Student Name: Simone Carlyon

Student Number: 60938153

Subject Code: ETL411

Subject Name: ICT for Innovative Practice

Assessment title: ICT Proposal and Reflection

Assessment Item: 2.

Word Count: Part 1:

Part 2:

The work in this assignment is my own and I have acknowledged the work and ideas of others within

the assignment. The work has not been submitted for any other assignments.

Simone Carlyon.

ICT Program Proposal

Curriculum Area: PDHPE Stage 4, Year 7.

Selected Web 2.0 tool for integration: Animoto.

Program title: No More Bull.

CONTENTS

1. Rationale

2. Target Audience Profile

3. Issues

4. Student Learning Outcomes

5. Assessment Opportunities

6. Curriculum Design

7. Teaching Role of the TL

8. Evaluation Process

9. Reference List

RATIONALE

The following is a summary of the rationale used to justify the integration of the Web 2.0 tool

Animoto into the Year 7 PDHPE curriculum program. The program in question seeks to

improve student’s knowledge and understanding of ‘bullying’ through digital storytelling.

Digital storytelling through the use of Animoto provides a means to interest media

savvy students into reading and writing (Ohler, 2008). Literacy skills are improved

through research and addition of text.

Low literacy level students are provided with the freedom to create and present

information graphically providing them with the opportunity to succeed. This in turn

provides an enjoyable learning experience.

The Australian Curriculum identifies ICT as an area in which students need to be

highly skilled. Therefore, a strong emphasis on ICT skill development and integration

across all curriculum areas is required (ACARA, 2011).

Utilising technology to deliver and implement curriculum content provides interest and

motivation by allowing students to relate to their learning in an observable and

immediate way (Backes, 2012; Combes, 2014).

Animoto offers educators an effective student engagement tool that can help students

see the relevance between what they are learning and the real world (Wanago, 2013;

Berger & Trexler, 2010).

Animoto is easy to use.

Animoto allows students to collaborate to create content and therefore develop their

knowledge. The creation process and sharing of content provides teachers an avenue

for integrated assessment (Lee & McLoughlin, 2008).

Animoto supports learner centred and interactive practices that allow a constructivist

theory for teaching and learning (Pegrum, 2010, Grennon-Brooks, 2004, Lee &

McLoughlin, 2008, Hayes, 2007).

Developing an Animoto video help students to organise information. A video’s

structure, rhythm and the emotional involvement it encourages can help students

remember important information (Ohler, 2008).

Creation of a digital story through the use of Animoto allows students to create content

area understanding in a way that is familiar to them. In addition transferrable skills

such as planning, creating, collaborating are developed through the media production

process (Ohler, 2008).

TARGET AUDIENCE PROFILE

Background information: Gunnedah High School is a co-educational secondary school in

North West NSW with a current population of 649 students. Within this population 24% have

identified as Aboriginal or Torres Strait Islander. The majority of students attending GHS

come from a low-socio economic background (DEC, 2011). The predicted unemployment

rate in the area was 7.0% in 2011 (Gunnedah Shire Council, 2011).

Specific Target Class Information:

Year: 7

Class: 7 Raj

Class size: 21 Number of boys: 10 Number of Girls: 11

Number of students identified as Aboriginal: 10

Identified Special Learning needs within the class include: 5 students have been identified

with learning difficulties. These students are performing well below year level. 1 student is

identified with ADHD. 5 students have been identified with behaviour concerns.

Reading levels: As part of the Literacy and Numeracy National Partnership project within

NSW students are regularly assessed in the areas of comprehension, spelling and reading. In

this particular class students range from Stage 2 level up to a Stage 5 level.

ISSUES RELATING TO THE INTEGRATION OF ANIMOTO

There are a number of issues that need to be assessed and solutions provided in relation to

embedding the Web 2.0 tool ‘Animoto’ into a curriculum unit of work.

1. School Infrastructure

Type Issue Proposed Solution

Availability and

access to

Availability of

digital imaging

devices.

64 ipads and 4 digital cameras available for student

use. TL to book items via the online booking

system. Students have the opportunity to use their

technology. own devices that they may be more familiar with

e.g. mobile telephone.

Presentation

hardware/software.

Currently every classroom and the library are

equipped with an interactive whiteboard.

Availability of

computers and the

use of the internet

for research.

Currently 3 computer labs available. 22 desktop

computers available in the library. TL to book via

the online booking system.

Student access to the

internet.

Class teacher to assess student access to the

internet prior to the unit. Those students without

login access to be directed to the IT specialist

within the school. If there are any students without

access they are to be grouped with students with

access.

2. Privacy and security

Type Issue Proposed Solution

Security Photographing

students.

TL to check school official list of students with

‘parental media consent’ granted. Parents of those

students without consent to be contacted via

permission note. Special consideration must be

made with the students identified as Aboriginal to

ensure that their cultural beliefs are protected.

Completed Animoto videos are not to be published

on the internet unless it is via a secure site with

coded access.

Protection of student

personal

information.

Highlight to students the importance of protecting

their personal information especially in regards to

using the internet. TL and subject staff to be well

versed in the DEC Information Security policy.

https://www.det.nsw.edu.au/policies/administrative

/ict/information_security/

implementation_1_PD20130453.shtml?level=

TL to open accounts and distribute access

information to students.

Student

inappropriate use of

the internet and ICT.

Both staff and students are aware of the DET

‘Online Communication Services: Acceptable

Usage for School Students’ document. Students

and parents have signed the school ‘acceptable use

of technology’ policy document. This document

includes issues relating to acceptable use of school

ICT , cyberbullying and awareness of ‘digital

footprints’.

3. Cost

Type Issue Proposed Solution

Cost Cost of ‘Animoto’. Basic version of Animoto is free however limits

digital story to 30 seconds. TL to apply for a

Animoto education account. The educational

account is free and access to the full affordances of

Animoto is available through such an account.

Accounts may take 2 – 4 weeks and therefore TL

must apply early.

Internet provision. All school students and teachers are provided with

access to the internet paid for by global funding.

4. Legal

Type Issue Proposed Solution

Copyright Copyright infringes Encourage and support students to create their own

of text, images and

music.

images. Students to be directed to copyright free

image sites e.g. Creative Commons (Ohler, 2008).

Students given support and instruction during the

research and production stages on copyright issues

and referencing requirements.

5. Time

Type Issue Proposed Solution

Time Allocated class time

to complete Animoto

video limited.

TL to provide students with access to technology

outside of class time.

Ensure assessment identifies an appropriate

number of slides and content that aligns with

allocated periods.

6. Teacher

Type Issue Proposed Solution

Teacher Limited confidence

and motivation to

introduce Web 2.0

tool into curriculum.

TL to provide a forward planning proposal

allowing teacher time to prepare for the integration

of ICT. Instruction in Animoto provided well

before date of integration providing teacher time to

use the Web 2.0 tool and gain confidence (Carey,

2013). Continuing support provided.

STUDENT LEARNING OUTCOMES

Students will be assessed on the following outcomes.

PDHPE Curriculum Outcomes

4.2 A student identifies and selects strategies that enhance their ability to cope and feel

supported.

Students learn to:

recognise forms of bullying and harassment

describe ways that they could help others who are being harassed, eg assist them to

seek help, offer friendship (NSW Board of Studies, 2013).

Australian Curriculum General Capability Outcomes

General

Capabilit

y

Organising

Element

Student Learning Outcomes

Literacy Composing text

through speaking,

writing and

creating.

Students plan, research and create a presentation on the

learning area of ‘bullying’ through the selection of

appropriate and accurate content and visual elements

(ACARA, 2011).

Visual knowledge. Students demonstrate the ability to select appropriate

visual images to include in their Animoto video on

‘bullying’ (ACARA, 2011).

ICT Recognise

intellectual

property.

Students develop the ability to identify the legal

obligations regarding the ownership and use of digital

products and apply referencing conventions (ACARA,

2011).

Investigating and

creating with ICT.

Students develop the ability to locate, retrieve and

generate information on types of bullying and resilience

strategies using search facilities and present this

information in a multimodal creative way through the use

of Animoto (ACARA, 2011).

ASSESSMENT OPPORTUNITIES

Assessment of both the ICT and literacy learning outcomes will take place throughout the

unit. Students will be given the assessment criteria at the onset of the program with clear

goals outlining what they are learning, why the learning is important, what products are

expected, and how they will be assessed (The Cross Sectoral Working Party, 2011). The

assessment includes a variety of methods.

TL Student Observation (formative assessment): regular, first hand observations of

students in relation to the stated outcomes documented by the TL and teacher collaboratively.

Professional judgements and developed rubrics or checklists with stated guidelines for

measuring achievement (NSW DET, 2008) will be utilised. This observation would continue

throughout the task and ensure a valid assessment of each student’s work within assigned

groups (as opposed to giving a common grade to each participant within a group).

Peer and Self Evaluations (formative): assessment by students about one another’s

performance relative to stated criteria and program outcomes. In addition students will reflect

about her/his own achievements and needs relative to program goals (The Cross Sectoral

Working Party, 2011). Allows students’ to assess their own learning and take responsibility

for their learning (NT Department of Education & Training, n.d.).

TL – Student Conferences (formative assessment): meetings between the student and TL

where progress is checked, use of Animoto are discussed in relation to the stated goals and

task, feedback is provided by the TL on current progress at the time and future suggestions

are provided on resolving issues encountered.

Summative assessment: TL and teacher collaboratively assess the end product (Animoto

video) for each group during presentation. Documentation of learning achievements

providing teacher with information about how effective the teaching strategies have been and

how to improve teaching for future students (Cross Sectoral Working Party, 2011).

CURRICULLUM DESIGN

Type of

Curriculum

Description and use of resource during integration of Animoto.

Resource

Animoto Summary

Sheet

Summary sheet providing students detailed information on the steps to

in creating an Animoto video. Troubleshooting information also

provided. Provided to students once they have completed their

research and KWL and scaffolds.

Storyboard template Template provided for students to illustrate major ideas and sections

of their proposed Animoto video.

KWL worksheet Worksheet provides a scaffold to define the task through K – what we

know, W – what we want to know and L – what we need to learn

(Ryan & Capra, 2001). Provided to the students at the beginning of

the unit.

Digital Story

Components

Scaffold

Students are provided with a scaffold including the components of a

digital story to plan their work step by step. The scaffold includes

content, narration, image selection, sequencing and music. This allows

the task to be broken down into achievable sections.

TEACHING ROLE OF THE TEACHER LIBRARIAN

Area Content Method and timing.

ICT Use of Animoto

Use of digital imaging

devices.

Provision of Animoto digital stories allowing

students to identify best practice in regards to

content and design. Discuss which videos

have the greatest impact and why?

Step by step guide sheet provided to students

on the use of Animoto. Breakdown the task

into investigation, deciding on images,

sequencing, allocation of music and text to

support selected images. Provide students

with a scaffold and modelling to students how

to use the Web 2.0 tool.

Instruction on the use of digital imaging

devices provided to those students who

require it.

TL provides ongoing support in relation to the

use of Animoto and digital imaging devices

(including the downloading of images).

Information

literacy

Information literacy

steps.

Information literacy skills are supported by

the TL during the task. Instruction is provided

on each of the information literacy steps.

Intellectual

Property

Copyright regulations

Referencing

Creative Commons

licences

Copyright regulations, referencing and

checking creative commons licenses

information provided to students at the onset

of the unit. Ongoing support provided by the

TL during point of need in regards to

referencing.

Safety Digital footprint

Netiquette

Acceptable use

Beginning of unit TL provides students with

information relating to digital footprints,

netiquette and a review of both the school and

DET Acceptable ICT use policy documents

ensuring all students are aware of their

responsibilities in regards to school internet

usage. TL monitors student safety throughout

unit.

EVALUATION PROCESS

During and at the end of the task Animoto will be evaluated and analysed by the TL,

curriculum teacher and students in the following areas via the stated methods.

Area Evaluation method.

Ease of use. Survey students during and at the completion of the task. Questions

related to ease of use, effectiveness, enjoyment etc.

Staff observe student use of Animoto in relation to ease of use,

effectiveness and enjoyment throughout unit.

Student Learning

Outcomes

Analysis by the TL and curriculum teacher regarding the pre stated

student outcomes. This will be achieved through observations and

critical analysis of student’s completed products with the aid of

developed rubric.

Future use of

Animoto.

TL will uitlise student performance information to guide/plan future

learning programs and alterations to the integration of Animoto within

a curriculum unit.

References

Australian Curriculum Assessment and Reporting Authority. [ACARA] (2011).The

Australian Curriculum. Retrieved August 14 from

http://www.australiancurriculum.edu.au/

Backes, L. (2012). 5 reasons to add technology to your classroom. The Inspired Classroom [blog].  Retrieved August 8 2014 from http://theinspiredclassroom.com/2012/04/5-reasons-to-add-technology-to-your-classroom/.

Berger, P. & Trexler, S. (2010). Choosing Web 2.0 Tools for Learning and Teaching in a

Digital World. Libraries Unlimited: Santa Barbara, California.

Board of Studies. (2013). Personal development, Health and Physical Education: Years 7 –

10 Syllabus. Retrieved August 12 from

http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/pdhpe-7-10-

syllabus.pdf

Carey, J. (2013). How to get hesistant teachers to use technology. Retrieved September 10, 2014 from http://plpnetwork.com/2013/03/27/hesitant-teachers-technology/

Combes, B. (2014). Integrating ICTs [ETL411 Module 3.1]. Retrieved August 17, 2014, from

Charles Sturt University website:

http://interact.csu.edu.au/portal/site/ETL411_201460_W_D/page/72d99a18-

b38c-44cb-80f6-da2bfe987e7f

The Cross Sectoral Assessment Working Party. (2011). Teachers’ Guide to Assessment.

Retrieved September 12, 2014 from

http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_t

o_Assessment_Web.pdf

Department of Education and Communities [DEC].(2011). Gunnedah High School Annual

School Report. Retrieved August 16, 2014 from http://www.gunnedah-

h.schools.nsw.edu.au/documents/5621540/5627543/ASR%202011.pdf

Gunnedah Shire Council. (2011). Gunnedah: Discover the facts. Retrieved August 16, 2014

from http://www.gunnedah.nsw.gov.au/jdownloads/Residents

%20%20Community/Living%20in%20our%20Community/gunnedah_-

_discover_the_facts.pdf

Grennon Brooks, J. (2004) Workshop: Constuctivism as a Paradigm for Teaching and

Learning. Educational Broadcasting Corporation. Retrieved from

http://www.thirteen.org/edonline/concept2class/constructivism/index_sub3.html

Hayes, D. (2007) ICT and learning: Lessons from Australian classrooms. Computer and

Education, 49 385 – 395. Retrieved from http://ac.els-

cdn.com.ezproxy.csu.edu.au/S0360131505001314/1-s2.0-S0360131505001314-

main.pdf?_tid=eb0ae55e-298e-11e4-9078-

00000aacb35d&acdnat=1408665633_2c86c6b2f48127ee186e7849d2025c55

Lee, M. J. & McLoughlin, C. (2008). Harnessing the affordances of Web 2.0 and social

software tools: can we finally make ‘student centred’ learning a reality?

Association for the Advancement of Computing Education, Chesapeake, VA,

USA. Retrieved from http://bilby.unilinc.edu.au:1801/webclient/StreamGate?

folder_id=0&dvs=1408670483856~654&usePid1=true&usePid2=true

NSW Department of Education and Training. (2008). Curriculum Planning, Programming,

Assessing & Reporting to parents K – 12. Retrieved September 11, 2014 from

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/assess/

rubrics.htm

Northern Territory Government (n.d.) NT Curriculum Framework Assessment Guidelines:

Transition to Year 9. Retrieved September 12, 2014 from

http://www.education.nt.gov.au/__data/assets/pdf_file/0018/7830/NTCF_Assess

mentGuidelines.pdf

Ohler, J. (2008). Digital storytelling in the classroom. 1st ed. Chicago: American Library

Association.

Pegrum, M. (2012). Emergent technologies in the classroom. University of WA. Retrieved

from http://www.youtube.com/watch?  

            v=JoUi2dkczRM

Ryan, J. & Capra, S. (2001). Information literacy toolkit: grades 7 and up. 1st ed. Chicago:

American Library Association.

Wanago, N. (2013). Effective Web 2.0 tools: for your classroom. Techniques, 88(1), 18.

Part 2: Critical Reflection

Introduction

The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008)

outlines that all young people should be supported to become successful learners, confident

and creative individuals and active and informed citizens. In addition, MCEETYA (2008)

identifies essential skills for 21st century learners including literacy, numeracy, creativity,

teamwork and communication skills. Therefore I believe that the purpose of the teaching and

learning context within schools is to educate and support students so that they can

collaborate, work and communicate with others effectively, become lifelong learners and

provide preparation for success in the workforce. Embedding Web 2.0 tools into curriculum

programs provides learning experiences that aid in the development of such skills.

Students today are comfortable with technology and at ease using it in their everyday lives.

To ensure that our teaching and learning strategies are relevant to students 21st century

learning styles, interests, and expectations ICT must be included, especially Web 2.0 tools.

Web 2.0 tools enable students to stay connected to friends, learn anywhere at anytime and

share learning experiences through digital devices such as mobile telephones and social

networking sites (O’Connell & Groom, 2012).

Teacher librarians collaborating with subject teachers must ensure that ICT is integrated

meaningfully ensuring pedagogical theory is utilised.

Integration of ICTs in Curriculum Programs

The Teacher Librarian wears many ‘hats’ so to speak within the school environment. One of

which involves a leadership role in the integration of ICT into curriculum programs. This role

is realised through collaboration with teachers to design and deliver subject specific units of

work to students. Teacher Librarian led collaboration provides an opportunity for information

literacy skills to be included in the unit outcomes along with curriculum content and ICT

outcomes (Purcell, 2010). The beauty of this is that skills related to achieving the outcomes

are not taught in an isolated manner, instead they are embedded within the context of

learning. This in turn provides relevance to the students (Combes, 2014; Burk, 2007).

Developing expertise in information literacy and ICT integration provides the Teacher

Librarian with an opportunity to provide staff with professional development. This may be

delivered during a whole staff session or at a faculty level. Individual staff can also benefit

from one on one instruction and support. Taking the lead in the delivery of professional

development is one way Teacher Librarians can increase the likelihood of staff willing to

collaborate with them(Lindsay, 2005), the ultimate goal of the Teacher Librarian.

Analysis of Learning

Prior to experiencing ETL411 I had no idea what Web 2.0 tools actually where and how they

can benefit student learning. Working through the modules and the research required to

complete both of the assignments I can now, with confidence, answer these questions. I

believe that one of the major benefits of integrating Web 2.0 tools within curriculum units is

the interest and motivation that they provide to students (Backes, 2012; Combes, 2014).

The first assignment provided a wealth of information relating to different Web 2.0 tools,

pertinent issues relating to them and how they may be used in teaching and learning

curriculum programs. I found the limit of only researching 4 Web 2.0 tools difficult as I

became aware of the many teaching and learning opportunities Web 2.0 tools can offer. Mrs

S’s blog post ‘101 Web 2.0 tools every teacher should know about’ on the Best Teacher

Resources Blog (2013) was an excellent starting point in relation to Web 2.0 tools. It is a

resource I am sure I will utilise in the future.

Posting, communicating and displaying my assignments on the online Wiki was a new

experience for me. Being able to provide links and design principles pertinent to the success

of an online resource is a valuable skill for any teacher. This experience will be especially

beneficial in the future for the development of online subject specific curriculum resources

and the provision of professional development to staff by the teacher librarian.

Assignment 2 focused on integrating a Web 2.0 tool into a specific curriculum area focusing

on the Australian Curriculum and the related General Capabilities. As my background is

teaching PDHPE I have had little experience with the new curriculum. I found the

development of learning outcomes related to the Web 2.0 tool and content area difficult. I do

believe, however, that this task was an excellent and detailed practical example of how the

Teacher Librarian can support staff with the integration of ICT within curriculum programs.

In the future I intend to use the same structure to develop proposals to integrate ICT and

information literacy within varied units of work.

Conclusion

The Teacher Librarian has a crucial role in the integration of both ICT and information

literacy within curriculum programs. This is supported by developing a sound knowledge of

ICT integration best practice, Web 2.0 tools properties and limitations and pedagogical

theory. With this knowledge Teacher Librarians can lead and advocate both ICT and

information literacy instruction to both staff and students.

References

Backes, L. (2012). 5 reasons to add technology to your classroom. The Inspired Classroom [blog].  Retrieved August 8 2014 from http://theinspiredclassroom.com/2012/04/5-reasons-to-add-technology-to-your-classroom/.

Burk, L. F. (2007). Don’t hesitate, just collaborate! Library Media Connection v26 n3 p40-41

Nov-Dec 2007. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=67d33a07-53ed-4cae-bf42-4f131b3fbb89%40sessionmgr4002&vid=1&hid=4206

Combes, B. (2014). Integrating ICTs [ETL411 Module 3.1]. Retrieved August 17, 2014, from

Charles Sturt University website:

http://interact.csu.edu.au/portal/site/ETL411_201460_W_D/page/72d99a18-

b38c-44cb-80f6-da2bfe987e7f

Lindsay, K. (2005) Teacher/Teacher-Librarian collaboration – a review of the literature.

School Libraries in Canada;2005, Vol. 25 Issue 2, p3 Retrieved from

http://connection.ebscohost.com/c/articles/19812860/2-teacher-teacher-librarian-

collaboration-review-literature

O’Connell, J. And Groom, D. (2010). Virtual Worlds. Camberwell, Vic.: ACER Press.

Purcell, M. (2010). All Librarians do is check books, Right? A look at the roles of a school

library media specialist. Library Media Connection. (Nov/Dec) p30–33.

MCEETYA. (2008). Melbourne declaration on educational goals for young Australians.

Retrieved August 28, 2014 from http://www.mceetya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Mrs S. (2013) '101 Web 2.0 tools every teacher should know about'. Best Teacher Resources

Blog [blog]. Retrieved August 8, 2014 from http://bestteacherblog.com/101-web-

2-0-tools-    

            every-teacher-should-know-about/