ICT and Teaching and Learning: Paradigms
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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

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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

  • Listening, Reading, Viewing

  • Speaking, Writing Presenting

Social Sciences

Technology

Health & PE

English

  • Cultural Practice

  • Communities & Groups

  • View & Use Places

  • Remember & Record Past

Content

(Learning Areas)

  • Healthy Communities & Environments

  • Relationships With Other People

  • Technological Practice

  • Technological Knowledge

  • Nature of Technology


Potential Learning

  • Community & Participation

  • Equity

  • Diversity

  • Innovation, Inquiry, Curiousity

  • Excellence

Habits of Mind

Key Competencies

Values

Principles

  • Using Language, Symbols & Text

  • Thinking

  • Relating to Others

  • Managing Self

  • Participating & Contributing

Competencies

  • High Expectations

  • Cultural Diversity

  • Inclusion

  • Learning to Learn

  • Coherence

  • Taking Responsible Risks

  • Accuracy & Precision

  • Empathy & Understanding

  • Thinking Flexibly

  • Thinking Interdependently

  • Data Through all the Senses

  • Creating, Imagining, Innovating

  • Thinking Flexibly

  • Wonderment & Awe

  • Persisting


Examples

  • Books (print)

  • Books (electronic)

  • The Puddle

  • Hut Building

  • Bryn’s Robot

  • Funny Faces

  • Trent’s Story

  • It Was The Year 3020

  • 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 Lives

  • 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/Summer

Vivaldi: Autumn/Winter

Jake: Spring

Jake: Summer

Jake: Autumn

Jake: Winter

^



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