Learning Technologies in Geography Martin Plüss Tara Anglican School for Girls m.pluss@staff.tara.nsw.edu.au [email_address]

Accomplished Classroom Teachers Have a broad, deep and critically aware knowledge, understanding and enthusiasm for their subject demonstrate excellence in the practical craft of teaching and in managing the classroom learning environment enjoy teaching students and have expectations of their achievement monitor student’s growth in their learning and provide them with regular accurate feedback are able to emphasise with students treat all students honestly, justly and equitably in a way that respects and acknowledges the diversity of their background and experiences have an appropriate sense of humour

Have a broad, deep and critically aware knowledge, understanding and enthusiasm for their subject

demonstrate excellence in the practical craft of teaching and in managing the classroom learning environment

enjoy teaching students and have expectations of their achievement

monitor student’s growth in their learning and provide them with regular accurate feedback

are able to emphasise with students

treat all students honestly, justly and equitably in a way that respects and acknowledges the diversity of their background and experiences

have an appropriate sense of humour

Are creative and discerning in their use of educational technologies in assisting their teaching and students’ learning exercises high levels of communication and interpersonal skills are reflective on their own teaching practice are committed to their own professional growth and development exercise educational leadership working collaboratively with their colleagues across all the areas of school life

Are creative and discerning in their use of educational technologies in assisting their teaching and students’ learning

exercises high levels of communication and interpersonal skills

are reflective on their own teaching practice

are committed to their own professional growth and development

exercise educational leadership working collaboratively with their colleagues across all the areas of school life

National Setting School Innovation: Pathway to the Knowledge Society Regulatory context There is more transparency in the systems of regulation surrounding education. Educational research context Schools make a difference School improvement and development Effective learning Effective teaching practice School Innovation: Pathway to the Knowledge Society by Professor Peter Cuttance DETYA 2001. This is a report on an innovation and best practice project.

School Innovation: Pathway to the Knowledge Society

Regulatory context

There is more transparency in the systems of regulation surrounding education.

Educational research context

Schools make a difference

School improvement and development

Effective learning

Effective teaching practice

School Innovation: Pathway to the Knowledge Society by Professor Peter Cuttance DETYA 2001. This is a report on an innovation and best practice project.

State Setting Queensland minimum standards for teachers minimum standards for curriculum application including classroom planning and management minimum standards for school planning minimum standards for student centred learning http:// www .education.qld. gov .au/ tal /2001/ mst _ des . htm

Queensland

minimum standards for teachers

minimum standards for curriculum application including classroom planning and management

minimum standards for school planning

minimum standards for student centred learning

http:// www .education.qld. gov .au/ tal /2001/ mst _ des . htm

State Setting Victoria Teachers Capabilities Skill Development Matrix has been developed. Area 1 Using and managing technology Area 2 Using basic computer applications Area 3 Using desktop publishing and presentation software Area 4 Using multimedia Area 5 Using communication technologies Area 6 Using learning technologies in the key learing areas For each area there are three main stages. http:// www . sofweb .vic. edu .au/pd/ tchcap / sklldevm . htm

Victoria

Teachers Capabilities Skill Development Matrix has been developed.

Area 1 Using and managing technology

Area 2 Using basic computer applications

Area 3 Using desktop publishing and presentation software

Area 4 Using multimedia

Area 5 Using communication technologies

Area 6 Using learning technologies in the key learing areas

For each area there are three main stages.

http:// www . sofweb .vic. edu .au/pd/ tchcap / sklldevm . htm

State Setting NSW Computing Skills Assessment at Year 10: Mapping of I.C.T in Mandatory Stage 4 and 5 Syllabuses, June 2001. Computing Skills Assessment at Year 10: Draft Competencies – Core and Extension, June 2001 Computing Skills Assessment at Year 10: Draft Record of Competencies Grid – Core and Extension, June 2001. Later Drafts 2001 Trial Test

NSW

Computing Skills Assessment at Year 10: Mapping of I.C.T in Mandatory Stage 4 and 5

Syllabuses, June 2001.

Computing Skills Assessment at Year 10: Draft Competencies – Core and Extension, June 2001

Computing Skills Assessment at Year 10: Draft Record of Competencies Grid – Core and Extension, June 2001.

Later Drafts

2001 Trial Test

State Setting WA Survey Results Teaching method generally used Access to learning technology in the school Extent of professional development in learning technologies Learning technology skills Extent of use of learning technology programs Extent that you are a learning technology change agent

WA Survey Results

Teaching method generally used

Access to learning technology in the school

Extent of professional development in learning technologies

Learning technology skills

Extent of use of learning technology programs

Extent that you are a learning technology change agent

Virtual Geography Classrooms

Virtual Geography Classrooms Independent learning is unscheduled students access and interact with material when every they wish Collaborative There are scheduled online meetings with other schools and teachers reduced flexibility Broadcast Students access lectures/broadcasts on the WWW Opportunity for interaction is limited “ Is virtual teaching a virtual reality” http://www.fno.org/mar01/virtualschool.html

Independent

learning is unscheduled

students access and interact with material when every they wish

Collaborative

There are scheduled online meetings with other schools and teachers

reduced flexibility

Broadcast

Students access lectures/broadcasts on the WWW

Opportunity for interaction is limited

“ Is virtual teaching a virtual reality” http://www.fno.org/mar01/virtualschool.html

Virtual Geography Classrooms Structured Independent Learning (SIL) the philosophy ten principles of learning technology use of traditional research skills classroom practice

Structured Independent Learning (SIL)

the philosophy

ten principles of learning technology

use of traditional research skills

classroom practice

Philosophy of SIL it is a personal journey it has evolved over time it does not suit every teacher it does not suit every student it needs to be used in a balanced way student parents teacher comfort school philosophy and support

it is a personal journey

it has evolved over time

it does not suit every teacher

it does not suit every student

it needs to be used in a balanced way

student

parents

teacher comfort

school philosophy and support

Ten Principles of Learning Technology effective planning robust infrastructure effective use of internet school intranet library integration developing pedagogy school cultural change collegiate culture evaluation E-Links school and home http://curriculum.mn.catholic.edu.au/learntech/index.html

effective planning

robust infrastructure

effective use of internet

school intranet

library integration

developing pedagogy

school cultural change

collegiate culture

evaluation

E-Links school and home

http://curriculum.mn.catholic.edu.au/learntech/index.html

Use Traditional Research Skills Questioning Planning Gathering Sorting and Sifting Synthesising Evaluating Reporting “ Weave the Web” http://www.fno.org/ascd.html

Questioning

Planning

Gathering

Sorting and Sifting

Synthesising

Evaluating

Reporting

“ Weave the Web” http://www.fno.org/ascd.html

Classroom Practice Develop your own skills Develop your students’ skills Use the Geography Syllabus Use the school network Consider developing and using an intranet

Develop your own skills

Develop your students’ skills

Use the Geography Syllabus

Use the school network

Consider developing and using an intranet

Develop your own skills Common Issues I don’t have time The internet is to slow Access to library I.T confidence in class Little professional development Learning preferences Limited I.T. Resources Encouraging tips Sleep less Have other tasks to do Book in advance and plan Learn from the students Lobby and learn from younger teachers How do you set up a video? Do what you can

Common Issues

I don’t have time

The internet is to slow

Access to library

I.T confidence in class

Little professional development

Learning preferences

Limited I.T. Resources

Encouraging tips

Sleep less

Have other tasks to do

Book in advance and plan

Learn from the students

Lobby and learn from younger teachers

How do you set up a video?

Do what you can

Developing Student Skills timing of lessons access to computers be aware of equity issues factor in home research make use of Email be a post modern teacher use other functions of the computer such as word excel access, PPPs, web page design have a map ready have a word puzzle ready

timing of lessons

access to computers

be aware of equity issues

factor in home research

make use of Email

be a post modern teacher

use other functions of the computer such as word excel access, PPPs, web page design

have a map ready

have a word puzzle ready

Use the Geography Syllabus Perspectives Indigenous peoples Gender Intercultural Socio-economic Religious Key Competencies Collecting , analysing and organising information Communication of ideas and information Planning and organising activities Working with others and in teams Using mathematical ideas and techniques Using technology Solving Problems

Perspectives

Indigenous peoples

Gender

Intercultural

Socio-economic

Religious

Key Competencies

Collecting , analysing and organising information

Communication of ideas and information

Planning and organising activities

Working with others and in teams

Using mathematical ideas and techniques

Using technology

Solving Problems

Use the Geography Syllabus Civics and Citizenship Australian Identity Rights and responsibilities Decision –making and democratic processes Literacy in Geography Text types (reports, explanations, discussions& expositions) Forms (written, oral and visual) Tasks (putting text types into practices)

Civics and Citizenship

Australian Identity

Rights and responsibilities

Decision –making and democratic processes

Literacy in Geography

Text types (reports, explanations, discussions& expositions)

Forms (written, oral and visual)

Tasks (putting text types into practices)

Use the Geography Syllabus Focus Areas 5A1 Australia’s Identity 5A2 Changing Australian Environments 5A3 Issues in Australian Environments 5A4 Australia in its Regional and Global Context Elective Geography Geographical Tools maps fieldwork graphs and statistics photographs Geographical Skills acquiring information processing information communicating information active and informed citizenship

Focus Areas

5A1 Australia’s Identity

5A2 Changing Australian Environments

5A3 Issues in Australian Environments

5A4 Australia in its Regional and Global Context

Elective Geography

Geographical Tools

maps

fieldwork

graphs and statistics

photographs

Geographical Skills

acquiring information

processing information

communicating information

active and informed citizenship

Use the Geography Syllabus Values and Attitudes Ecological sustainability Ecological sustainability A just society Inter-cultural understanding Informed and active citizenship Lifelong learning

Values and Attitudes

Ecological sustainability

Ecological sustainability

A just society

Inter-cultural understanding

Informed and active citizenship

Lifelong learning

Use the School Network Go it alone Type your own notes Make your own PPPs/ and OHPs Put the PPPs on the network Use the OHPs/ PPPs when you cannot and can use the library Next? Remember to teach geography or you will fall behind The students will want more A critical mass will start to develop

Go it alone

Type your own notes

Make your own PPPs/ and OHPs

Put the PPPs on the network

Use the OHPs/ PPPs when you cannot and can use the library

Next?

Remember to teach geography or you will fall behind

The students will want more

A critical mass will start to develop

Intranet How it can happen:- sequencing Stage 1:- Personal Home Page Stage 2:- Develop Class Home Page Stage 3:- Develop a Departmental Home Page Principles get your own account be prepared to share you can use the work of others for ideas government organisations NGOs media universities learn from others

How it can happen:- sequencing

Stage 1:- Personal Home Page

Stage 2:- Develop Class Home Page

Stage 3:- Develop a Departmental Home Page

Principles

get your own account

be prepared to share

you can use the work of others for ideas

government organisations

NGOs

media

universities

learn from others

Classroom Resources Structured Independent Learning