Valuing ICT Capability in learning area assessment - Assessing ICT - 010918.pdf · Valuing ICT...
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Valuing ICT Capability in learning area assessment September 2018 Julie King
Valuing ICT Capability in learning area assessment - Assessing ICT - 010918.pdf · Valuing ICT Capability in learning area assessment . September 2018. Julie King. I’d like to acknowledge
Valuing ICT Capability in learning area assessment
September 2018
Julie King
Presenter
Presentation Notes
I’d like to acknowledge the traditional owners of the land on which we meet, and pay my respects to elders past and present and any Aboriginal and Torres Strait Islander people here with us today.
Overview
• Why is ICT Capability important for students?• What do we want students to be able to know,
understand and do? What dispositions and behaviours do we want them to demonstrate?
• Where in the curriculum is it required?• How can teachers provide the opportunities? How best
can students demonstrate this across learning areas?• When and who?
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QUESTIONS FROM MEQUESTIONS FROM YOU
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Presenter
Presentation Notes
Who is in the audience? What questions do they have? Primary/secondary Teacher/other Learning area ICT Coordinator
http://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf 00:26 – 00:28 Why is Computational Thinking so important? The New Basics Report, April 2016, written by The Foundation for Young Australian’s (FYA), highlight the skills employers require moving forward, and how these skills translate to rate of pay. It was found that demand for Computational Thinking or Enterprise Skills in early career jobs are: Increasingly in demand (and will continue to rise into the future); Asked for as often as technical skills; Demanded in jobs across all industries and occupations; Linked to higher wages. Problem solving skills and the ability to articulate your knowledge in a public forum are in high demand and pay significantly more than jobs that do not require these skills. Digital literacy is also in high demand. Digital literacy is not just the ability to use the tool, but having an understanding of the underlying principles of how the technology works is equally important. We are not saying that all students need to know how to code. We are saying that it is important for students to become creators of technology, rather than sole consumers. Thinking about the future workforce, it has been shown that 75% of future jobs will require STEM skills, and higher levels of digital literacy.
Digital workforce needs• Digital muggle: no digital skills required (7% of
workforce) • Digital citizen: the ability to use digital technology
purposefully and confidently to communicate, find information and purchase goods/services (37% of workforce)
• Digital worker: the ability to evaluate, configure and use complex digital systems. Elementary programming skills such as scripting are often required for these tasks (46% of workforce)
• Digital maker: skills sufficient to build digital technology (10% of workforce) (Coldwell-Nielson, 2017: 2)
Digital Intelligence (DQ)DQ can be broken down into three levels: Level 1: Digital citizenship The ability to use digital technology and media in safe, responsible and effective ways. Level 2: Digital creativity The ability to become a part of the digital ecosystem by co-creating new content and turning ideas into reality by using digital tools. Level 3: Digital entrepreneurship The ability to use digital media and technologies to solve global challenges and create new opportunities. (DQ Institute, 2017: 4)
What do we want for students in relation to ICT Capability?
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ICT in the Australian CurriculumICT is addressed in the Australian Curriculum in two ways: • ICT capability• Digital Technologies and Media Arts.The capability assists students to become effective users of ICT.The Digital Technologies curriculum assists students to become confident creators of digital solutions.
Presenter
Presentation Notes
ICT is addressed in the Australian Curriculum in two ways: as the General Capability: ICT capability and as a subject: Digital Technologies The capability assists students to become effective users of ICT. The Digital Technologies curriculum assists students to become confident creators of digital solutions.
Digital Technologies
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Digital Technologies
Knowledge and understandingDigital systems • the components of digital systems: hardware,
software and networks and their use
Representation of data • how data are represented and structured
symbolicallyProcesses and production skillsCollecting, managing and analysing data
Creating digital solutions by:
• investigating and defining
• generating and designing
• producing and implementing
• evaluating
• collaborating and managing
ICT Capability… students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.
The Council of Australian Governments (COAG) Education Council for use in the National Assessment Program defines ICT literacy as: The ability of individuals to use ICT appropriately to access, manage and evaluate information, develop new understandings, and communicate with others in order to participate effectively in society. (ACARA, 2017: 2)
The images on the left show screen captures from the AITSL illustration of Practice Video, Sharing our Indigenous nation, where a secondary school Geography teacher uses Google Earth with her students to plot and analyse data in context of their Indigenous nation studies. They look for patterns in data to make links between historic events, in this case, the geographical location data of the now extinct thylacene. In the teacher’s words, “When a large proportion of the class hasn't travelled outside of Australian capital cities, using a visual tool like Google Earth to allow students to fly to locations of interest is invaluable. By allowing students to then add placemarks to these locations, with images, audio, video and text, then gives an opportunity to contribute and build on meaning. These are some examples from the class map. One of the students had heard from an older sibling that Tasmanian tigers didn't only live in Tasmania but had been found as far north as the Northern Territory. Someone did investigation and found out that there is indeed a rock painting believed to be a thylacine in Kakadu.” This type of lesson also lends itself to activities to support the content descriptions from Year 7-8 Band of the Digital Technologies Curriculum: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025) Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026) It could also be used as preparation for a lesson on binary and how digital systems represent images: Investigate how digital systems represent text, image and audio data in binary (ACTDIK024) The image on the right show a screen capture from the AITSL illustration of Practice unit outline, Sea Explorers, where primary students follow a sequence of steps to create a multimedia representation, in this case, of ships following the path of the historical sea explorers. Students represent data as moving images on a map. This type of lesson also lends itself to activities to support the content description from Year 5-6 Band of the Digital Technologies Curriculum: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
(SAMR) model– Developed by Dr. Ruben Puentedura– ‘As one moves along the continuum, computer technology
becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning’. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
“The printout of a document will not show whether the positioning of text has been achieved by the repeated use of the space bar, the use of tab marks, the inclusion of an invisible table or the use of alignment tools (e.g. left, centre or right align).”(Bennett et al. 2007, p. 58)https://www.ictesolutions.com.au/blog/assessing-the-general-capability-of-ict.aspx
ActivityActivity aFor a subject or learning area:• filter the curriculum for year level and ICT Capability• explore the expectations in the content descriptions. Is it
also evident in the achievement standard?Activity bConsider a task in terms of the ICT Capability continuum:• Which elements could be addressed?• Which sub-elements?• Focus on one sub-element:
– How could the continua help to develop quality criteria?
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WHEN? WHO?
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Time frames
• Just-in-time• Whole school planning
‘continuously building the school's collective effectiveness’ (Peter Cole, 2018)
• What’s the next step in your school?– Teacher capability?– Student capability?– Whole school or whole year planning?
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QUESTIONS?
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Contact
Julie KingProject Lead, Digital Technologies in focusCurriculum Specialist, [email protected]
