APST 2.6
Information and Communication Technology
INTRODUCTION
Per the Australian Professional Standards for Teachers, graduate teachers should implement ICT strategies to "expand curriculum learning opportunities for students" (AITSL, 2010). Importantly, the Australian curriculum breaks the ICT capability into three key ideas: investigating, creating and communicating with ICT.
Per the Australian Professional Standards for Teachers, graduate teachers should implement ICT strategies to "expand curriculum learning opportunities for students" (AITSL, 2010). Importantly, the Australian curriculum breaks the ICT capability into three key ideas: investigating, creating and communicating with ICT.
Communicating
This involves collaborating, sharing, and exchanging idea with others, and understanding computer-mediated communication (Australian Curriculum, 2024). These two aspects intertwine. Digital technologies can promote extensive and purposeful collaboration and communication between peers that is otherwise not possible and allows creative and meaningful conversation in numerous learning areas (Taylor et al, 2021). Teachers can utilise such methods to exchange information with students and to encourage students to use these methods with their peers.
On practicum, digital technologies allowed students to communicate with teachers outside of traditional class hours. Within class, the use of features such as Padlet, allowed students to express thoughts anonymously or without having to raise their hands and speak in front of the class. This was particularly important in a year 9 class, who although were advanced learners, disliked speaking in front of others. Further, it can be used to appeal to and cater to diverse learners. As a result, it is clear that utilising ICT allows more students to express themselves and participate in class.
Below is a scaffolded template, that all students could add to (anonymously) to help initiate beginning conversations in a topic.
On practicum, digital technologies allowed students to communicate with teachers outside of traditional class hours. Within class, the use of features such as Padlet, allowed students to express thoughts anonymously or without having to raise their hands and speak in front of the class. This was particularly important in a year 9 class, who although were advanced learners, disliked speaking in front of others. Further, it can be used to appeal to and cater to diverse learners. As a result, it is clear that utilising ICT allows more students to express themselves and participate in class.
Below is a scaffolded template, that all students could add to (anonymously) to help initiate beginning conversations in a topic.
Creating
Students can use ICT creatively to generate ideas and solutions to challenges and learning tasks (Australian Curriculum, 2024). Through utilising a range of digital platfroms, such as Canva, students can exercise their creativity and individualism, thus contributing to classroom cognitive engagement (Ainley & Enger, 2003). Students can use digital tools creatively to consolidate understanding and apply content in practical ways, importantly linking to the higher order critical thinking skills per Bloom's taxonomy.
During practicum, each student had access to a laptop/iPad in the classroom. Students were dependent on devices for textbooks and as a means to record information and were eager to use them in creative contexts as well. A particular year 8 class was already especially competent with Canva, as they had utilised it previously. Due to their familiarity with the software, it was a good means of expressing their thoughts (Adesote & Fatoki, 2013). The below activity (located on the last slide) encouraged students to use their ICT skills to create an informative and persuasive piece.
During practicum, each student had access to a laptop/iPad in the classroom. Students were dependent on devices for textbooks and as a means to record information and were eager to use them in creative contexts as well. A particular year 8 class was already especially competent with Canva, as they had utilised it previously. Due to their familiarity with the software, it was a good means of expressing their thoughts (Adesote & Fatoki, 2013). The below activity (located on the last slide) encouraged students to use their ICT skills to create an informative and persuasive piece.
Canva can be accessed for free and has a variety of templates available, such as those above, making it a great option for a creative tool. Students can adapt these templates to suit the activity, or can design a poster from scratch.
Images accessed via https://www.canva.com/templates/EAEl6hF_-ks-dusty-pink-and-black-monotone-minimalist-community-protest-crisis-hub-poster/ (18th March, 2024).
Images accessed via https://www.canva.com/templates/EAEl6hF_-ks-dusty-pink-and-black-monotone-minimalist-community-protest-crisis-hub-poster/ (18th March, 2024).
CONCLUSION
It is imperative that ICT strategies are utilised as they allow for students to work to their strengths to research, brainstorm and create (Hennessy et al, 2005). ICT, if implemented effectively, can expose students to more sources of information, promote increased collaboration and whole class interactive teaching.
It is imperative that ICT strategies are utilised as they allow for students to work to their strengths to research, brainstorm and create (Hennessy et al, 2005). ICT, if implemented effectively, can expose students to more sources of information, promote increased collaboration and whole class interactive teaching.
REFERENCES
Adesote, S. A., & Fatoki, O. R. (2013). The role of ICT in the teaching and learning of history in the 21st century.
Educational Research and Reviews, 8(21), 2155–2159. https://doi.org/10.5897/ERR2013.1617
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Information and Communication Technology (ICT) Capability. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/standards
HENNESSY, S., RUTHVEN, K., & BRINDLEY, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. https://doi.org/10.1080/0022027032000276961
Taylor, M., Fudge, A., Mirriahi, N., & De Laat, M. (2021). Use of Digital Technology in Education: Literature Review. https://www.education.sa.gov.au/docs/ict/digital-strategy-microsite/c3l-digital-technologies-in-education-literature-review.pdf
Adesote, S. A., & Fatoki, O. R. (2013). The role of ICT in the teaching and learning of history in the 21st century.
Educational Research and Reviews, 8(21), 2155–2159. https://doi.org/10.5897/ERR2013.1617
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2022). Information and Communication Technology (ICT) Capability. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Australian Institute for Teaching and School Leadership. (2017). Australian professional standards for teachers. AITSL. https://www.aitsl.edu.au/standards
HENNESSY, S., RUTHVEN, K., & BRINDLEY, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192. https://doi.org/10.1080/0022027032000276961
Taylor, M., Fudge, A., Mirriahi, N., & De Laat, M. (2021). Use of Digital Technology in Education: Literature Review. https://www.education.sa.gov.au/docs/ict/digital-strategy-microsite/c3l-digital-technologies-in-education-literature-review.pdf