FACILITATING THE 21ST CENTURY LEARNER

21ST CENTURY PEDAGOGIESTHINKERS KEYS

**PEDAGOGICAL**THINKERS KEYS

BLOOM'S TAXONOMY BLOOM'S DIGITALLY

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Source:http://www.techlearning.com/article/8670



Yr 1 -3

Inquiring with ICTs
Students explore and use ICTs in the processes of inquiry across key learning areas. They:
• experiment with different ICTs and select and use ICTs appropriate to the inquiry
• conduct structured searches for data and information from a limited range of sources
organise data and information
evaluate the data and information gathered for usefulness and credibility
reflect on how ICTs have assisted in meeting the inquiry purposes and in developing new understandings.


Creating with ICTs
Students experiment with and use ICTs to create a range of responses to suit the purpose and
audience. They use ICTs to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas. They:
represent ideas, information and thinking
• develop imaginative responses
record evidence of their learning
reflect on their use of ICTs as a creative tool and identify how their responses could be improved.


Communicating with ICTs
Students experiment with and use ICTs across key learning areas to collaborate and enhance communication in different contexts for an identified audience. They:
share and communicate ideas, understandings and responses
consider how ICTs can be used to communicate different meanings in different situations
• apply basic communication conventions
• apply digital media to communicate
• recognise some elements of image and identity in communication
reflect on their use of ICTs and identify ways to improve their collaboration and enhance their communication.


Ethics, issues and ICTs
Students understand the role of some ICTs in society. They develop and apply ethical, safe and responsible practices when working with ICTs in online and stand-alone environments. They:
• develop and apply basic protocols and practices for safe, secure and responsible use of ICTs
• examine values and identify issues and practices for using ICTs in a safe and responsible manner
identify and acknowledge the owner(s)/creator(s) of digital information sources
• apply basic preventative strategies to address health and safety issues when using ICTs
• follow guidelines for personal safety and information security practices when using ICTs
reflect on how ICTs are used in the community and identify their impact.


Operating ICTs
Students use a range of basic ICT functions and applications across key learning areas to inquire, create collaborate and communicate, and to manage, store and retrieve information and data. They:
• follow guidelines to use ICTs and associated processes
• explore ways to work with and manage personal ICT resources and files
• apply basic formatting features when using ICTs
describe common ICT devices using familiar ICT terminology
• use strategies to seek help when using ICTs
reflect on their operation of ICTs and identify what worked well and what did not.



In Years 1, 2 and 3, students develop concept maps, tables and other devices to illustrate the links between selected information and data to ideas and conclusions. They create and combine media elements into publishing environments to create powerful messages and share ideas using online tools such as email and chatrooms. They host informed conversations with adults about safely using equipment and online services and can confidently learn with digital tools and resources.

Source
Queensland Government (n.d) Information and Communication Technologies viewed 12th August 2008,
<http://education.qld.gov.au/curriculum/scope.html>.



Year 4 and 5

Inquiring with ICTs
Students explore, select and use ICTs in the processes of inquiry across key learning areas.
They:
• identify the inquiry focus and match appropriate ICTs and possible digital information sources and ways of gathering data and information
plan, conduct and manage structured searches for data and information
organise and identify relationships between data and information from a variety of sources
evaluate the data and information gathered for usefulness, credibility, relevance and accuracy
reflect on and analyse how ICTs have assisted in meeting the inquiry purposes and in developing new understandings.


Creating with ICTs
Students experiment with, select and use ICTs to create a range of responses to suit the purpose and audience. They use ICTs to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas.
They:
• develop simple plans to create imaginative responses
express and represent ideas, information and thinking
• create imaginative responses that demonstrate required features
reflect on their use of ICTs as creative tools and evaluate their choice of ICTs, their ICT responses, and the effectiveness of the ICT features in meeting requirements.


Communicating with ICTs
Students experiment with, select and use ICTs across key learning areas to collaborate and enhance communication in different contexts for an identified purpose and audience.
They:
collaborate and communicate ideas, understandings, information and responses
• consider how communication with ICTs varies in different social and cultural contexts
• apply appropriate communication conventions
• use a variety of digital media to improve communication
• express a personal image and an identity in communication
• reflect on their use of ICTs and analyse and identify ways to improve the effectiveness of their collaboration and communication.


Ethics, issues and ICTs
Students understand the role and consider the impact of some ICTs in society. They develop and apply ethical, safe and responsible practices when working with ICTs in online and stand-aloneenvironments.
They:
develop and apply codes of practice that promote safety, security, responsibility and respect
• examine practices in a variety of ICT environments and identify underlying values
• identify owner(s)/creator(s) of digital information sources and apply sound practices to acknowledge them
• apply a range of preventative strategies to address issues relating to health and safety when using ICTs
• develop and apply strategies for the security of personal information when using ICTs
reflect on and analyse the use of ICTs in the workplace and identify their impact in society.


Operating ICTs
Students use a range of ICT functions and applications across key learning areas to inquire, create,collaborate and communicate, and to manage information and data. They:
experiment with operational processes and use the basic capabilities of a range of ICT devices
access appropriate network, personal system and device information
make selections from common input, output and storage devices
• adopt basic recognised ICT conventions and manage personal ICT resources to enhance operational efficiency
• describe common ICT devices and operational processes using ICT-specific terminology
develop and apply “help” strategies for effective use of ICTs
• explain some management processes when working with content in digital environments
reflect on and analyse their operational skills and identify ways to improve their effectiveness.


In Years 4 and 5, students process selected information and query data from student-developed databases and spreadsheets to develop arguments, predict trends and provide clear advice to targeted audiences. They create a well-designed media-enriched message in multiple genres matching medium to purpose and audience. They effectively use online and intranet tools to learn cooperatively and recognise the intellectual property of digital products, as well as the bias and authenticity of online sources. They have high levels of digital competence when processing information from one format to another and have strong capacity to help others use ICT services, systems and environments including interactive simulations and learning objects.

Source
Queensland Government (n.d) Information and Communication Technologies viewed 12th August 2008,
<http://education.qld.gov.au/curriculum/scope.html>.


Year 6 and 7

Inquiring with ICTS
Students

· explore and use ICT in the processes of inquiry and research across key learning areas (e.g. explores the way ICT services change how we gather and interpret information by investigating wikipedia, global mapping, weather prediction or online banking).
· Identifie the inquiry focus, data and information requirements and possible digital information sources (e.g. generates a digital concept map to show planning and possibilities).
· Plan, conduct and manage structured and advanced searches for data and information in response to questions (e.g. uses search engine filters to refine search results).
· Organise and analyse, experiments with and tests data and information from a variety of sources (e.g. uses information sources including online community tools like blogs and wikis, RSS and news feeds, and real-time data sources).
· Evaluate data and information gathered for usefulness, credibility, relevance, accuracy and completeness (e.g. says ‘do I have enough good information to present all sides of the argument ‘Does this website have a vested interest?’).
· Reflect on, analyses and evaluates how ICThave assisted in meeting the inquiry purposes and in developing new understandings (e.g. uses online forums or chats to consider questions such as: ‘how well did we use ICT to help us gather information and draw conclusions?’).

Creating with ICTs
Students
• Use ICT to create a range of responses to suit the purpose and audience. The student uses ICT to develop understanding, demonstrate creativity, thinking, learning, collaboration and communication across key learning areas (e.g. responds creatively to the scenario: Your space ship has crashed and you need to create a new society on Planet Vix using a laptop, digital camera, a roll of aluminium foil, and the contents of your crumpled space ship).
• Develop plans and proposals, considering common ICT design features (e.g. uses a discussion board, blog or wiki in a Learning Place project room to collaboratively develop an assignment plan).
• Develop criteria to evaluate responses, plans and processes to develop shared team processes and procedures by using a discussion board or blog.
• Express and creatively represent ideas, information and thinking (e.g. manipulates digital images in a photo story about their community for tourists).
• Creatively documents and presents their planning, thinking and learning using a combination of media (e.g. shows the links between story elements and related ideas by hypertext and interactive media-rich products).
• Reflect on their use of ICT as creative tools and evaluates the quality of their ICT responses, plans and processes against criteria (e.g. shares ideas on how to create objects and effects and says ‘should I have used a different media to share my experiments at the science fair?’).

Communicating with ICTS
Students
• Select and use ICT across key learning areas to collaborate and enhance communication with individuals, groups or wider audiences in local and global contexts for an identified purpose and audience (e.g. emails local companies requesting donations for the upcoming school fete).
• Routinely uses ICT when collaborating, developing, organising and presenting new ideas to enhance messages, information, stories, project plans and online communication (e.g. uses digital illustrations, sound, 3D representations, animations and video in non-linear and interactive genres).
• Consider how ICT can be used to enhance interpersonal relationships and to empathise with people in different social and cultural contexts.
• Apply suitable or agreed communication conventions and protocols (e.g. observes ‘etiquette’ rules when communicating online in one-to-one and group situations).
• Select and apply a variety of digital media to improve communication (e.g. matches choice of tools to purposes within an online learning environment).
• Establish their own or group image and identity in communication (e.g. represents their group with an avatar when communicating in virtual environments, creates a digital signature).
• Reflect on their use of ICT and considers feedback to improve collaboration and refine and communicate meaning through using interactive online tools (including blogs, wikis, chats, bulletin boards or forums) to gather critical reviews of writing, productions and online publishing or contributions.

Ethics, Issues and ICTs
Students
• Understand the role and impact of ICT in society, developing and applying ethical, safe and responsible practices when working with ICT in online and stand-alone environments.
• Take responsibility for personal behaviours when working with remote learning teams and using shared school, home and community facilities by explicitly discussing ideas and publishing a personal code of practice on personal spaces.
• Review the use of ICT in terms of safety, ethical practice, legality and responsibility (e.g. undertakes a web quest or similar investigation on scams, frauds, virus prevention and other topical contemporary issues).
• Apply values and codes of practice in the ICT environment that respect individual rights and cultural differences when accessing and delivering information online.
• Apply protocols to acknowledge the owner(s)/creators(s) of digital information sources (e.g. develops an awareness of legislation relating to digital theft and plagiarism by developing copyright and intellectual property statements).
• Apply a range of preventative strategies to address issues relating to health and safety when using ICT (e.g. applies simple ergonomic principles to layout of computer work area).
• Develop and apply strategies for securing and protecting digital information and files especially when accessing personal resources which travel between home, school and community sites or reside on networks.
• Evaluate how their use of ICT meets ethical and legal criteria (e.g. discusses whether they read the “small print” of contracts and “terms and conditions” of seemingly innocent and safe online services; and provides other examples of ethical and legal aspects of ICT use).
• Reflect on, analyse and evaluate the use of ICT and its broad impact on lifestyles, commerce, environmental and human progress (e.g. debates the responsibilities and rights of people and groups to publish online and form online communities).
• Develop operational skills and begins to use the extended functionality of a range of ICT devices (e.g. uses an MP3 player and music editing software to create a soundtrack for a presentation).
• Investigate the main uses and processes of some unfamiliar input, output, processing and storage devices.
• Apply operational conventions when using ICT (e.g. uses class protocols and naming conventions when saving files and creating folders).
• Develop strategies for learning new ICT operations and considers different ways to perform tasks (e.g. develops new digital skills by using ‘help’, experimentation and by asking others).
• Identify operational advantages to manage personal ICT resources and customise interfaces (e.g. creates a web page that is customised for a particular purpose and audience such as a retailer).
• Apply agreed processes for personal management of digital content and identifies the advantages of customisation (e.g. proficiently manages the transfer of data between school and home environments and develops responsibility for integrity of information and files, backup and archival storage and ownership).
• Reflect on, analyses and evaluates their operational skills to meet the requirements of system resources, processes and conventions (e.g. completes a self-assessment of ICT skills and identifies areas for development).

Students in Year 6 and 7
• Explores and uses ICT in the processes of inquiry and research across key learning areas (e.g. explores the way ICT services change how we gather and interpret information by investigating wikipedia, global mapping, weather prediction or online banking).
• Identifies the inquiry focus, data and information requirements and possible digital information sources (e.g. generates a digital concept map to show planning and possibilities).
• Plans, conducts and manages structured and advanced searches for data and information in response to questions (e.g. uses search engine filters to refine search results).
• Organises and analyses, experiments with and tests data and information from a variety of sources (e.g. uses information sources including online community tools like blogs and wikis, RSS and news feeds, and real-time data sources).
• Evaluates data and information gathered for usefulness, credibility, relevance, accuracy and completeness (e.g. says ‘do I have enough good information to present all sides of the argument ‘Does this website have a vested interest?’).
Reflects on, analyses and evaluates how ICT have assisted in meeting the inquiry purposes and in developing new understandings (e.g. uses online forums or chats to consider questions such as: ‘how well did we use ICT to help us gather information and draw conclusions?’).


Source
Queensland Government (n.d) Information and Communication Technologies viewed 12th August 2008,
<http://education.qld.gov.au/curriculum/scope.html>.