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22 Cards in this Set
- Front
- Back
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What are the ICT CCP organisers?
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1. Inquiring with ICTs
2. Creating with ICTs 3. Communicating with ICTs 4. Ethics, issues and ICTs 5. Operating with ICTs The organisers are points of engagement and consideration when working with students and ICTs. |
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What are the key ideas for each organiser (2-3 words for each organiser)?
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What does embedding mean?
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To implant within something else so it becomes an ingrained or essential characteristic of it.
Put one thing into another. For example by embedding ICT across the curriculum we are not promoting ICT skills in themselves but using them as a tool to focus on the creative process to develop imaginative ideas, make meaning, share work in progress and evaluate outcomes. |
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How can teachers use ICTs?
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- ICTs are a necessary part of enacting the whole curriculum; during planning, implementation, assessment and reporting.
- Expand their current ICT knowledge - Engage and communicate with colleges - Enhance and support learning - Maintain teaching records - Record and present students’ work via digital copy, on intra or internet. - Bolt on or build in – Digital pedagogical framework see framework Teacher – ICT certificate - Model - Used in the context of learning and not as an end itself - When planning I incorporate the use of ICT in achieving curriculum goals. - I provide opportunities for students to use ICT as part of their learning - Information literacy – information as a source, ICTs as a vehicle for finding out. |
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How could you cater for the needs of learners using the ICT CCPs?
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What are the key features of the technology Essential Learnings?
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Learning and assesment focus
-Knowledge and Understanding -Investigating and designing - Producing - Evaluating - Reflecting - Year levels - Ways of working - Knowledge and understanding - Technology as a human endeavor - Information, materials and systems (resources) Technology Essential Learnings are explored through Ways of working to develop Knowledge and understanding. |
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What are the assessable elements?
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1. Knowledge and Understanding
2. Investigating and Designing 3. Producing 4. Evaluating 5. Reflecting |
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How do students work technologically?
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- Technology as a tool; Students work technologically
Students use a range of technologies to engage with learning situations and: - Develop an understanding of the link between technology use and learning outcomes, how different technologies influence the product and the learning - See the place of technology in people’s work and everyday community life |
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What are the Ways of woring? How are they used?
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Technology Essential Learnings are explored through Ways of working to develop Knowledge and understanding.
-Students who undertake Ways of Working are able to: -Identify, generate and communicate -Select, plan and sequence -Make, evaluate and reflect -Students develop Ways of Working to explore: -Design purpose, design ideas and design features - Information, materials and systems (resources) - Make (manufacture), evaluate and reflect |
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What are the Knowledge and understandings. How are they organised?
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Technology Essential Learnings are explored through Ways of working to develop Knowledge and understanding.
- Technology as a human endeavour - Information, materials and systems (resources). Students build knowledge and understanding of technology as part of their everyday lives by investigating familiar technologies such as toys. Students build knowledge and understanding of the relationships between the characteristics of products, their purpose and context. |
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How do you embedd technology into the curriculum?
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Technology as a tool;
Students use a range of technologies to engage with learning situations and: -Develop an understanding of the link between technology use and learning outcome, how different technologies influence product and the learning. -See the place of technology in people’s work and everyday community life. Technology as a subject; Students explore how technologies have impacted on local and national communities. They investigate and gain knowledge of: -Technology as a human endeavour - Information, materials and systems (resources) Technologies for teachers (see next question) |
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How do teachers use technology?
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- Teachers help students identify a range of technologies that are familiar to them in their daily lives.
- Technologies are both curriculum content (technology as subject) and learning tools (technology as tools). Teachers use technologies to: -Support an array of teaching strategies to engage students in learning -Develop an array of teaching strategies to improve students’ learning outcomes -Explore and reflect on the impact of technology in their community |
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What is computer literacy?
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- Knowledge and skill in operating generic programs
- Knowledge of various ethical and social issues - Knowledge and skills in computer programing - A functional level of knowledge for the use of computers as an aid to problem solve (Ducklett 1992 proposed) |
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What is information literacy?
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- According to the Australian and New Zealand information literacy framework, information literacy has been generally defined as an understanding and set of abilities enabling an individual’s to ‘recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information (2004).
- The student must have the ability to locate, select and utilise information. - It involved critical thinking - It is based on lifelong learning |
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What are the information literacy skills?
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- Locate, evaluate and use
- Bibliographic (library skills) -An understanding and knowledge of the significance, storage and access of information in the library. - ICT skills - An understanding and knowledge of information technology including how to create, access and transform information. - Information literacy implies: -Have knowledge of a suite of working tools such as word processing. - Have skills in constructing and organising own knowledge and determining validity, authenticity etc of information sources. - Have a working knowledge of and necessary skills in using networked computer tools; and -Know when it is appropriate to use computers to assist in solving an information need (ALA Presidential Committee on Information Literacy, 1989). |
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An information literate person ...
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- Prepared for lifelong learning - find and use information needed for task or decision.
- An information literate person has: An understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate and use effectively the needed information (America Library Association (ALA), 1989). |
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Why is information literacy important?
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The industrialised world saw a dramatic increase in the amount of information stored online in the late 20th century. This came about because of the increased capacity of electronic storage as well as the escalated processing power of computers.
People need information to develop lifelong economic independence and quality of existence. The skill of information literacy allows citizens to access, process and resolve a plethora (a access) of information in a meaningful way. |
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How is information literacy significant for students?
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Life long learning - consistant approach to information seeking, processing and resolving during and post schooling to develop skills for lifelong learning.
- A constant approach when working with information will assist students to recognise the processes and skills associated with the task. - Explicit instructional guide is used. - Benifit from having consistant explicit modelled approaches to all inquiry tasks. -As students develop information inquiry strategies they are better able to: -Develop research strategies - Become independent learners - Better assess and review information sources in order to develop a quality, meaning making product (P, Moore, 1999). |
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What are the components of models and frameworks?
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Frameworks:
- Provide a broad definition of information literacy - Provide a series of stages of information processing Models: - Provide explicit detailed stages of information processing Both models and frameworks have seven common components - An awareness of information need - Means to distinguish ways of addressing information gap - Construction of strategies to locate information - Location and accessing information - Comparison and evaluation of information - Organisation, application and ethical communication of information - Synthesise and creation of new internal and/or external information product |
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What is the Big6? What are the stages and how are they used?
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- The Big6 is an information literacy model
- 1987 - Developed by Mike Eisenberg and Bob Berkowitz - Framework for teaching information and technology skills 1. Task definition 1.1 define that task 1.2 identify information needed in order to complete the task 2.Information seeking strategies 2.1 Brainstorm all possible sources 2.2 select the best sources 3.Location and access 3.1 locate the sources 3.2 find the information within the sources 4.Use of information 4.1 engage in the source 4.2 extract relevant information 5.synthesis 5.1 organise information from multiple sources 5.2 present the information 6. Evaluation 6.1 judge the process (efficiency) 6.2 judge the product (effectivness) |
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What is visual learning? Provide an example.
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Visual learners are those whose preferred learning style (in a learning situation) is what they see.
Example: Mind maps, flow charts and brain storms, for example, the web 2.0 tool of Popplet. |
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How does the information in week four relate to earlier weeks?
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