This document summarizes a presentation about the ICT General Capability in the Australian Curriculum. It discusses the five organizing elements of the capability - investigating with ICT, creating with ICT, communicating with ICT, managing and operating ICT, and applying social and ethical protocols with ICT. It provides links to the Australian Curriculum website where teachers can find more information about each element and the learning continuum. The presentation emphasizes that the ICT capability should be embedded across learning areas by designing tasks requiring students to use ICT to investigate, create and communicate their learning in socially responsible ways.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
Information and communication technologies (ICT) are simply technologies arising fromscientific and technological progress in computer sciences, electronics andtelecommunications. They enable us to process, store, retrieve and disseminate valuableinformation in text, sound and video form. In an increasing interconnected world, brought about by the application of technological advances to all sectors of society, quality education necessitates active and innovative exploration to maximize the benefits of ICT and developand maintain the partnerships that use of ICT in education requires. This calls for re-conceptualising and restructuring the educational enterprise, so as to confront thetechnological challenges of this millennium. With rapid changes within society and radical transformations in the way people acquire knowledge, new teaching paradigms arerequired, ones that tune educational systems to modern times and ensure quality trainingfor large numbers of persons.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
ICT (Information Communication and technology) in educationPallaviSharma346
ICT in education , Preparation for All B.Ed exams.
ICT- Meaning and Nature
It is a buzzword about technology and it’s application in education.
It has three major parts: Information, communication and Technology.
Key output of educational activities = contextual knowledge+ experience+ product.
Definition-
As per the United National Educational scientific and cultural organization(UNESCO,2010)
“ICT is the forms of technology that are used to transmit, store , process, create, display, share or exchange information by electronic means.”
Anderson's Model
Anderson (2010) presented a model that represents the four stages of ICT integration in schools:-
Emerging, Applying, Infusing and Transforming.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
Empowerment Technologies - Introduction and the Nature of ICTJuan Miguel Palero
This is a powerpoint presentation that discusses about one of the applied subjects in the k-12 curriculum of the Senior High School: Empowerment Technologies. On this powerpoint presentation, it discusses about the definition of ICT and its advantages and disadvantages of it.
Digital Citizenship Policy Formulation with Lubuto Trust College Stakeholders Jerry Sakala
This is the document Jerry Sakala used to facilitate Digital Citizenship Policy Formulation with Lubuto Trust College Stakeholders. Inspired by The Alberta Digital Policy development guide.
Guest lecture given at SciencesPO (Paris School of International Affairs) to a Masters course on Trends in Comparative Education Policy (26 April 2017)
This paper describes briefly the Purpose & Aims of ICT in Education, in which not only the concept of ICT has been discussed but also its influence on education has explained.
ICT (Information Communication and technology) in educationPallaviSharma346
ICT in education , Preparation for All B.Ed exams.
ICT- Meaning and Nature
It is a buzzword about technology and it’s application in education.
It has three major parts: Information, communication and Technology.
Key output of educational activities = contextual knowledge+ experience+ product.
Definition-
As per the United National Educational scientific and cultural organization(UNESCO,2010)
“ICT is the forms of technology that are used to transmit, store , process, create, display, share or exchange information by electronic means.”
Anderson's Model
Anderson (2010) presented a model that represents the four stages of ICT integration in schools:-
Emerging, Applying, Infusing and Transforming.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
Empowerment Technologies - Introduction and the Nature of ICTJuan Miguel Palero
This is a powerpoint presentation that discusses about one of the applied subjects in the k-12 curriculum of the Senior High School: Empowerment Technologies. On this powerpoint presentation, it discusses about the definition of ICT and its advantages and disadvantages of it.
Digital Citizenship Policy Formulation with Lubuto Trust College Stakeholders Jerry Sakala
This is the document Jerry Sakala used to facilitate Digital Citizenship Policy Formulation with Lubuto Trust College Stakeholders. Inspired by The Alberta Digital Policy development guide.
This is a Creative Commons licensed K-12 IT/ICT curriculum framework I wrote based on the ISTE NETS. It outlines various skills to match developmental levels and is best suited towards regular computer or IT classes.
Free Laptops for Pupils in Kenya; A Guide on Implementing the ProjectMuthuri Kinyamu
Former SA president Nelson Mandela said that the internet and education are the two great equalizers in life, leveling the playing field for people, companies and countries worldwide. Those words must have inspired Kenya’s president-elect Uhuru Kenyatta when he promised Kenyans one solar-powered laptop per kid entering primary school.
Tax Burden & Door To Discontent
It may sound simple to execute but this is a huge project that requires massive budgetary allocations from treasury and thus could be a channel for corrupt government officials to siphon out money through the scheme. Laptops of course mean greater access to technology, information, and content nationwide, increased student interest in their education & development of 21st century skills and integration of teaching technology that supports improved learning.
Sounds like a good plan however the government has to emphasize that it’s the student, the teacher, the parent, the community—not just the technology and the laptops that will work hard collaboratively to improve the learning outcomes.
Secondly for effective learning to take place we must inspire kids to not only consume information but generate it, to produce ideas and share knowledge.
Teachers Need ICT Know-How
Teachers represent a critical element in the success of this initiative; in an e-Learning environment the teacher must be the guide, mentor, facilitator, and coach to improve education outcomes and help students develop 21st century skills.
School administrators too are primarily responsible for adherence to policy, applying governance on usage of the e-Learning environment, and ensuring that the environment is operational.
Professional development of primary school teachers thus needs to be put in place now for the e-learning program to be successful. Teachers and administrators must keep up with the changing environment of technology to provide the best resources for the program. The resources used for ongoing professional development may also be used for ongoing curriculum and content integration. Once the program is launched KIE can also allow teachers to share newly developed content, and collaborate on content creation.
Multi-sector Partners
Secondly the government must work with professional organizations, such as teachers unions and other societies to support the initiative.
Some of the limiting factors of the program include; the availability of content, teachers trained specifically in the use of ICT with younger children, theft and proper handling of ICT equipment by the young ones. Finally should the students keep their laptops at school until they develop the necessary carefulness this could be a security challenge to schools as break-ins may become the order of the day!
That said let us examine what the free laptops program requires to become a successful e-learning program;
Components of an E-learning Program
Solution elements
1. Technology-Affordable, rugged, energy-efficient, state-of
Aims and Objectives of National Policy on Information and Communication Technology (ICT) in School Education in India and National Mission on Education through ICT (NMEICT),
This presentation provides a summary of the paper by Newhouse, P. (2010) School leadership critical to maximising the impact of ICT on learning. Melbourne: ACEC2010 Digital Diversity Conference.
This presentation is a summary of Chapter 2 of the Nesta (2012) report which investigated innovations that show potential to support eight approaches to learning.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. The ICT General Capability:
What does it look like in
practice?
Dr. Trudy Sweeney
ACSA Curriculum Symposium
1st November, 2012
3. Me
http://www.facebook.com/Acec2014
ACCE Study Tour 2012
4. Objectives
All participants will understand the Organising
Elements of the ICT General Capability and identify
key resources.
Most participants will be able to identify the ICT
links in the Australian Curriculum.
Some participants will understand the connections
between the ICT General Capability and the
National Professional Standards for Teachers.
5. The Plan
1. Introduction
2. Investigate the ICT Organising Elements
3. Identify valuable resources about copyright &
Creative Commons, Cyber Safety & Digital
Citizenship
4. Connect the ICT General Capability to the
Australian Curriculum
5. Identify links to the National Professional
Standards for Teachers (NPST)
#ACSA12
6. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
http://www.slideshare.net/courosa/digital-citizenship-symposium
7. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
http://www.slideshare.net/courosa/developing-digital-citizens
8. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
http://www.slideshare.net/courosa/digital-citizenship-symposium
10. General Capabilities
The materials for each General Capability are in 3
parts:
1. An introduction: describes the nature and scope of
the capability, its place in the learning areas and its
evidence base.
2. Organising elements
3. A learning continuum: describes the
knowledge, skills, behaviours and dispositions that
students can reasonable expect to have developed
at particular stages of schooling.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
11. The ICT General Capability
“To participate in a knowledge-based economy and
to be empowered within a technologically
sophisticated society now and into the future,
students need the knowledge, skills and
confidence to make ICT work for them at school, at
home, at work and in their communities” (p. 41).
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
12. The ICT General Capability
Information and communication technologies
“transform the ways that students think and learn
and give them greater control over how, where and
when they learn” (p. 41).
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
13. The ICT General Capability
“Students develop capability in using ICT for tasks
associated with information access and
management, information creation and
presentation, problem solving, decision making,
communication, creative expression, and empirical
reasoning” (p. 41).
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
14. The ICT General Capability
Students “learn to use ICT with confidence, care
and consideration, understanding its possibilities,
limitations and impact on individuals, groups and
communities” (p. 41).
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
15. The ICT General Capability
“Students develop and apply ICT knowledge, skills
and appropriate social and ethical protocols and
practices to investigate, create and communicate,
as well as developing their ability to manage and
operate ICT to meet their learning needs.
Learning areas provide the content and contexts
within which students develop and apply the
knowledge, skills, behaviours and dispositions that
comprise ICT capability” (p. 42).
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
17. TASK
• Go to www.australiancurriculum.edu.au
• Locate the ICT General Capability
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
18. TASK 1
(10 minutes)
• Go to www.australiancurriculum.edu.au
• In pairs, each person chooses a different
ICT Organsing Element described in the
pdf .
• Identify the key ideas for this element
• Briefly share your findings with your
partner and/or via Twitter #ACSA12
20. Investigating with ICT
Students use ICT to:
• define and plan information searches
• locate and access data and information through:
- search engines and directories
- navigation tools between and within documents
- opening files of different formats
- organising data and information using ICT tools
• select and evaluate data and information by applying
criteria to verify the integrity of data and information
and their sources.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
21. Creating with ICT
Students use ICT to generate ideas, plans and
processes to:
• clarify a task, or the steps and processes required to
develop responses to questions or solutions to problems
• generate products or solutions for challenges and
learning area tasks to:
- develop, refine and present new understandings in a
digital form
- create a digital input or a process to support a digital
output to transform digital data and information.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
22. Communicating with ICT
This element involves students in using ICT to communicate ideas and
information with others and collaboratively construct knowledge, in
adherence with social protocols appropriate to the communicative
context (purpose, audience and technology).
Students use ICT to:
• share, exchange and collaborate:
- sharing information in digital forms
- exchanging information through digital communication
- collaborating and collectively contributing to a digital product
• understand and apply social protocols to receive, send and publish
digital data and information
• apply techniques or strategies to ensure security of digital
information, to control access, protect files and report abuse.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
23. Managing and operating ICT
This element involves applying technical knowledge and
skills to work with information. Students:
• use digital technologies efficiently including:
- troubleshooting
- adjusting parameters
- monitoring occupational health and safety issues
• select appropriate combinations of digital hardware and
software to match the needs of the user and the task
• understand the transferability of knowledge and skills
between digital systems and applications
• use software to manage and maintain information in
digital files.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
24. Applying social and ethical protocols
and practices when using ICT
This element involves students in developing an understanding of:
• intellectual property pertaining to digital information
• digital information security, including the responsibility to:
- protect the rights, identity, privacy and emotional safety of online audiences
- avoid and prevent cyberbullying
- ensure security of self and/or others
- respect audiences, being aware of the portrayal of self and others
• the benefits and consequences of ICT for individuals, groups and
communities in society, such as:
- becoming drivers of ICT, seeing themselves as creators as well as
consumers of ICT
- recognising its capacity to enhance participation and inclusion
- analysing how changes in technology impact on and relate to changes in
society.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
25. Locate the Learning continuum
www.australiancurriculum.edu.au
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
26. ICT Learning Continuum
• The continuum is presented in two formats:
• The first shows expected learning for each stage
of schooling.
• The second shows expected learning across the
three stages of schooling.
• Use the View buttons to switch between these.
http://www.australiancurriculum.edu.au/GeneralCapabilities/
Information-and-Communication-Technology-capability/
32. Applying Social & Ethical
Protocols & Practices
What does this element
break down into?
DECD Social Media Policy
33. Digital Citizenship
9 elements:
1. Digital Access
2. Digital Commerce
3. Digital Communication
4. Digital Literacy
5. Digital Etiquette
6. Digital Law
7. Digital Rights & Responsibilities
8. Digital Health & Wellness
9. Digital Security (self-protection)
Digital Citizenship in Schools (2nd Ed) by Mike Ribble, 2011
Blog - http://www.digitalcitizenship.net
34. Applying Social & Ethical
Protocols & Practices
Cyber Safety
Cyber Smart, Get Safe Online
Copyright Issues
Copyright for schools
Creative Commons
(video, search engine, licences)
35. TASK 2
(5 minutes)
• Individually or in pairs, search for
the ICT general capability icon in
one year level.
36. TASK 3
(10 minutes)
• In pairs, discuss how you could
design a learning task for a
specific year level that aligns with
the Investigate, Create or
Communicate elements.
• Remember: This is NOT an ICT or Cyber safety lesson!
• Think about pedagogy i.e. inquiry learning and collaboration.
41. Are you a good role model?
Your digital identity
– What is your digital footprint?
– Have you Googled yourself recently?
• Grow you personal learning
network (PLN)
#CEGSA
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
http://www.slideshare.net/courosa/digital-citizenship-symposium
43. Conclusion
• There are 5 elements of the ICT General
Capability that are to be embedded
across all learning areas (not taught in
isolation.
• Teachers need to design learning
activities which require students to
investigate, create and communicate
their learning using ICT in ways that are
socially and ethically responsible.
