ICT and Teaching and Learning: Paradigms
^ICT as teaching machine
^ICT for content construction
^ICT for competency construction
^ICT as support for learning conversations
ICT as teaching machine
^Roots in behaviourism and productivity
^Learning is sequential and content-based
^Develops low-level content and/or skill within a specific context
ICT for content construction
^Constructivism
^Computers provide scaffolding and opportunities for learners to ‘construct’ knowledge
^‘Knowledge’ still defined as subject-related content
ICT for competency construction
^Emphasis on developing conceptual skills and personal competencies (eg: creativity, analysis, collaboration, engagement
etc.)
^Curriculum areas viewed as interesting contexts for this to take place
ICT as support for learning conversations
^Stresses interaction and connection of people through or around ICT
^Internet paramount
Content/Competency
Construction : How?^ Interactivity (between machine and user, between
multiple users)
^ Capacity (storage and memory)
^ Range (of approaches and functions providing the user with choice)
^ Speed (allowing users to work more rapidly and thus present more complex ideas)
^ Provisionality (different options can be tested, backup files keeping the original work ‘safe’).
Content/Competency
Construction : How?^ Accuracy (of software features and products as a result of
those features)
^ Quality (the ability to create a wide range of products potentially of industry standard)
^ Automation (the computer can perform menial tasks freeing up the human to do more interesting things)
^ Multi-modal (image, text, sound, code etc. all combine to make meaning)
^ Neutrality (a context where ideas can be explored without judgement)
Potential Learning^ Diary of an Afghanistan Refugee
Content
(Learning Areas)
English
Technology
Health & PE
Social Sciences
• Cultural Practice• Communities &
Groups• View & Use Places• Remember &
Record Past
• Technological Practice• Technological Knowledge• Nature of Technology
• Listening, Reading, Viewing
• Speaking, Writing Presenting
• Healthy Communities & Environments
• Relationships With Other People
Potential Learning
Competencies
Values
Habits of Mind
Principles
Key Competenci
es• Using Language,
Symbols & Text• Thinking• Relating to Others• Managing Self• Participating &
Contributing
• Taking Responsible Risks• Accuracy & Precision• Empathy & Understanding
• Community & Participation• Equity• Diversity• Innovation, Inquiry, Curiousity• Excellence
• High Expectations• Cultural Diversity• Inclusion• Learning to Learn• Coherence
• Thinking Flexibly• Wonderment & Awe• Persisting
• Thinking Flexibly• Thinking Interdependently• Data Through all the Senses• Creating, Imagining, Innovating
Examples^ Books (print)^ Books (electronic)^ The Puddle^ Hut Building^ Bryn’s Robot^ Funny Faces^ Trent’s Story^ It Was The Year 302
0^ Kathleen’s Comic^ Forensics^ Sponsor the Lion^ Mellow Yellow^ Sixties Museum^ The ANZACs^ Earthquakes^ The Big OE
^ Geometry^ Animated Adverts^ Abstract Animation^ The Day 5s of Our Liv
es^ Bird’s Eye View^ Fashion Show^ 24 Hours^ Robot Madness^ Digital Tapa^ Textures^ Ascii^ 3D Pets^ Digital Dada^ The Four Seasons^ Funny Face Game^ Skull Mix
Electronic Books
^The Sunflower^The Bush Trip
^
^
^
ASCII: American Standard Code for Information Interchange.
• Graphic design technique that consists of pictures pieced together from the 95 printable (from a total of 128) characters defined by the ASCII Standard (1963).
• Born was because early printers often lacked graphics ability and thus characters were used in place of graphic marks.
^
Vivaldi: Spring/SummerVivaldi: Autumn/Winter
Jake: SpringJake: SummerJake: AutumnJake: Winter
^
^ 3D Art Gallery
^