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EDC3100: Why use ICT's in the classroom
Transcript of EDC3100: Why use ICT's in the classroom
1) To become confident, effective and responsible digital citizens
2) To develop communication and collaboration skills
3) A way in which students can demonstrate their knowledge: embedding assessment into ICT use
Improve communication and collaboration
Embedding Assessment into ICT Tasks
ICT's in the classroom
To become confident, effective and responsible
Mike Ribble (2012) defines it as: the norms of appropriate, responsible behaviour with regard to technology use.
Karen Mossberger (2009) adds to this: the ability to participate in society on-line.
The school is set in a middle to high socioeconomic area.
It is a grade 5 class with 26 students.
The school is well resourced with ICT's including a computer lab with a computer for each student. The students have access to the computer lab for 3 hours each week, with 1 hour on a Monday and a 2 hour block on a Thursday. During the Thursday session, there is a teacher aide to help in the room.
The classroom has a SMART board and access to 5 digital cameras that can take video footage.
At this stage ICT has been limited to the use of the SMART board to mainly view you tube videos, and students have used word and powerpoint to
present various pieces of work, both for formative and
This short you tube clip (1.09 min) also explains
‘What is digital citizenship’.
But why is being a Digital Citizen important
In the 21st century, we live in a physical world, as well as a digital, virtual world.
As more information in posted on the net, and more people use the net to locate information,
to be able to participate in our physical society, we need to be able to participate in a virtual society.
When students interact with digital technologies,
they become digital citizens.
Marc Prensky (2001) stated
“whether you are a digital native or a digital
immigrant, digital citizenship needs to be taught."
Teaching digital citizenship goes beyond just teaching the rules and policies of using the internet. It is the role and duty of educators to:
what is acceptable and appropriate technology use.
For students to be able to follow and obey the rules of a
digital citizen, they need knowledge and understanding of:
what those rules are
how to use technology appropriately
what is inappropriate use
“In other words, an individual
can become a productive and responsible digital citizen only by learning the principles of digital citizenship.”
(Ribble, 2012, p11)
To develop acceptable digital citizens, students need to have access to the internet and ICT’s.
Karen Mossberger believes that increased interaction with the internet automatically improvements your digital citizenship (2009).
So why should ICT’s be incorporated into the classroom?
ACARA states as one of its ICT capabilities 'that students should be provided with opportunities to develop appropriate social and ethical protocols.'
By incorporating ICT’s into lessons, not only will students be able to develop this skill, they will be applying and practicing the organising element of ‘Apply social and ethical protocols and practices when using ICT’s’.
Links to information:
Rhonda Thornton and her students
at Standing Bear Elementary in Omaha,
Nebraska, found a creative way to share what they learned using Common Sense Media's Digital Literacy and Citizenship curriculum.
Here is a you tube video they made to show what
Here is another you tube clip that you
can watch at your leisure which also shows how the resources on the Common Sense Media website can be used to help teach students to be confident, effective and responsible digital citizens. (5.19 min)
Confident, effective and responsible digital citizen, have the power to change society.
What is Digital Citizenship?
ICT’s can be used to
between students in the same class, in the same school or with students from different schools, anywhere in the world.
There are a range of ICT programs available that allow for this to occur.
are just three common ones that we will look at here.
If you are not sure what each of these programs offers or how they work, please have a look at these short information clips.
Literacy skills in the 21st century include both reading print and online texts. Both require higher order thinking skills of analysis, synthesis and evaluation (Zawilinski, 2009).
These skills can be practised by using the programs spoken about here. They assist in the development of
skills where students need to think about multiple perspectives and employ effective writing strategies when sharing their opinion.
They learn how to
to suit the purpose and audience while using a range of technological and
information resources (Zawillinski, 2009)
These technologies can foster global
as students from different countries, who are studying the same content learn from each other, including cultural and environmental differences. (Lee & Gilles, 2012)
When using these programs, teachers and peers are able to provide
Students can then edit their work, based on the feedback so that they are producing their best possible work.
One study also reported that by using a wiki, when
clearly aligned with the curriculum, encourages student engagement. Students are engaged as it is their thoughts and comments which are being uploaded, ownership and authorship of the blog, wiki, or information in a googledoc, is theirs.
(Hewege & Perera, 2013).
The use of these programs also encourages the students to develop essential social skills:
and respect of others’ work. (Lee & Gilles, 2012)
Links to ACARA
Year 5 English, the use of these
programs can specifically be linked to the
responding to literature under the Literature
strand and interpreting, analysing, evaluating & creating texts, under the Literacy strand.
In year 5 science, communicating under the science inquiry skill can be addressed.
Focusing on History, explanation and communication and historical questions and research can be covered.
Links to ACARA
The following you tube clips, show how each of the programs have been used in primary schools to enhance student learning.
This clip shows how one classroom has used googledocs two different ways. (1.52 min)
Carol Baldwin talks about one way that she uses a wiki in her classroom.
This clip shows how a blog has been
established between 3 schools and the students
have been writing book reviews which has started conversations between students who have not met. The students comment on how using the blog improves their vocabulary and gives them a purpose for reading and writing. (4.56 min)
Other people from the world wide web can follow a blog and add comments to it also. This clip shows how one grade 5 class had over 19,000 viewers from 85 different counties over their school year. (5.35 min)
Blogs (1.42 min)
Wiki's (1.18 min)
Googledocs (1 min)
Why is using these programs important?
When students are communicating using these mediums, they are improving their literacy skills and developing ICT skills.
1. Different technologies require different skills and strategies to use them correctly and effectively - we are preparing our students to be able to use 21st century technologies.
2. Literacy and high order thinking skills are being developed.
3. They prepare the child in the digital
literacy skills which today’s society
(Lee & Gilles, 2012)
Why is using these programs important?
6. It has been reported by a number of teachers that using these technologies has enhanced the students’ willingness
and drive to want to write.
(Lee & Gilles, 2012)
5. Classrooms become more child centered and allows for connections to be made between the children’s learning to their real life world.
You've got the technology, here are some reasons why you should it in the classroom.
Having students assessment incorporated into their use of ICT’s provides the students with a variety of ways that they can demonstrate their knowledge.
When looking at science, there are computer simulations that provide students with the opportunity to develop and apply skills in more realistic contexts, which also provide real-time feedback to the student.
The use of ICT in this area provides students with tasks to complete that support authentic learning while
assessing scientific inquiry, analysis, interpretation and their reflection.
(Redecker & Johannessen, 2013).
Embedding assessment into ICT tasks:
removes 'point of time' and 'just one instance' assessment that usually provides limited scope for the student to demonstrate their knowledge
provides a much clearer picture of student knowledge
allows students to show skills which otherwise are hard to assess, such as critical thinking
(Redecker & Johannessen, 2013)
This you tube video, which you can watch at your leisure, shows how a teacher assesses student knowledge of what is required to create a good pamphlet, while incorporating ICT’s.
Links to ACARA
There are a range of ICT skills that students need to develop throughout their primary school years. These can only be done by incorporating authentic ICT’s learning experiences into lessons.
In English, Maths, and Geography, ICT’s can be used to assess knowledge across all of the content descriptors.
In Science, assessing the science inquiry skills and in History assessing some of the required historical skills can be completed with the use of ICT’s.
Links to ACARA information:
Why should we
embed assessment into
“Multimedia authoring by pupils allows them to externalise their thinking and to express their ideas through this media in ways that are not evident through conventional tests”.
(McCormack, 2004, p130)
Links to ACARA information:
Hewege, C. R. & Perera, L. C. R. (2013). Pedagogical significance of wikis: towards gaining effective learning outcomes. Journal of International Education in Business. DOI:10.1108/18363261311314953#sthash.cDszUTKt.dpuf
Images. All images where selected from images available within Prezi.
Lee, H. C. & Gilles, C. (2012). Discussing culturally relevant books online: A cross-cultural blogging project. English Teaching: Practice and Critique. 11(4) 161-177. Retrieved from bit.ly/LeeandGilles2012
Mccormick, R. (2004). ICT and pupil assessment. The curriculum journal 15(2) pp. 115-137. DOI: 10.1080/0958517042000226793
Mossberger, K. (2009). Toward Digital citizenship: addressing inequality in the information age. In Chadwick, A. & Howard, P. N. (Eds). Routledge handbook of internet politics (pp. 173-185). NY : Routledge.
Music. Premium Music: Album - Ambient minimal electronic futuristic technology business custom. Song - Ambient minimal electronic futuristic technology business customer theme. Available to use under CC. Down loaded from Jamendo.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the horizon 9(5). Retrieved from http://bit.ly/15sT5yh
Christine Redecker, C. & Johannessen, O. (2013). Changing Assessment – Towards a new assessment Paradigm using ICT. European Journal of education research, development and policy 48(1) 79-96. DOI: 10.1111/ejed.12018
Ribble, M. (2012). Digital citizenship in schools. British Journal of Educational Technology. 43(6) DOI:10.1111/j.1467-8535.2012.01378_9.x
Zawillinski, L. (2009). HOT blogging: A framework for blogging to promote higher order thinking. The Reading Teacher 62 (8), 650-661. DOI: 10.1598/RT.62.8.3
A study done by Lee & Gilles (2012) revealed that some teachers believe:
a wiki can be used as a
meaningful and strong assessment
it was possible to
and what their
current stage of mastery
that students were more
likely to express themselves
freely then when participating in whole class and
The choice of ICT selected by the teacher is important. Some programs promote simple ‘cut and paste’ which do not show a students understanding of a particular subject or topic.
Using a concept map for example, helps students to demonstrate how they convert on-line consumed content to knowledge produced by themselves. (McCormack, 2004)
I hope that these 3 points have highlighted some of the benefits of incorporating ICT's into our classrooms.
There are so many more too!
I hope you are motivated to give it a go!