The document discusses integrating ICT into the curriculum across different subject areas in 3 main ways: 1) Acquisition of ICT skills can occur through standalone ICT subjects or embedded within other subject domains. 2) ICT can be used as a tool to develop understandings across subjects through visualization, creation of information products, and communication. 3) Effective integration requires consideration of learning goals, responsibilities, assessment, teaching styles, and supporting teacher professional learning.

1. ICT and VELS : curriculum and assessment Secondary curriculum leaders 1 May 2008 Paula Christophersen ICT Curriculum Manager Victorian Curriculum and Assessment Authority

2. What has 3 main pillars, 16 components and 39 divisions?

3. Disciplinary/Interdisciplinary? Declarative knowledge Knowing about : concepts relationships properties causality patterns of meaning DISCIPLINES INTERDISCIPLINARY & PPS Procedural knowledge Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.

4. Interdisciplinary learning is about … Developing competencies such as: Organising Personal Learning Using ICT to solve problems, represent ideas, communicate knowledge ICT Designing and thinking creatively D,C,T Thinking critically Thinking Processes

5. Knowing how to conduct authentic research (mathematical inquiry; historical reasoning, scientific inquiry) Interdisciplinary learning is about Locating, accessing and filtering information to build knowledge Verifying new knowledge through argument, evidence and reflection

6. How and where are students going to ACQUIRE appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills? How and where are students going to APPLY appropriate ICT (or Thinking Processes or Communication or …) knowledge and skills? Who is going to ASSESS student achievement in ICT (or Thinking Processes or Communication or …) ? 3 Interdisciplinary questions

7. Acquisition  option 1 Other domains are the context for learning ICT standalone ‘subject’ is the centre of learning: taught by an ICT ‘expert’ Outcome 1: students acquire ICT knowledge and skills using ‘real’ data for a ‘real’ purpose Outcome 2: students then continue to apply these ICT knowledge and skills in other domains This approach requires coordination between ICT teachers and other domain teachers to best match the specific domain learning needs with appropriate ICT knowledge and skills. It is important that students are working with authentic tasks when acquiring and applying ICT knowledge and skills.

8. Acquisition  option 2 Other domains are the centre for learning ICT and domain-specific knowledge and skills ICT knowledge and skills acquired and applied in other domains Outcome: students acquire and apply ICT knowledge and skills in domain-specific areas This approach lends itself to a mentoring system, where ICT teachers work with all other teachers in determining learning programs that can be supported by ICT and by providing ICT support to students and teachers.

9. Acquisition  option 3 ICT knowledge and skills are acquired and applied in a range of domains ICT knowledge and skills acquired and applied in other domains and in a standalone ICT ‘subject’ This approach is similar to option 1, except that some of the teaching of specific ICT knowledge and skills is undertaken by domain-specific teachers. Outcome 1: students acquire and apply ICT knowledge and skills in domain-specific areas Outcome 2: students acquire and apply ICT knowledge and skills in a standalone ‘subject’ using ‘real’ data

10. English Humanities The Arts Mathematics Science Civics and Citizenship Health & Physical Education Interpersonal development Personal Learrning LOTE ICT can be used to: Develop understandings of concepts in other areas of learning Demonstrate understandings Share understandings

11. ICT dimensions ICT for visualising thinking ICT for creating ICT for communicating

12. Visualising thinking tools: help represent abstract information in concrete forms depict relationships between facts and concepts depict relationships between new information and prior knowledge are construction tools for the mind

13. Focus of dimension: assist thinking processes reflect on the thinking strategies used to develop understanding. www.austhink.com

14. Double Bubble Template SIMILARITIES DIFFERENCES DIFFERENCES

16. http:// www.intel.com/education/seeingreason / visualthesaurus.com

18. http://web.singnet.com.sg/~axon2000/ http://learninggames.wordpress.com/2008/02/22/physics-phun/

19. ICT perceptions Visualise your perceptions of ICT How can this be used?

20. ICT for creating Process data to create solutions to problems and information products that demonstrate understandings related to all areas of learning. Manage their ‘knowledge bank’ of files Manage time and resources (human and physical).

23. Creating online class newspaper Team monthly publication: email or web-based What domains? What level? What ICT knowledge and skills? … apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. Their products demonstrate a clear sense of purpose and respect for the audience…

24. ICT for communicating Present ideas and understandings to audiences. Communicate with known and unknown participants. Support knowledge-building among teams.

25. Communications technology blogs wikis Podcasts / vodcasts Forums Search engines sharepoints

26. RocketInfo SportQuest

27. Search string: leonardo da vinci Goal: what did Leonardo da Vinci’s design of an aeroplane look like? Search string: leonardo da vinci aeroplane (AND) Search string: intitle:leonardo da vinci aeroplane design What key words?

28. Learning program considerations What domains? What are the learning goals (and what evidence?) Who will be responsible for acquisition, application, assessment? How will students be assessed, for what purpose, and when? What will be the variety of teaching and learning styles?

29. Stages of backward design Identify desired results Determine acceptable evidence Plan learning experiences and instructions J McTighe and G Wiggins

30. Identify desired results Establish goals  what standard element? What will the students understand? What questions will foster inquiry? What key knowledge and skills will students acquire?

31. Prompting multi - domain planning What should students need to know and be able to do? Key driving domain/s What types of thinking are required to acquire the desired results? Thinking Processes How can I CT enrich students learning? ICT How should the students act? How can they build stronger relationships? Interpersonal Development How will students inform me (others) about what they know and can do? ICT Communication What learning styles are ap propriate? What learning plans are appropriate? Personal Learning

36. Determine acceptable evidence How will I know if the standards are met? What tasks will provide the opportunity for evidence to be demonstrated?

37. When we assess, what are we measuring? Is a question/task worth asking? Will it help discriminate performance? Will it help provide the evidence to demonstrate the standard element? Google Image Source: B Peck, VCAA 20 cm

38. Determining evidence for a reporting period must evidence should evidence

39. What ‘standard cells’ are your targets? 1 2 3 4 5 6 7 8 9 Breadth: a little of a lot Depth: a lot of little

40. Plan learning experiences and instructions What learning experiences will help students achieve the desired goals? What sequence will the learning activities follow?

41. In some schools ... Teacher centred single media isolated work/content information delivery passive learning factual reactive responses student-centred multimedia collaborative work information exchange active learning critical thinking proactive For all schools ...

42. In many schools ... Little or no teacher interaction during computer activities computers ancillary to pedagogy of traditional instruction

43. Questions to consider What new skills and attitudes do teachers need in order to empower them to integrate computer-based tools effectively into the learning environment? What support structures offer teachers the opportunities to make the necessary pedagogical changes? What school cultures are most supportive of teacher change?

44. Paula Christophersen [email_address]