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

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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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Vivaldi: Spring/SummerVivaldi: Autumn/Winter

Jake: SpringJake: SummerJake: AutumnJake: Winter

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^ 3D Art Gallery

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