Ict in acara presentation
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How is ICT present in the new Australian Curriculum?
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Ict in acara presentation
- 1. Reading In-between the Lines Paul Huebl CEGSA
- 2. Who am I? Crows supporter Classroom Teacher Harry Potter #1 Ice Ice Baby
- 3. Who are you? Name and Position Experience with teaching using ICT What you are hoping to get out of this session… What was the last good movie you saw? What song is stuck in your head? …………..
- 4. Welcome What is ICT? ICT in ACARA ICT Integration Integration levels in ACARA
- 5. What is ICT? Information and Communication Technologies Digital Technologies Store, transfer, create and communicate information
- 6. ICT IN ACARA
- 7. Where is it? The ICT Capability
- 8. Applying Social and Ethical Protocols and Practice when using ICT Recognise intellectual property Apply digital information security practices Apply personal security protocols Identify the impacts of ICT in society
- 9. Investigating with ICT Define and plan information searches Locate, generate and access data and information Select and evaluate data and information
- 10. Creating with ICT Generate ideas, plans and processes Generate solutions to challenges and learning area tasks
- 11. Communicating with ICT Collaborate, share and exchange Understand computer mediated communications
- 12. Managing and Operating ICT Select and use hardware and software Understand ICT systems Manage digital data
- 13. General Capability across the Curriculum Mathematics English History Science
- 14. ICT in Mathematics Students develop ICT capability when they investigate, create and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies. They employ their ICT capability to perform calculations, draw graphs, collect, manage, analyse and interpret data; share and exchange information and ideas and investigate and model concepts and relationships. Digital technologies, such as spreadsheets, dynamic geometry software and computer algebra software, can engage students and promote understanding of key concepts.
- 15. ICT in English Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they employ ICT to access, analyse, modify and create multimodal texts, including through digital publishing. As students interpret and create digital texts, they develop their capability in ICT including word processing, navigating and following research trails and selecting and evaluating information found online.
- 16. ICT in History Students develop ICT capability when they locate, process, analyse and communicate historical information. They use their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends; communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their knowledge.
- 17. ICT in Science Students develop ICT capability when they research science concepts and applications, investigate scientific phenomena, and communicate their scientific understandings. In particular, they employ their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas, processes and information. Digital technology can be used to represent scientific phenomena in ways that improve students’ understanding of concepts, ideas and information. Digital aids such as animations and simulations provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiments in the classroom and may enhance students’ understanding and engagement with science.
- 19. Where else is it? Search the outcomes...
- 20. Explicit
- 21. Tagged On
- 22. Integrated
- 23. Where else will it be? It will be in the Technologies Curriculum Two strands Knowledge and Understanding Processes and Production
- 24. Knowledge and Understanding how data are represented and structured symbolically the components of digital systems: software, hardware and networks the use, development and impact of information systems in people’s lives
- 25. Processes and Production collecting, managing and interpreting data when creating information, and the nature and properties of data, how it is collected and interpreted using a range of digital systems and their components and peripherals defining problems and specifying and implementing their solutions creating and communicating information, especially online, and interacting safely using appropriate technical and social protocols
- 27. ICT INTEGRATION
- 30. Substitution Examples Use a word processor to type a story Use an e-reader to read a book Use a dictionary computer program
- 31. Augmentation Examples Voice recognition dictation used to write Audiobooks Using formatting tools to present typed up writing in an attractive way.
- 32. Modification Examples Writing is composed on a Word Processor and then published on a blog, with comments from readers used to aid the crafting process. Use Google Docs to jointly construct a weather report with students from a remote area.
- 33. Redefinition Examples Students present their responses to a novel through a video journal, filmed with a webcam. This allows spontaneous and more authentic thinking to be communicated, without the barrier of formal writing. Use Google Earth to showcase research about one of the Wonders of the World. Pictures and widgets providing annotated information about the location are created by the student.
- 34. Kit Kat time
- 35. Kit Kat time
- 36. SAMR IN ACARA
- 37. ICT in Mathematics Students develop ICT capability when they investigate, create and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies. They employ their ICT capability to perform calculations, draw graphs, collect, manage, analyse and interpret data; share and exchange information and ideas and investigate and model concepts and relationships. Digital technologies, such as spreadsheets, dynamic geometry software and computer algebra software, can engage students and promote understanding of key concepts.
- 38. ICT in English Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they employ ICT to access, analyse, modify and create multimodal texts, including through digital publishing. As students interpret and create digital texts, they develop their capability in ICT including word processing, navigating and following research trails and selecting and evaluating information found online.
- 39. ICT in History Students develop ICT capability when they locate, process, analyse and communicate historical information. They use their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends; communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their knowledge.
- 40. ICT in Science Students develop ICT capability when they research science concepts and applications, investigate scientific phenomena, and communicate their scientific understandings. In particular, they employ their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas, processes and information. Digital technology can be used to represent scientific phenomena in ways that improve students’ understanding of concepts, ideas and information. Digital aids such as animations and simulations provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiments in the classroom and may enhance students’ understanding and engagement with science.
- 41. In between the lines Innovative use Creative use Experimental use Resourceful use
- 42. Innovative use Comes from utilising the strengths of new technologies Change how students Access, Communicate and Create Information
Editor's Notes
- TO DoSAMR examplesApply SAMR to GCapability
- Overarching Statement: When ICT is not explicitly stated within ACARA, you need to be innovative and integrate in between the lines.
- Introductory activity – personal details are important as learning is a social function and knowing personal details can help us connect.Feel free to offer any further tidbits bout yourself – hobbies etc. Movies and music are safe topics!
- Overarching Statement: When ICT is not explicitly stated within ACARA, you need to be innovative and integrate in between the lines.
- Zoom through this
- The most prevalent inclusion of ICT in ACARA. Nice graphic to go along with it.
- Real ICT specific stuff. This content exists BECAUSE ICT exists. If you had no ICT in your school you would not be able to meaningfully do these.
- Doing library tasks on a computer. Traditionally the domain of teacher librarians. ICT enhances these actions and makes them a bit different than they would be with pen and paper, but they are a replacement nonetheless.
- Doing pen and paper stuff with computers.
- This means communicating and understanding how it works. Again ICT specific.
- Super ICT specific. Impossible to do without computers.
- These general ICT capabilities are also provided for within each of the existing curriculum documents. Also contained within the draft Technologies curriculum.
- collaborate
- The outcome here throws the ICT in your face. That is the core element to the outcome. Without engaging with ICT, students would not be able to adequately address this outcome.
- Applies to both books and websites.
- Technology provides a deep context for the learning required. Note the presence of the critical and creative thinking general capability.
- This is in the draft curriculum documents
- This is in the draft curriculum documents These are fairly similar to the general capability statements.
- This is in the draft curriculum documents
- Big message to take from this is that ICT is ingrained into all the subject specific activities mentioned in the curriculum documents. Time to have a play and focus on the outcomes that are relevant to your Year Level and identify where ICT is mentioned explicitly, tagged on or fully integrated.
- What is good ICT use. It is integration into the curriculum as opposed to doing it just for the sake of it. Following model is a guide for determining the depth of goodness that ICT use has with learning tasks.
- This is more to show how SAMR has evolved...POTENTIALLY REMOVE
- SAMRSubstitution – Students read Call of the Wild using an e-readerAugmentation – Students read using iBooks app, using the inbuilt dictionary, highlighting passages and taking notes. Modification– Use google docs to make chapter summaries, then scripts for a podcast using Garage BandRedefinition – Skype interview with a Jack London scholar, use of Google Maps to map out Buck’s journey, tweet from Buck’s perspective.
- A word processor replaces a pencil and paper. Use pen as technology analogy. A computer should not be a $1000 pencil.
- Augmentation is doing the same thing but in a different way.
- Modification is where the task itself is different. The editing is no longer done between peers and the teacher, but outside parties that would never have been involved can now be part of the writing and learning process.
- Redefinition is when a task is completely changed into something that is just not possible without a computer. Here, students are able to use technology to communicate their learning with an authenticity that diminishes when extra load is imposed such as the mechanics of writing. Ed Psychs will know about Cognitive load and the writing represents germane load that interferes with the retention of ideas.
- Look back at the curriculum documents and the ICT General capability and examine what levels of integration are there. Look for the verbs…
- Identify SAMR levels in this text
- Identify SAMR levels in this text
- Identify SAMR levels in this text
- Identify SAMR levels in this text
- No judgement on ACARA integration levels, but the point needs to be stressed is that when ICT is not explicit, then teachers need to be innovative in order to integrate successfully. You need to look beyond the mentions of ICT in the curriculum to successfully integrate. Using the SAMR model is an invaluable resource for you.
- When ICT use is not explicit, then educators need to be innovative in order to be relevant. We’ll quickly look at how this can be done...