed to ensure high quality teaching in Australian schools through a professional framework which outlines the practice, knowledge and professional engagement required of teachers throughout their career (AITSL, 2014). The Standards and Information and Communication Technology (ICT) statement (AITSL, 2014) are used as a guide to inform pedagogical practices of ICT in the classroom to transform the way that students engage and learn. The ICT Capability Learning Continuum is a guideline for teachers to improve their proficiency in using ICT in the educational environment. The new Australian Curriculum Design and Digital Technologies (ACARA, 2014) focuses on the processes of decision-making, problem-solving and the competent use of traditional, contemporary and emerging technologies. The design component of the Technologies strand uses a experiential approach to supports the development of skills, knowledge, understanding and the application of knowledge for practical purposes with the vision of actively contributing to a sustainable future.
AITSL Standards for Graduate Teachers and ICT statement(AITSL, 2014) focus areas 3.3 and 2.6 guide the way teachers determine which strategies and technologies to select in order to promote critical thinking and problem-solving skills, creative and innovative thinking, as well as inventiveness through presentation of authentic, real problems and issues. ICT offers opportunities for students to demonstrate knowledge and understanding through the use of technology. This is vital because when using ICT to problem-solve it assists to transform learning, develops cognitive abilities and enhances educational outcomes. Younie, Leask, & Burden (2015, p.68) propose that there is evidence that visual literacy improves education outcomes by developing memory and student ability to identify key ideas assisting in a variety of ways. Furthermore, ICT is effective in encouraging students to become more effective decision makers and developing design and computational thinking skills which contributes to lifelong learning. Tools and technologies that support this type of learning would be concept mapping, blogs and wikis which enhance thinking and contribute to meeting desired learning outcomes. In the planning stage of the bird feeder design cycle students will use concept mapping as a visual literacy tool to aid the formulation and clarification of ideas, and create a permanent record that can be used to reflect on and embed meaning across contexts. Concept maps allow students to be creative and innovative in the ways in which to display their thinking. Using visual literacy as a strategy when planning facilitates higher order thinking skills whilst increasing engagement to enhance thinking. Furthermore teachers can utilise the concept map as a tool to assess student learning and identify misconceptions and gaps in knowledge.
AITSL Standards for Graduate Teachers and ICT statement (AITSL, 2014) focus area 3.5 guides the way teachers determine which strategies and technologies to select in order to promote collaborative learning to cater for the diversity of student’s social and cultural discourses. The emergence of advanced technology globally has resulted in changes to the ways that students construct knowledge and how they interact with others (ACARA, 2014). Using ICT as a tool for collaboration is important as it provides students with access to differing perspectives and the ability to compare local, national and world views to enhance their learning. In a co-constructed classroom students are motivated and engaged whilst actively participating in their own self-paced individualised learning in authentic and contextualised environments. The environment is an equitable and inclusive and equitable one in which students construct meaning through the use of technology. Jones, Buntting, & Vries, (2013, p. 193) suggest that technological knowledge needs to be learned by modelling and hands-on experience and not through textbooks. Younie, Leask, & Burden (2015, p.142) believe that "the importance of pupils engaging on-line collaborative learning with their global peers has two benefits; developing the necessary skills for their future employability and developing an understanding of global awareness." Through collaboration ICT has the ability to transpose learning over multiple areas of the curriculum. ICT technology and digital resources can encourage collaboration as well as a tool to extend learning in a way which encourages engagement (Wilson, 2015). There are many Web 2.0 platforms for student collaboration that will engage and motivate student creativity including Skype, Blogs, Wiki's, Google docs and Virtual Classroom. By utilising technologies such as infographics, blogs, wiki’s, Word clouds and interactive web pages, teachers can provide a contemporary way to present learning content and concepts in a variety of ways (Wilson, 2015). Consequently, students will use the Web to research ideas and designs and use a Wiki throughout the design cycle of the bird feeder to deliver, organise, share and compare ideas. A Wiki is easy to negotiate and interact with, provides opportunities for equitable contributions and is a digital record of student thinking development. In addition a Wiki is an inclusive practice for fostering the individuality and creativeness of all learning types. The teacher is able to use the moderator facility to monitor the safe and ethical use of the digital learning site. Additionally the teacher can observe who has contributed as well as assess student learning. An important part of the collaboration process is the receiving and giving of peer feedback which is beneficial for providing students with additional ideas to improve their thinking process and improve self-efficacy.
AITSL Standards for Graduate Teachers and ICT statement (AITSL, 2014) focus area 3.3 guides the way teachers determine which strategies and technologies to select in order to promote critical thinking and problem-solving skills. The integration of ICT into learning has shown to assist students to develop problem solving skills and analytical thinking (ACARA). In addition, ICT provides tools that enable students to represent a problem and experiment with possible solutions (Mackenzie, 2009). Using ICT as a tool for problem-solving is valuable for both individual and collaborative learning where students can brainstorm and share knowledge, reflect upon their previous representations. Through the use of digital resources teachers can promote creative and innovative thinking and inventiveness and engage students to explore real world issues (AITSL, 2014). Throughout the bird feeder design challenge, by asking students to conduct research, create a blog, wiki or multimedia information product, analyse data, reflect, and design solutions to problems will develop students problem-solving capabilities, promote student reflection and promote collaborative knowledge construction (Mackenzie, 2009). Throughout the bird feeder design process students will use a Blog as a tool for reflection and sharing of knowledge with peers. A Blog is also a very valuable way for students to showcase individualised creativity, and a transparent learning and consolidates knowledge
Incorporation of ICT resources into the classroom may present issues in regards to the safe, ethical, and responsible use of these technologies. In the educational environment it is important that teachers apply codes of practice for safe, secure and responsible use of ICT's (ACARA, 2014). In addition, teachers are required to be vigilant and aware to ensure students apply strategies for securing and protecting digital and personal information. It is imperative teachers continually set values and review the use of ICT in terms of safety, ethical practice, legality and responsibility. Furthermore, it is also important that teachers consider students rights and cultural differences and be sensitive of these when accessing and delivering information on-line. Hence the teacher needs to continually reflect and evaluate the use of ICT and assess its impact on students and other stakeholders. Throughout the design process teachers will ensure a range of preventative measures to address issues concerning the well-being and safety of all stakeholders when using ICTs. When completing on-line activities, the teacher will outline expectations of practice and reiterate safe use of websites. The teacher has moderator access to monitor use of language and safe and responsible practice in student use of ICT. Throughout this process students will develop knowledge, skills and dispositions around ICT and its safe use, as well as being respectful of other users. Students will also learn to use ICT with confidence, care and consideration, understanding the scope of possibilities and consequences as well as limitations and impact on individuals, groups and communities. Younie, Leask, & Burden (2015, p.235) advocate that "we need to raise awareness about online identity and digital footprints and highlight becoming responsible digital citizens."
ACARA (2014) recognises that our ever changing and complex world is becoming increasingly technological. It is therefore imperative to develop knowledge and skills whilst considering safe and ethical practices to respond to the challenges of globalisation and the impact of its demands. UNESCO (2011, as cited in Younie, Leask, & Burden, 2015, p.72) state that "It is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem solving, creative learners through using ICT so they will be effective citizens and members of the workforce." The development of the Professional Standards for Teachers and ICT statement (AITSL, 2014) are a supportive framework for basing pedagogy that upon to inform quality educational outcomes for all students. Through the strategic use of pedagogy and functional use of ICT students can be supported and motivated in such a way as to support, enhance and transform the process and outcomes of learning.
References
Anazagasty, J. (2010). What is technology? A learning module. Retrieved from http://cnx.org/resources/77b0af39b23bb25e9a8706aba3c20b34/Technology%20definition2.pdf
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum. Retrieved from http://www.australiancurriculum.edu.au/
Australian Institute for Teaching and School Leadership (AITSL), (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards- for-teachers/resources/topics/teaching-teachers-for-the-future
Australian Institute for Teaching and School Leadership (AITSL), (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards- for-teachers/standards/list
Mackenzie, S. (2009). Developing problem-solving capacity in a primary school environment using control ICT. Retrieved from. www.teacherleadership.org.uk/.../2/.../article_4_-_shelagh_mackenzie.pdf
S. Younie, M. Leask & K, Burden (Eds.). Teaching and learning with ICT in the primary school. New York: Routledge. Retrieved from p5. http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/IC
"Students undertake challenging and stimulating learning activities supported by access to global information resources and powerful tools for information processing, communication and collaboration" (p4) Retrieved from http://www.aitsl.edu.au/docs/default-source/apst-resources/success_through_partnership_-_achieving_a_national_vision_for_ict_in_schools.pdf
Wilson, M. (2015). ICT for Teaching & Learning in Falkirk Primary Schools. Retrieved from https://blogs.glowscotland.org.uk/fa/ICTFalkirkPrimaries/