ICT as a Curriculum Resource

ICT as a Curriculum Resource: resource should not be separate from learning but integrated in learning and classroom room pedagogy so to both enhance and transform learning experiences.

In preparing my lesson plans during my last practical placement and trying out new technologies I got a bit carried away in implementing ICT into every lesson plan without being aware of the term ‘EduDoggy’ (USQ, 2014). I fell into the trap of integrating only familiar ITC resources into my lesson plans i.e. interactive whiteboard IWB, UTUBE, without giving any deepen understanding to the real educational value to the context being taught. I was allowing ICT to dictate learning and teaching experiences as well as being limited by it due to my prior familiarity with certain ICTs.  This term is now known to be as ‘Tail wagging dog’. Ideally, one is to aim at the dog ‘education’ is supposed to wag the tail (Jones, 2014, Module 2). This enticed me to think deeply of various pedagogical reasons for implementing ICT in relation to enhancing student overall learning within a curricular area or a cross-curricular approach to integrate the learning skills. Fellow students have also raised concerns about their pedagogical approach to integrate learning skills in ICT and other areas of the curriculum. http://rachelharlen.wordpress.com/2014/04/20/the-dog-waging-the-tail/

With the wide range of software available to the public as well as for use in education and importantly no set guidelines or specific recommendations of software programmes, it is clear that the filtering job rests with the teacher in endorsing the use of ICT in the classroom. As primary school teaching is generic in origins, that is, one teacher generally is responsible for all disciplines or subject areas; the teacher has the opportunity to take on a multidisciplinary approach or a cross-curriculum approach to learning which can greatly improve students’ outcomes (O’Neil & Gish, 2012).  Various ICT tools can be incorporated into content and learning experiences of various curriculum areas. Not only does enable proficient use and understandings of ICT integration in subject content but also in ICT working alongside and with other ICT programs to ultimately enhance students’ engagement, learning, interest, participation and deepened understanding.

 

References

Jones, D. (2014). Module 2 – Don’t let the tail wag the dog: EduDoggy.  Retrieved March 29, 2014, from http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=176353&chapterid=11611

O’Neill, S., & Gish, A. (2012). Teaching English as a Second Language. South Melbourne, Victoria: Oxford University Press.

 

Taylor, T., Fahey, C., Kriewaldt, J., & Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest, NSW: Pearson Australia

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Assignment 2 Framework

Learning area:

English

Year level:

One

Learning objectives:

Texts in context

  • Respond to texts drawn from a range of cultures and experiences (ACELY1655)

Interacting with others

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)

Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Language for Interaction

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

 

Creating literature

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Information and Communications Technology – Level 1

When using multimedia resources, students begin to think critically about these resources and how they help learning.

In their learning of new material, students experiment with some simple ICT tools and techniques for visualising their thinking

Criteria:

 Formative– Observations during whole class, group and individual tasks – Anecdotal records about students – Anecdotal records about student’s ICT capabilities

Summative

Students will create a retelling of a story, utilising story telling techniques and language features, from either Asian peoples, Aboriginal peoples or Torres Strait Islander peoples or traditional tales from other cultures using multimedia resources and simple ICT tools and techniques to present their stories.

Assignment 2 Thoughts and Ideas

I have been lucky to have already been in contact with the mentor for my next teaching practicum, a Foundation/Year 1, classroom. The teachers in the Early Years team at the school are part of a research project where they are researching the impact oral storytelling has on their students speaking and listening, reading and writing abilities. My visit with the class gave me the opportunity to observe how the students participated as a listener to a story and then developed strategies to become the story teller themselves through a variety of techniques. To make my ICT journey more authentic I wanted to make connections between what the students were learning about exploring, creating, responding and interacting with stories orally and how this can be incorporated with digital story telling using multimedia techniques.
Here is a link to a blog which explores the notion of using digital storytelling in West Vancouver Memorial Library
http://librarydigitalstorytelling.wordpress.com/what/
I like how it explores the variety of forms in which digital story telling can take place.
Interesting Read!

EDC 3100 Online Artefact – http://u1029230.wix.com/dimi

Online Artefact

Hi all!

Here is the link to my web based Artefact! After much deliberation I decided to create a web page. As I know which school I am attending I really wanted to create an Artefact that the school could use to inform the parents on the importance of using ICT’s in an investigative play based curriculum.

So here it is! Hope you find it useful and informative!

 

Developing my Online Artifact

Wow!
What a journey this is! While creating my Wix website ‘ICT and Early Childhood’ on convincing parents of the school where I will be teaching a Foundation/Year 1 class on the benefits of incorporating ICT as part of a play-based inquiry program I have actually convinced myself on the benefits of ICT in an early years classroom.
Utilising the myriad of ways children can use ICT’s through designing, making, exploring, talking, sending messages, displaying products and working collaboratively on agreed tasks on and off line with children in other areas is a wonderful way to empower children to be navigators of their own learning.
One apps that allow children to take creative control over their learning is ‘Icreate to Educate’ which allows children to create their own time lapses stories or present information they have learnt using slowmation software.
Slowmation

The discovery of this software has now lead to shaping my second assignment (without giving two much away) and has lead to a very enthusiastic response from my mentor teacher with how I would like to utilise it during my placement!

ICT – Acronyms and Terminology?!!!!

ICT – Acronyms and Terminology?!!!

Along with the rapid technological change we are living through comes new acronyms and terminology for the ICT’s we are accessing and using. As I reflect back on the weeks gone by for ICT and Pedagogy I believe I am becoming a more productive user of ICTs in my own learning with the ultimate goal of being able to enhance my students use of ICT. As KellyHartzer has stated in her blog “As technology becomes more and more embedded in our society, we as teachers need to change and adapt in order to remain relevant”. What I have discovered is that the biggest challenge I have had to face is adjusting to knowing and using new acronyms and terminologies, this is not a new concept as all throughout the Education course I have become exposed to the very notion of teacher ‘jargon’. The terminology  I have come across in the subject, Diigo, Feedly, moodle etc. I’m sure if you are regularly using a variety of web based artefacts it might come as second nature to you to freely use and understand these acronyms and terminology but when I first accessed the learning path I felt an overwhelming sense of initial confusion……I now know what my Foundation students must have felt when I was trying to teach them the concept of Subitising!

I found this form the Department of Education South Australia article by  on the importance of Early Years Educators understanding ICT http://www.earlyyears.sa.edu.au/files/links/ICT_in_the_EYDiscussion_Pa.pdf. It is a discussion that I found useful and other Early Years Educators might find it useful as well!