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ICT and Pedagogy

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Kathleen Kan

on 1 April 2014

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Transcript of ICT and Pedagogy

Year 2
A class of 12 children, 6 boys and 7 girls.
Majority children are very gifted, active, intelligence and independence
English as Second Language.
5 Japanese girls and 4 Japanese boys
One impairment hearing child
Two dyslexia boys
ICT and Pedagogy
Presented by Kan Kwong Keng

2. Why/What?
Innovative applications of technology will enable teachers to collaborate on advances in learning, and ensure that assessment is easily accessible to teachers, parents and the community. (MCEETYA, 2003a, p2 cited in Finger & Russell, 2005).

Australian Curriculum. (2012a). Information and communication technology (ICT) capability. Retrieved on 28 March 2014 from http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT

Australian Government. (n.d.). Department of Education: Technology for Schools. Retrieved on 28 March 2014 from http://education.gov.au/technology-schools

EDC3100. (2014).
Module 3 Building your TPACK - 17-21 March (Week 3).
Retrieved on 31 March 2014 form http://usqstudydesk.usq.edu.au/m2/course/view.php?id=4381&section=4#startweek

Finger, G. & Russell, G. (2005). Principles and Priorities of ICT Research for the Knowledge Economy. Retrieved 28 March 2014 fromhttp://www.leeds.ac.uk/educol/documents/142996.htm

Finger, G., Russell, G., Jamieson-Proctor, R., Russell, N. (2007). Transforming Learning with ICT: Make it Happen. Frenchs Forest, N.S.W. : Pearson Education Australia.

Forlin, C. & Lock,G . (2006). Employing Technologies to Engage Students with Diverse Needs in Rural School Communities. Retrieved 28 March , 2014 from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1369&context=ajte

Van Hoorn, J., Nourot, O.M, Scales, B., & Alward, K. R. (2012). Play at the Center of the
Curriculum (5thed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall

Zull, J. E. (2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Stylus Publishing, LLC: Sterling, Virginia

References
Interactive White Board
3. Why/What?
Learning to adapt 21st century technology and preparing students beyond schools with creativity and innovative learning . (Finger et al., 2007).
1. Why/What?
Using ICT enhancing the students with ICT-skills.
Incorporated ICT into
students key learning area (Video - how?)
Inclusion Learning
Information and Communication Technologies (ICT)
What is ICT?
"The Australian Government supports

the appropriate use of technology in Australian schools to prepare students to learn, train and live in a digital world.. "
(Australian Goverment, n.d.)
ICT has been used to enhance students' learning experiences in engaging and resolving solving problem on small groups or individually in
daily collaborative activities.
(Australian Curriculum, 2012a).
At a regular classrooms of the 21st century consist of inclusive educational paradigm tended to focus on including students who are culturally or linguistically diverse, those from non-English speaking backgrounds, as well as those with disabilities or learning difficulties. In addition, regular classes contain students who may be gifted or talented across a range of intelligences (Forlin & Lock, 2006) to apply multilitercies with new communication technology (Finger et al., 2007).
HOW?
ICT is used to identify individual learning styles by enhancing in their learning for diverse needs for their understanding in Year 2 curriculum. 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. (Australian Curriculum, 2012a)
Using Smart Table where students colloborate and also reflect critically with information they wish to share in progressive on their competency understanding in acquire knowledge and skills with Reflection on Bloom Taxonomy's learning theory (EDC3100, 2014).
Multimodal/Multiliteracies
Students with learning difficulties and those ESL could learn the fun way to record voices and try to communicate using ICT with "Voki Classroom".
"Not just paper and pencil...."
"Connectivism" (EDC3100, 2014) links through non-human sources by using ICT into teaching and learning inside their classrooms via a range of online media. ICT is a great tool if teacher know the needs of each child's context and they achieve learning outcome with meaningful.

Children characteristics of effective learning is through interactive in engaging collaborative activities with peers, parents and teachers. A child's construction of knowledge as they progress through the optimal space by Vygosky's theory of social constructivism as "zone of proximal development" (Van Hoon et al., 2011).

ICT is been incorporated into educational as a tool for enhancing children 's learning by scaffolding through the retrieving information to explain, explore, elaborate and evaluate own context to create a new learning knowledge from prior knowledge (Zul 2002)

Content - Technology


There are five inter-related organising elements that form the ICT capability in Australian Curriculum (ACARA, 2012).
1. Applying social and ethical protocols and practices when using ICT.
2. Investigating with ICT.
3. Creating with ICT
4. Communicating with ICT
5. Managing and operating ICT

YouTube Video:
Credits to Ryan Brown (2012)
The students need to identify what type of support media to bring their learning outcomes to appropriateness with the content of the pedagogy.

The help from the adults, e.g. teachers/parents or peers collaboration will bring a success for them acquire ICT-skilled for long-life learning .
Different ICT tools produce different skills and teachers and students need to distinguish on learning outcome - refer to SCOOTLE which is up to date resources relate to students learning context.
This is what "Australian Curriculum" focuses on
Information and Communication Technologies (ICT)
ICT support learning with
conjunction with Australian Curriculum (ACARA, 2012)
Children characteristics of developmentally appropriate classrooms are engage interactions between adults, children and incorporate ICT learning environment where children construct their knowledge and skills to produce their learning outcome.
STOP !
ICT capability involves students in learning to make the most of the technologies available to them,
adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others
in a digital environment. (Australian Curriculum, 2012a)
Full transcript