meaningful ict activities in a humanities classroom paula christophersen vcaa htav annual conference...
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Meaningful ICT activities in a Humanities classroom
Meaningful ICT activities in a Humanities classroom
Paula Christophersen
VCAA
HTAV Annual Conference 2011
Paula Christophersen
VCAA
HTAV Annual Conference 2011
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Setting the scene• teachers• students• curriculum• technology
Learning styles• visual• text• aural• kinesthetic• multimodal
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teacher attributes include• Adopting new attitudes
and behaviours• Empowering, not coercing• Sharing your successes• Using emerging tools• Encouraging students to
use new tools• Focusing on collaboration
Setting the scene: teachers
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student attributes
• Persevering – making an effort
• Risk taking• Altering perspectives• Making connections• Transferring learning to
new situations• Being creative
21st century – inventing new tools to solve problems
Setting the scene: students
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Most of today’s children expect technology to help them become:
• creators
• providers
• collaborators
rather than consumers of information
Gaming, wikis, blogs,chatrooms,
mobiles, 3G phones,
iPads
Setting the scene: Are these your students?
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historical thinking requires…
• Critical analysis and interpretation
• Curiosity and imagination
• Understanding of human experience
• Understanding of historical concepts
Setting the scene: curriculum
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They identify and locate a range of primary and secondary sources using information technologies and other methods. Students process and synthesise information from these sources and use it as evidence to answer inquiry questions. Students analyse and draw conclusions about the usefulness of primary and secondary sources ...
Year 10 draft achievement standards, ACARA: Australian Curriculum
Setting the scene: curriculum
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Using ICT appropriately and ethically toinvestigate, create and communicate
ideas and information in order for individuals to function effectively at home, at school, at work and in their
communities.
CommunicatingSharing, exchanging,
CollaboratingOnline social protocolsSecurity of information
CommunicatingSharing, exchanging,
CollaboratingOnline social protocolsSecurity of information
CreatingGenerating plans/designs
Generating solutions
CreatingGenerating plans/designs
Generating solutions
InvestigatingInformation search
Accessing informationEvaluating information
InvestigatingInformation search
Accessing informationEvaluating information
OperatingEfficient use
Selection of equipmentNetworks
Managing information
OperatingEfficient use
Selection of equipmentNetworks
Managing information
Social and ethical practiceIntellectual property/security/society
Social and ethical practiceIntellectual property/security/society
Setting the scene: curriculum
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Learning area/GC?
Declarative knowledge
Knowing about:- concepts
- relationships- properties- causality
- patterns of meaning
History, Geography and C&C
Declarative knowledge
Knowing about:- concepts
- relationships- properties- causality
- patterns of meaning
History, Geography and C&C
Learning area
GENERAL CAPABILITIESProcedural knowledge
Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
GENERAL CAPABILITIESProcedural knowledge
Ability to apply processes (cognitive, behavioural, affective) to build deep knowledge and skills.
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ICT supportsrisk-taking
ICT supportsrisk-taking
ICT is multimodal
ICT is multimodal
ICT is interactive
ICT is interactiveICT is fast
& automated
ICT is fast &
automated
ICT supportsknowledge
sharing
ICT supportsknowledge
sharing
ICT supportsquality
presentations
ICT supportsquality
presentations
Setting the scene: ICT – types and capabilities
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Existing technologies
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Key emerging technologies
Grassroots video – MixMyMovie, UStream
Collaboration webs – Google Docs; Zoho office
Mobile broadband ─ iPhone, most phones!
Data mashups ─ combination of data from multiple sources – image/statistics
Collective intelligence ─ Wikipedia
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Learning styles: how do you learn?
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Learning styles
VisualCamtasia Swish
Inspiration Cmap
Google Earth GIS
Visualisation
AuditoryAudacity iTunes
Movie maker Camtasia
Readplease Podcasts
Read/write
Moodle Publisher
Project Gutenberg
Smart idea (outline)
KinaestheticLego robotics Gamemaker
Claymation Movie Maker
Multimodal
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Learning styles: visual
Visualise your perceptions of popular culture
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Visualising thinking tools are thought frameworks
Construction tool
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Concept organisers
• Brain does not store information in lines or columns
• Brain stores information by patterns and association
• Brain does not store information in lines or columns
• Brain stores information by patterns and association
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Visualising thinking tools are thought frameworks
Construction tool
Abstract info in concrete forms
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Visualising thinking tools are thought frameworks
Construction tool
Abstract info in concrete forms
Facts and concepts
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http://www.intel.com/education/seeingreason/
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http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/
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Visualising thinking tools are thought frameworks
Construction tool
Abstract info in concrete forms
Facts and concepts
SIMILARITIES DIFFERENCESDIFFERENCES SIMILARITIES DIFFERENCESDIFFERENCESSIMILARITIES DIFFERENCESDIFFERENCES SIMILARITIES DIFFERENCESDIFFERENCES
Prior and new knowledge
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http://www.visualthesaurus.com/
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http://www.exploratree.org.uk/
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http://www.niceone.org/lab/refugees/
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http://www.niceone.org/lab/refugees/
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SIMILARITIES DIFFERENCESDIFFERENCES
Double Bubble Template
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RocketInfo
SportQuest
Learning styles: text
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What did Leonardo de Vinci’s aeroplane look like?
What did Leonardo de Vinci’s aeroplane look like?
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Learning styles: aural
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Learning styles: multimodal
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http://www.broadband.unimelb.edu.au/main.php?id=134
What’s the key inquiry question?
Departure, journey, arrival? What ICT K & S are required
to exploit the potential of this
resource?
Yr 9: Movement of peoples
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Learning styles activity
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‘Where schools have established the link between ICT and improved student attainment, this has been more to do with a broader approach to the engagement of pupils in learning – in the classroom or elsewhere’
Transform: how ICT will make the difference, March 31, 2006 (supplement of the Times Education Supplement)
In conclusion