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> Home > Domains > Information and Communications Technology > Approaches

Approaches to Information and Communications Technology

Introduction | ICT for visualising thinking | ICT for creating | ICT for communicating | Delivering the ICT domain | Learning and teaching advice | Sample learning activities | Resources | Show All

Introduction

Information and communications technology (ICT) encompasses the hardware and software that enable students to work more productively and creatively, collaborate more effectively, gather and evaluate information efficiently, and share their knowledge with others, locally and globally.

Hardware includes items such as:

  • computers
  • printers
  • digital cameras
  • electronic whiteboards
  • mobile phones
  • data loggers
  • robots.

Software includes applications such as:

  • word processors
  • spreadsheets
  • web authoring
  • multimedia authoring
  • movie maker/animations
  • databases
  • Internet browsers
  • image editors
  • graphic organisers.

The ICT domain focuses on providing students with the knowledge and skills to change how they learn and to enrich their learning environment. Students develop the knowledge, skills and behaviours that can be applied to all learning areas.

How can these ICT knowledge, skills and behaviours be applied?

Students apply their ICT visualising thinking knowledge and skills when:

  • analysing problems
  • understanding concepts, relationships and processes
  • formulating and organising ideas in all learning areas.

Students use ICT to:

  • design and create effective information products such as websites, brochures, reports that meet audience needs
  • create solutions to problems in a range of contexts presented in all areas of learning.

Students use contemporary communications tools to:

  • acquire information from online sources including experts
  • manage collaborative projects
  • share their research findings
  • publish their own reasoned views on various topics and issues.

Students critically evaluate elearning tools and information from online sources and apply these skills to their learning.

Using ICT tools for building knowledge and understanding can transform students learning in all domains.

‘… technologies should not support learning by attempting to instruct learners, but rather should be used as knowledge construction and representation tools that students learn with, not from. In this way, learners function as designers, and the computers function as Mindtools (ICT tools) for interpreting and organizing their personal knowledge.

Mindtools are computer applications that, when used by learners to represent what they know, necessarily engage them in critical thinking about the content they are studying (Jonassen, 1996). Mindtools scaffold different forms of reasoning about content. That is, they require students to think about what they know in different, meaningful ways. For instance, using databases to organize students’ understanding of content organization necessarily engages them in analytical reasoning, where creating an expert system rule base requires them to think about the causal relationships between ideas. Students cannot use Mindtools as learning strategies without thinking deeply about what they are studying.’

Jonassen, D 1999, Computers as Mindtools for Engaging Critical Thinking and Representating Knowledge Keynote address. (www.coe.missouri.edu/~jonassen/Mindtools.pdf)
Viewed 10 July 2007

The Victorian Essential Learning Standards (VELS) recognise three dimensions to learning within the ICT domain: ICT for visualising thinking, ICT for creating, and ICT for communicating.

Further reading

Jonassen, D 1998 ‘Constructivist Learning Environments on the Web: Engaging Students in Meaningful Learning’ (http://www.moe.gov.sg/edumall/mpite/edtech/papers/d1.pdf)
Viewed 12 July 2007

Wong, P and Williams, M 1999, Beyond Drill and Practice: Exploring IT tools for thinking(www.moe.gov.sg/edumall/mpite/edtech/abstract_h7.html)

ICT for visualising thinking

This dimension focuses on students using software applications to assist in developing their understandings of concepts, ideas and relationships. Any software application may be used to visualise different types of thinking − the visualisation does not have to be graphic, but it needs to be visible.

As students progress through the ICT standards, they use a range of ICT tools, gradually developing the knowledge and skills to determine the most appropriate software for a particular purpose.

Why use ICT rather than pen and paper?

Benefits include:

  • the immediacy of results (the effects of changes in a thinking strategy are seen almost instantly)
  • the ease of modifying work in response to changes of thinking. This encourages flexibility, risk taking and perseverance
  • the greater impact of onscreen visuals (using colour, different fonts, symbols and animation) encourages persistence and deeper thinking
  • the possibility of dual coding, for example, using two different data types such as sound and text or numbers and animations to systematically assess ideas. For example, through the Level 4 Economics standard students develop understanding about the role of budgeting and saving. A learning activity utilising a spreadsheet could assist students to develop this understanding.

Categories of ICT tools for visualising thinking

Generally ICT tools may be classified into three broad categories.

Graphic organisers (Doc - 102KB) are created using any ICT tool that enables students to link symbols (words, shapes, images) in such a way that constructs a visual representation of the thoughts, ideas, patterns and associations they are forming in their mind. Examples include:

These might range from simple 2D diagrams to sophisticated hypermedia documents containing hyperlinks that open up more and more associations for complex ideas.

The spider map for example, can be used to provide scaffolding to students new to graphic organisers as it presents a structure for them to begin with. The example below identifies six aspects of a project students need to consider when preparing their response. The ‘spider body’ contains the project name and the ‘spider legs’ have blank horizontal lines attached to them to encourage students to think about at least two elements they must investigate or learn about. The students’ responses are displayed in the boxes.

ICT generated simulations and dynamic models (microworlds, spreadsheets, domain specific modelling software) help students to develop understanding of dynamic relationships as they immediately see the effect of any change they make to variables.

ICT controlled models or equipment (robots, motors, cars) that respond to user input enable students to test hypotheses, view the results and make adjustments to their thinking. The physical objects such as robots provide a concrete way for students to experiment with their ideas and build their understanding.

Further reading

ICT and learning (PDF - 340KB)
First published in Compak, Issue 1, February 2006, Victorian Commercial Teachers Association.

Making connections between dimensions (PDF - 81KB)
First published in Compak, Issue 2, May 2006, Victorian Commercial Teachers Association.

Visualising thinking tools in the ICT domain (PPT - 821KB)
PowerPoint presentation showing some examples of readily available tools to help students develop their understandings of ideas, concepts and content.

Literacy, Thinking and Reflection (http://www.slav.schools.net.au/downloads/08pastpapers/13think/whitehead2005.ppt)
Dr David Whitehead’s presentation at a conference hosted by the School Library Association of Victoria (SLAV)
Viewed 10 July 2007

Jonassen, D 1999, Computers as Mindtools for Engaging Critical Thinking and Representating Knowledge Keynote address. (www.coe.missouri.edu/~jonassen/Mindtools.pdf)
Viewed 10 July 2007

ICT for creating

In this dimension, students use ICT to demonstrate their understandings. This entails students learning to:

  • process (manipulate using software) data to create solutions to problems and to produce information products such as reports, brochures, websites and charts
  • manage their stored files
  • manage their time and resources by creating project plans using ICT.

Some sophisticated software is available to assist students to present the results of investigations, their considered views about an issue, and their understanding of a topic. Basic software tools like word processing and publishing can produce effective information products such as reports, charts, newsletters. Students can use a combination of ICT tools to create their products.

Students will learn the functions of some software relatively quickly but the skill to apply those functions to design an effective product requires practice. Effective design occurs when students apply the accepted ICT formatting styles (statistics are formatted in tables or graphs as these are easier to read than prose) and ICT conventions/rules for the layout of the information (graphs should have a title, axis labels, and key), as shown below in Figures 1, 2 and 3, along with appropriate graphic elements and imagination.

‘For boys, the most popular sports were outdoor soccer (22% or 301,100), swimming (16% or 213,600), Australian Rules football (14% or 184,200), tennis (9% or 128,300), outdoor cricket (9% or 124,200) and basketball (9% or 116,100). For girls, the most popular sports were netball (18% or 233,000), swimming (17% or 225,500), tennis (8% or 100,100) and basketball (7% or 88,900).’

Source: ABS, Children's Participation in Cultural and Leisure Activities, Australia, April 2003

Figure 1: Statistics presented in prose is not as easy to read as when presented as a graph.

 

A spreadsheet solution - Approaches to ICT

Figure 2: A spreadsheet solution is created, which allows a chart to be produced.

 

Graphs and charts - Approaches to ICT

Figure 3: Data in a solution is presented as a column chart, following generally accepted formatting contentions.


The more frequently students use ICT tools to create information products the more efficiently they will create them. To develop effective products they need to learn the ICT formats and presentation conventions for designing products for different purposes and audiences.

See the Design, Creativity and Technology standards for further information about the design process.

See the resource Design Awareness in Schools. There is an excellent section on ‘Design in ICT’.

ICT for communicating

This dimension focuses of using communications technology to share ideas, opinions and knowledge. Contemporary communication tools include:

  • text messaging
  • blogs
  • forums
  • chat sites
  • wikis.

These tools also assist in developing interpersonal skills as well as building knowledge about a topic/theme and ICT. For example, a student who drafts a message and edits it before sending it in an email or posting it on a website learns to reflect about message content, purpose, and impact on the known and unknown audience. 

Contemporary real-time communication tools such as netmeeting and video conferencing further develop interpersonal skills while building group knowledge and providing students with real world experience of collaborating as a virtual team − a common method of working in the world today.

Students also learn to locate and filter information efficiently and effectively from websites and apply communications protocols that ensure their safety and respect other communicators.

Further reading on cybersafety

Bamford, A, Cyber-Bullying, September 2004 (www.coc.edu.au/site/_documents/ahisaconference-bamfordcyberbullying.pdf)
Viewed 10 July 2007

Willard, N Educator’s Guide to Cyberbullying and Cyberthreats April 2007 (http://csriu.org/cyberbully/docs/cbcteducator.pdf)

Willard, N Student Guide to Cyberbullying and Cyberthreats 2007 (http://csriu.org/cyberbully/appendix/appJ.pdf)
Viewed 10 July 2007

Cybersmart: kidsonline (www.cybersmartkids.com.au)
Viewed 10 July 2007

Becta ICT Advice (http://publications.becta.org.uk)
Viewed 10 July 2007
Enter ‘signposts to safety’ in Search facility (key stages 1 and 2 are suitable for primary schools and key stages 3 and 4 for secondary schools)

CyberSafeKids (www.cybersafekids.com.au)
Viewed 10 July 2007

NetAlert, Australian Government (www.netalert.gov.au)
Viewed 10 July 2007

Delivering the ICT domain

When determining how best to implement the ICT domain, schools need to consider three key questions relating to the acquisition, application and assessment of ICT knowledge and skills, namely:

  • How are the students going to acquire the ICT knowledge and skills as defined in the VELS? Do all teachers take responsibility for teaching the content of the domain or is that allocated to specific teachers?
  • How and where are students going to apply these ICT knowledge and skills to transform their learning? Are all students expected to apply their ICT knowledge and skills in all areas of learning or just in restricted areas? Are there sufficient ICT resources in all classrooms to meet the learning needs or do special access arrangements need to be made?
  • Who is going to assess and report on student progress in this domain? Are all teachers going to assess on this domain? Are all teachers going to assess all dimensions? Will assessment judgments only be made by those teachers who feel they have sufficient expertise to make an informed judgment?

Being an interdisciplinary domain, ICT is applied to learning across all strands of the VELS. Individual schools may choose different curriculum structures for developing the knowledge, skills and behaviours that define effective use of ICT.

For some schools, ICT may best be taught in dedicated ICT classes whilst for others an integrated approach may be more appropriate. With an integrated approach, however, the development of skills in effectively using ICT may still require specific blocks of time. The following models of implementation are elaborated in the Frequently Asked Questions section of the VELS website.

Locus of learning - option 1 - Approaches to ICT

Option 1 can be referred to as the ‘dedicated learning’ option. This warrants coordinating programs so that the students acquire ICT knowledge and skills in time for them to be applied in a meaningful manner in other areas of learning.

Locus of learning - option 2 - Approaches to ICT

Option 2 can be referred to as the ‘distributed learning’ option. Typically this arrangement is supported by expert ICT teachers working with other teachers in their classroom, often acting as mentors.

Locus of learning - option 3 - Approaches to ICT

Option 3 can be referred to the ‘combined learning’ option. Some ICT programs are delivered through dedicated ICT classes and some by teachers in other classroom.

Further reading

Options for delivering the ICT domain (PPT - 316KB)
PowerPoint file showing the three options discussed.

Learning and teaching advice

The following advice is intended to assist teachers in understanding the ICT concepts, knowledge and skills students are expected to demonstrate as they progress through school. Note that the standards do not represent specific tasks to be completed in narrowly defined ways. Students are required to demonstrate their achievement on the standards using a wide variety of learning activities and tasks. The examples provided are illustrations of the application of ICT across the domains; they are not prescriptive.

The guide summarises the knowledge, skills and understandings represented in the standards. The guide is not exhaustive, however, and teachers should read both the standards and the learning focus linked to the guide for a comprehensive explanation of essential learning in ICT.

The tools listed for each stage of learning are sufficient to enable students to achieve the ICT standard at each level. Some software listed such as Kidspiration, is available on the Department of Education and Early Childhood Development’s Software for Education (S4E) site (www.education.vic.gov.au/management/ictsupportservices/software/s4e/default.htm) and some items such as Moodle are freeware. Often proprietary software can be downloaded for a free trial period that is long enough to test its value in the classroom.

Prep to Year 4

Level 1 Standards and Learning Focus
Level 2 Standards and Learning Focus
Level 3 Standards and Learning Focus

Prep to Year 4 ICT for visualising thinking

Using simple graphic organisers and basic editing functions (cut, copy, paste) students learn to organise their ideas and develop thinking strategies to understand concepts and problem solving. They explain how graphic organisers help with their thinking strategies. (http://www.intel.com/education/tools/benefits.htm)

See also Assessment maps for examples of how students have used graphic organisers to filter and organise their thinking.

Prep to Year 4 ICT for creating

Typically as students progress through this stage they will learn to:

  • Capture (for example, by inserting from library files, scanning, taking photos and uploading them to a computer) and save images.
  • Edit images using simple functions such as resizing, cropping and applying grey scale to manipulate those images.
  • Create text-based products (documents that are mainly text, for example, a narrative, a set of paragraphs expressing a point of view) for particular audiences.
  • Create multimedia products, which are usually interactive and produced by combining data such as:
    • text
    • images
    • video
    • sound
    • animation
    • music.
  • Correct formatting errors.
  • Use manual and electronic techniques, such as a spellchecker, to correct spelling errors.
  • Load, access and learn with multimedia resources such as Dingo Bingo (www.sofweb.vic.edu.au/ict/software/s4e/Dingo_Bingo.htm).
  • Evaluate multimedia resources and their own creative products in terms of how well they meet their purpose.
  • Explain the difference in the way multimedia resources help their learning compared with non-electronic resources.
  • Manage their files by naming them practically and storing them in simply classified folders (by topic or form eg stories, images, projects), which enables the easy retrieval of work. They compare their file management procedures with others to learn that different approaches work for different users. They explain why they must have a password to access their files on the school's network.

See also Assessment maps for examples of how students have created information products to demonstrate their understanding of concepts and ideas from other domains.

Prep to Year 4 ICT for communicating

Learning how to locate electronic information, students find and open files stored on the school's network and intranet and use key words to locate information on websites. 

They manage email communication by composing and sending emails, accessing received emails and saving them as files in their own folder and sending replies to emails using basic ICT formatting conventions. The annotated email below shows the application of generally accepted conventions. For further examples read formatting emails. (Doc - 14KB)

Formatting an email - Approaches to ICT

See also Assessment maps for an example of how students have apply search strategies to locate specific information from the Internet.

Useful ICT Tools for Prep to Year 4

Level 4 Standards and Learning Focus
Level 5 Standards and Learning Focus

Years 5 to 8 ICT for visualising thinking

Students use a wider range of visual thinking tools, for example, data loggers, robotics, and simulations for constructing ideas and building knowledge about concepts and issues. Some simulations (www.thelearningfederation.edu.au/tlf2/showME.asp?nodeID=242) can be downloaded from The Learning Federation site for different domains and levels. Students test hypotheses in a range of new situations, for example, in Jet Force they test transfer of energy through force and direction.

Students explain how these strategies help them to understand concepts and relationships. They retrieve their thinking tools files and modify them for new contexts.

They use a range of data types (text, images, animations, sound) appropriate to the context and evaluate the decisions they made in the thinking process.

See also Assessment maps for examples of how students have used visualising thinking tools to make connections between different ideas.

Years 5 to 8 ICT for creating

Typically as students progress through this stage they will learn to:

  • Apply ICT conventions and techniques to improve the format and accuracy (Doc - 25KB) of their information products.
  • Create and maintain a learning journal (digital portfolio) (Doc - 97KB) that is easy to navigate.
  • Use ICT design tools (Doc - 141KB) to independently create designs and products with minimal errors and judge their products against agreed criteria (Doc - 32KB) then improve them.
  • Evaluate the extent to which their information products comply with intellectual property law (wmv - 2.35MB) (view transcript) (any use of others' works, for example, images, and text must be in accordance with the law and must be acknowledged).
  • Plan and manage collaborative projects using ICT tools, for example tasks and resources might be recorded on a spreadsheet (Xls - 18KB), individuals' contributions may be uploaded to a shared folder on the school network for comment and improvement, work may be exchanged by email.
  • Use the operating system to manage their desktop workspace (tidy folders, remove outdated files, rename files appropriately). They password protect and backup important files to secure their work. They use ICT safely, efficiently, effectively.

See also Assessment maps for examples of how students have used have created information products to demonstrate their understanding of concepts and ideas from other domains.

Years 5 to 8 ICT for communicating

Students correspond with collaborators and others using tools such as:

  • email
  • blogs
  • websites
  • public forums.

They upload their work to a protected public online space such as Kahootz (www.kahootz.com.au). They can apply complex search strategies (Doc - 447KB) to use Internet search engines efficiently and judge the integrity of the information found.

They explain how forums help them to get advice and how forums, websites, and blogs help them to share their knowledge.

See also Assessment maps for an example of how students have targeted specific information on the Internet using refined search strategies.

Useful ICT Tools for Year 5 to 8

Level 6 Standards and Learning Focus

Years 9 and 10 ICT for visualising thinking

Students in these years are fluent in their use of ICT tools for visualising thinking, selecting the most appropriate tools from their files for each new problem solving task. They evaluate the usefulness of these tools for different problem types.

Further reading

Secondary educators’ supplement, Austhink (publisher of Rationale, a visualising thinking tool) (www.austhink.com/pdf/Secondary_Educators%27_Supplement__August_2006.pdf)

Years 9 and 10 ICT for creating

Typically as students progress through this stage they will learn to:

  • Produce detailed plans for managing their projects and appraise different strategies for managing resources used in problem solving, for example, sharing tasks compared with allocating tasks to individuals.
  • Use ICT efficiently (quickly with little effort) and effectively (achieving their intent) so that their products:
    • have a clear purpose
    • are securely protected (Doc - 94KB) against threats
    • demonstrate respect for the audience, for example they take cultural differences into account in their choice of language, images, and tone of the message.
  • Compare their products with others and make suggestions to improve the quality of their own and others work.
  • Effectively use the operating system for file management.

Years 9 and 10 ICT for communicating

Students now use online forums to exchange ideas and critical comment. They also communicate online with peers, experts and others. They are careful to respect cultural differences.

See also Assessment maps for examples of how students have used contemporary communications tools to facilitate team work

Useful ICT Tools for Years 9 and 10

In addition to the general set of applications software, some additional specialist software maybe required to support discipline domain requirements, such as:

  • CAD software for Design, Creativity and Technology (DCT) domain
  • Crocodile ICT for DCT
  • science simulations
  • audacity sound editing software for the Arts.

Sample learning activities

Select a domain to see some sample learning activities using ICT. Many of these activities can be adapted to different domains.

English
Science
The Arts
Humanities

ICT in a nutshell

ICT provides students with tools to transform their learning and enrich their learning environment.
Dimensions:
ICT for Visualising Thinking
ICT for Creating
ICT for Communicating

 LOTE
Mathematics
Interpersonal Development
Civics and Citizenship

Resources

Prep to Year 4

Years 5–8

Years 9–10

Across the curriculum

General resources


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