ICT and Teaching and Learning: Paradigms

1. ICT and Teaching and Learning: Paradigms • ICT as teaching machine • ICT for content construction • ICT for competency construction • ICT as support for learning conversations

2. 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

3. ICT for content construction • Constructivism • Computers provide scaffolding and opportunities for learners to ‘construct’ knowledge • ‘Knowledge’ still defined as subject-related content

4. 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

5. ICT as support for learning conversations • Stresses interaction and connection of people through or around ICT • Internet paramount

6. 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’).

7. 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)

8. 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

9. 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

10. 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

11. Electronic Books • The Sunflower • The Bush Trip ^

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15. 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.

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18. Vivaldi: Spring/Summer Vivaldi: Autumn/Winter Jake: Spring Jake: Summer Jake: Autumn Jake: Winter ^

20. 3D Art Gallery ^