Learning Technology

Judul buku       :Learning Technology

Penulis             : Schmoller

Introduction

T

he Learning Technology outcomes support educators in developing school and class curriculum to enable learners to become literate with Information Communication Technologies (ICT) so they can take their place in our global knowledge society.

Being ICT literate means being able to choose and use ICT responsibly and ethically, to support critical and creative thinking about information and about communication as citizens of the global community.

ICT literate learners:

Ø  understand the role and impact of ICT and apply ethical, safe, responsible and legal standards in its use.

Ø  solve problems, accomplish tasks, and express creativity, both individually and collaboratively, using ICT.

Ø  acquire, organise, analyse, evaluate, and present information using ICT

Ø  use ICT to communicate effectively.

Ø  develop knowledge and ability in the use of ICT.

The Learning Technology section of the Northern Territory Curriculum Framework contains:

Ø  a Learning Progress Map of outcomes and Key Indicators for planning and assessing within each Key.

Ø  Growth Point or Band provides the opportunities for learners to achieve the outcome (P1 and the entire S strand).

Ø  a scope and sequence of indicators which lead to the demonstration of the outcome at each Key Growth Point or Band (P1 and the entire S strand).

Ø  links to evidence of learning where available at each Key Growth Point or Band.

Ø  a model for designing teaching and learning in learning technology including links to curriculum, pedagogy and assessment support materials.

Learning Progress Maps

            The renewal of the Learning Technology area of the NTCF has been based on a developmental learning model called the Structure of the Observed Learning Outcomes (SOLO).

The National Statements of Learning for ICT provide a description of the knowledge, skills, understandings and capacities that all learners in Australia should have the opportunity to learn in the area of ICT. The Learning Technology area of the NTCF directly incorporates or refl ects the National Statement of Learning for ICT:

Ø  National Educational Technology Standards for Students [NETS] (2007)

Ø  Netalert Cybersafe Schools

Ø  Literacy with ICT across the curriculum

Ø  Maryland Technology Literacy Standards for Students

Designing for Learning

There are a number of principles teachers must take into account when making Learning Technology integral to teaching and learning.

1.      Digital citizenship - This principle is articulated through the ICT in Society domain.

2.      Information Literacy - An appropriate design for the learning journey emphasises learner engagement and inquiry, based on questions posed by teachers and learners, and discussion.

3.      Multiliteracies - In the past, learners generally engaged with and developed critical literacies of written texts that included images.

4.      Connectivism - The rise of Web 2.0 has fundamentally changed the way learners construct knowledge.

Learners analyse the benefi ts, constraints and infl uence of social, legal and economic issues on useof the Internet and enabled devices

Ø  understand the benefi ts and risks associated with the use of chat rooms or instant messaging

·         analyse how chat rooms and instant messaging operate and the ways in which these technologies may expose users to unsafe activity

·         investigate how chat rooms and instant messaging technologies work in order to recognise when personal information is at risk

·         discuss the use of false identities in chat rooms or instant messaging and their potential for harm

·         describe the potential risks associated with participation in unmoderated chat rooms

·         use moderated chat rooms for specific educational purposes

·         examine and discuss real case studies of young people who have experienced emotional or physical harm resulting from encounters in chat rooms

Ø  understand the benefi ts and risks associated with e-commerce.

·         investigate Internet commerce and the technologies used for safe and secure transactions when buying or selling online.

·         examine safe approaches for submitting personal information online.

·         discuss financial safety issues involving online purchasing and online selling.

·         investigate the legal and economic implications of online transactions.

Ø  use a range of sophisticated research procedures for online learning.

Ø  validate content using credible external sources

·         develop processes and use tools with which to validate online content.

Ø  understand that specifi c websites target young people and attempt to improperly manipulate their views for racist or extremist purposes, or to recruit them to racist or extremist organisations.

·         discuss the limited censorship of the Internet and the consequences.

·         identify and discuss Internet content that either misrepresents the truth, racially vilifi es, or which may attempt to recruit learners to racist or violent organisations.

Band 5

·         consistently apply ethical codes of practice for the use of intellectual property and copyright material associated with learning technologies that take into account emerging issues and trends when using ICT.

·         critique ethical use of the intellectual property associated with learning technologies to comply with copyright laws and fair dealing provisions when using ICT and justify choices.

·         advocate for ethical use of intellectual property and copyright materials associated with learning technologies.

Band 4

·         explore the relationship between intellectual honesty, plagiarism, copyright laws, fair dealing provisions and the public domain and apply effective strategies for ethical use of intellectual property and copyright material associated with learning technologies in local and global contexts.

·         explain moral rights associated with learning technologies and comply with the Copyright Act pertaining to moral rights when using ICT in local and global contexts

·         evaluate own and others’ ethical use of intellectual property and compliance with copyright laws and fair dealing provisions associated with learning technologies and advocate for standards

Band 3

·         explain intellectual honesty and plagiarism associated with learning technologies and apply protocols for avoiding plagiarism

·         explain intellectual property, copyright, software piracy and fair dealing associated with learning technologies and comply with copyright laws and fair dealing provisions

·         explore and describe licensing types other than copyright and use creative works licensed under other licenses

·         evaluate ethical use of intellectual property and compliance with copyright laws and fair dealing provisions associated with learning technologies when required

·         support peers to ethically use intellectual property and comply with copyright laws and fair dealing provisions associated with learning technologies

Band 2

·         examine intellectual honesty and plagiarism associated with learning technologies and use strategies to avoid plagiarism

·         examine intellectual property, copyright and fair dealing provisions associated with learning technologies

·         comply with copyright laws and fair dealing provisions associated with learning technologies

Band 1

·         explore the concepts of intellectual honesty and plagiarism associated with learning technologies in an instructional setting

·         explore the concepts of intellectual property and copyright associated with learning technologies in an instructional setting

·         demonstrate ethical behaviours relating to the intellectual property associated with learning technologies in an instructional setting

KGP 3

·         explore the concept of the intellectual property associated with learning technologies in an instructional setting

·         explore ethical behaviours relating to intellectual property associated with learning technologies in an instructional setting

·         demonstrate ethical behaviours relating to the intellectual property associated with learning technologies in play-based and instructional settings

KGP 2

·         develop an awareness of the concept of the intellectual property ownership associated with learning technologies in play-based and instructional settings

·         develop an awareness of expectations of ethical behaviours relating to the intellectual property associated with learning technologies in play-based and instructional settings

·         demonstrate an ethical behaviour relating to the intellectual property associated with learning technologies in play-based and instructional settings

KGP 1

·         actively seek and anticipate interactions with familiar people, activities, objects and environments

·         use a limited repertoire of gestures, actions, vocalisation strategies to respond to a sensory cue related to a familiar event

Learners develop an awareness of signifi cant milestones in the history of the development of ICT

Ø  gather stories from adults about their past experiences with ICT

·         interview parents and other adult family members /friends and teachers about fi rst experiences with computers, peripherals and the Internet

Ø  read and view, discuss and present information about signifi cant events in the history of the development of computers, peripherals,electronic communi-cations and the Internet

·         identify the development of the fi rst analogue computer in 1925, the fi rst ENIAC (Electronic Numerical Integrator And Computer) in 1943-45, the fi rst commercially available computer in 1951, invention of the mouse in 1963, launch of the fl oppy disc in 1970, launch of the fi rst personal computer in 1975, the fi rst ink jet printer in 1976, the fi rst IBMTM personal computer in 1981

·         describe the rise of signifi cant computing companies such as IntelTM in 1968, MicrosoftTM in 1975, AppleTM in 1976, CompaqTM in 1982

·         describe the advent of electronic communications including the fi rst email sent between two machines in 1971, the birth of the World Wide Web in 1990

·         name some changes that have taken place in the last 10 years in relation to ICT

Ø  reflect on whether understanding the history of the development of ICT assists learners to understand the impact of ICT on society and predict future use and impact of ICT on society when required

Learners demonstrating evidence of Band 5 for example

·         use advanced search techniques to minimise hits on requests, eg use of Boolean operators: and, or, not, +, wildcards, eg learning+technology

·         select information from primary and secondary electronic sources using advanced search techniques

·         access advanced functions of meta search engines, to effectively gather appropriate information, eg Copernic, Dogpile.

Learners demonstrating evidence of Band 4 for example

·         locate web sites using a range of methods, eg links, URL’s, bookmarks, search engines

·         search the Internet for web sites that suit selected learning outcomes

·         debate the advantages and disadvantages associated with searching for information electronically [Col 3]

·         use collaborative electronic tools to investigate curriculum related problems or issues, eg elearning environments [Col 3]

·         select the most appropriate search engine to gather information quickly and effi ciently

·         use meta search engines to maximise fi ndings, eg Copernic, Dogpile

·         use some advanced search strategies for limiting or increasing search engine results, when directed, eg narrower or broader keywords, synonyms, Boolean operators.

Learners demonstrating evidence of Band 3 for example

·         use appropriate terminology when using search engines

·         read headings and blurbs on search engine results to determine relevance of links

·         explain some advantages and disadvantages associated with searching for information electronically

·         use key words to locate relevant information using various electronic resources, eg library catalogue, Internet

·         use simple search engines, eg Yahooligans

·         select and use appropriate technology tools and resources to accomplish a research task.

Learners demonstrating evidence of Band 2 for example

·         suggest words required to effectively search electronic sources, eg library catalogue, Internet

·         use menus and icons to locate relevant information from familiar sources, eg CD ROMs

·         locate book marked or linked web sites

·         conduct simple searches employing various search engines and using single or combined key words

·         use ‘browse’ mode available on various search engines, eg Yahooligans

·         list advantages and disadvantages associated with searching for information electronically [T&D]

·         use content specifi c electronic sources to support and enhance research, eg simulations, web sites, CD ROMs

·         use technology to locate information from various sources, eg web favourites, web links, library catalogue, CD ROM menus

·         use appropriate technology tools and resources to accomplish research tasks [T&D].

Learners demonstrating evidence of Band 1 for example

·         conduct a topic or keyword search to locate relevant information in a library catalogue, with some assistance

·         suggest words to use when conducting an Internet search

·         discuss ways to search for information using various forms of Learning Technology [Col 1]

·         participate in research activities where the teacher models locating web sites using various strategies, eg simple search, URL, links, bookmarks

·         use technology to locate information from various sources, with assistance, eg links or book marked websites, library automated catalogue, CD ROM

·         use topic specifi c multimedia programs and encyclopedias to gather information, with assistance.

Learners demonstrating evidence of Key Growth Point 3 for example

·         conduct a simple topic or single key word search of a library catalogue to locate relevant resources, with teacher assistance

·         using teacher talk, retell the steps of how to access information after searching for a given topic

·         work together to decide on questions related to a given topic to be used to aid searches [T&D].

Learners demonstrating evidence of Key Growth Point 2 for example

·         choose a cell, icon, key, button or switch to hear information stored electronically, eg cell on electronic communication device

·         suggest key words that the teacher can use to search for information on a given topic

·         select a topic to search electronically, eg a library catalogue, access bookmarked resources.

Learners demonstrating evidence of Key Growth Point 1 for example

·         select a cell, icon, key, button or switch to hear the information stored electronically, with assistance, eg cell on electronic communication device.

Learners demonstrating evidence of Band 5 for example

·         sensitively select electronically accessed information relevant to a particular topic

·         assess the authority, reliability and validity of electronically accessed information

·         critically appraise electronic data by using the Information Literacy process, ie defi ne, locate, select, organise, present and evaluate

·         record a bibliography of sources including title, author, URL, date of access, date of creation and copyright details.

Learners demonstrating evidence of Band 4 for example

·         evaluate the relevance of electronically accessed information applicable to a particular topic

·         evaluate the authority and reliability of electronic sources

·         analyse multiple sets of information and reject low quality or unverifi able data [T&D-Cri]

·         select sites aimed at appropriate level for own learning and needs

·         create a reference list of electronic sources, eg title, author, URL, date created, last modifi ed.

Learners demonstrating evidence of Band 3 for example

·         recognise that not all websites are credible and that Universal Resource Locators (URL’s) can help determine validity of source based on the suffi x or fi le extensions, eg ‘.gov’ means government resources, ‘.edu’ means educational or research sites, ‘.com’ means commercial sites

·         recognise that information serves different purposes and that data from electronic sources may need to be verifi ed to determine accuracy or relevance

·         determine the purpose of websites for bias or agendas, detecting obvious viewpoints, before selecting relevant information

·         compare and contrast information from similar types of electronic sources [T&D]

·         compare and use various electronic and non-electronic sources of information [T&D]

·         visually scan on-screen electronic sources for relevant information using recording software where appropriate, eg word processing, templates, note pad

·         use visual skimming and scanning skills to assess readability and relevance of electronic sources, eg URLs to help validate reliability of source

·         evaluate the appropriateness and accuracy of information located on electronic sources [T&D]

·          record resources accessed to form the basis for a reference list, eg title, author, URL [T&D].

Learners demonstrating evidence of Band 2 for example

·         evaluate credibility through simple checklists, eg Section 6 of Internet Insights for Teachers 2001 by Judith Evans

·         determine the appropriateness of information to a specifi c topic or question located on anelectronic source, with assistance [T&D]

·         participate in teacher led discussion on the purpose of various web sites, eg personal, educational, propaganda, persuasion

compare information found in various texts and electronic sources looking for discrepancies or variations, with guidance, before selecting relevant information

·         scan on-screen, electronic sources for relevant information without printing

·         compare and examine information gathered through research using software and web based sources

·         analyse and evaluate various information contained on websites for research purposes

·         use software designed to assist in organising tasks, eg Kidspiration

·         highlight, copy and paste relevant information in small chucks from electronic sources to a word processing document

·         use email to gather and contribute information

·         list electronic resources accessed, eg URL, date accessed.

Learners demonstrating evidence of Band 1 for example

·         identify whether an electronic source is fact or fi ction

·         judge the appropriateness of an electronic source in relation to a specifi c topic or question, eg pictures, headings, key words [T&D]

·         classify teacher chosen websites according to a set criteria

·         view and compare various Internet sites related to a similar theme/topic

·         skim electronic sources for relevant keywords and graphics

·         retrieve relevant information from a database, CD ROM, or other shared fi le

·         use an application to represent and map concepts (defi ning), eg Kidspiration, simple drawing programs

·         discuss possible electronic sources to fi nd relevant information for a given topic

·         analyse and discuss various teacher selected websites and the information they hold for research related purposes.

Learners demonstrating evidence of Key Growth Point 3 for example

·         judge the appropriateness of electronic resources, with assistance, eg pictures, headings, keywords [T&D]

·         view various teacher selected Internet sites and discuss similarities and differences between sites

·         use simple visual scanning skills to make keyword selection using electronic sources, eg multimedia software, age appropriate web sites

·         view, discuss and compare various teacher selected websites related to similar topics.

Learners demonstrating evidence of Key Growth Point 2 for example

·         view and comment on various teacher selected Internet sites related to a given topic, eg ‘This one has interesting pictures.’

·         use simple visual scanning skills to choose from a range of electronic sources, eg answers to simple questions, appropriate greetings, express feelings and needs.

Learners demonstrating evidence of Key Growth Point 1 for example

·         use simple visual scanning skills to choose from a range of electronic sources, with assistance, eg teacher asks a question relating to visuals on the screen and the student answers simple questions, uses appropriate greetings, expresses feelings and needs.

Learners demonstrating evidence of Band 5 for example

·         demonstrate competent use of word processing conventions to independently publish a document, paying attention to layout that incorporates advanced functions, eg use of templates/masters, style sheets

·         use advanced software packages to input text or data, eg web design, graphic manipulation software, desktop publishing

·         combine different documents to manipulate information, eg spreadsheet into a word processing document, mail merge

·         use advanced functions in software programs, eg style sheets, track changes, different formats for translation of data into graphic representations

·         design, create and modify a database demonstrating advanced functionality to record and manipulate information

·         interact with concept mapping software to analyse a social issue, eg Inspiration, Mind Manager

·         manipulate data by using charting and graphing to test inferences and probabilities [T&D-De]

·         investigate and solve problems when organising and manipulating information, eg concept mapping tools [T&D-Pr].

Learners demonstrating evidence of Band 4 for example

·         select appropriate programs to input text or data for different purposes, eg word processor, spreadsheet, web page

·         apply effective word processing practices to format and publish text and graphics, eg format conventions, margins, tables, layout, style

·         use programs to present information in an electronic form for a given audience, eg web design software

·         use a range of tool bar functions to manipulate data, eg sorting, graphing

·         use a spreadsheet program to display, interpret and modify graphs

·         design, create and modify a database to record and manipulate information for a specific purpose

·         interact with concept mapping software to plan and revise essays and speeches, eg Inspiration.

Learners demonstrating evidence of Band 3 for example

·         record relevant information located in electronic sources using electronic modes, eg templates, word processing, note pad

·         use a range of technology tools to process, capture and record information, eg databases, spreadsheets, charts, word processor, digital camera

·         design, develop and organise a simple database, with assistance

·         compose, revise and edit word processing documents using formatting conventions, eg tabs, columns, graphics, text wrap, headers and footers

·         use toolbar functions to modify or adapt data for a particular purpose, eg highlighting, bold, italicised, cutting

·         use spreadsheet programs to display data and construct simple graphs from raw data for further purposes

·         describe the functions of familiar programs to appropriately manipulate and present information, eg cutting and pasting, enlarging an image

·         discuss the recording format of electronically sourced information and its usefulness, eg website, CD ROM, digital images [Col 1]

·         manipulate concept mapping software to assist in manipulating information, eg Inspiration, templates [T&D]

Learners demonstrating evidence of Band 2 for example

·         demonstrate the basic skills involved in self editing/correction during word processing, eg spell check, thesaurus

·         use tables to record selected information

·         record information electronically using a familiar program in a clear and precise way, for others to view by using self editing techniques

·         design and develop a simple class database related to class work or interest area, eg Hyperstudio, Claris Database

·         use word processing conventions to format and publish original text, eg editing tools, alignment, copy/paste, spacing

·         explain different ways that information is recorded electronically and give concrete examples of certain program usage, eg presentation software, web design software

·         use and explain the purpose of tools and skills to manipulate documents in a variety of ways,eg copy, paste, cut, insert, move

·         use appropriate software to assist with simple concept mapping (defi ning), eg Kidspiration, KidPix, draw/paint.

Learners demonstrating evidence of Band 1 for example

·         use basic word processing conventions to present simple stories, eg punctuation keys, text wrap, fonts and styles

·         develop self-editing skills on the computer, eg editing from the screen

·         record information electronically in simple language and plain text for others to view

·         discuss ways that information is presented in various electronic forms [T&D]

·         use software to express words and pictures, eg KidPix, drawing, paint

·         experiment and use simple functions, eg copy, paste, cut, move.

Learners demonstrating evidence of Key Growth Point 3 for example

·         use a word processing document to record own name and a simple sentence with appropriate conventions, eg shift for capitals, space bar discuss the recording format of electronically sourced information, eg web site, digital images,CD ROM

·         recognise, establish and choose ways to edit or delete information, eg backspace, delete, cut tool, arrow keys, enter key

·         explore and experiment with various software that enables presentation of information, eg KidPix, painting, drawing.

Learners demonstrating evidence of Key Growth Point 2 for example

·         use a word processing document to record simple information, eg recording name, address and age, single words to accompany illustrations

·         use icons on desktop

·         use the mouse to highlight specifi c areas and, with guidance, follow the steps to delete or change the information in various simple, single step ways

·         create a drawing or text for printing purposes

·         collect printed items from printer.

Learners demonstrating evidence of Key Growth Point 1 for example

·         create a drawing or text for printing purposes, with assistance

·         recognise mouse to screen link

·         use icons on desktop, with assistance

·         attend to screen

·         use mouse, switch, keyboard, extended keyboard appropriately, with assistance

·         use an adaptive word processing program to record simple information, with assistance, eg name, address, age

·         collect printed item from printer, with assistance.

Learners demonstrating evidence of Band 5 for example

·         evaluate the appropriateness of the Learning Technology used to investigate or solve a problem

·         use various forms of technology to solve numerical problems, eg sort data, organise and classify information, graphic calculators, spreadsheets, databases

·         investigate and solve problems of prediction, calculation and inference, eg simulation games

·         use graphic organisers to present connections between ideas and information in a problemsolving environment, eg mind mapping, fl ow charts

·         design and create a ‘scaffold’ highlighting how a software application can be used to meet task requirements. Learners demonstrating evidence of Band 4 for exampl

·         identify appropriate electronic materials and tools that can be used to accomplish a plan of action

·         evaluate problem-solving choices, then redefi ne the plan of action as appropriate

·         articulate clearly a plan of action that uses Learning Technology to solve a problem

·         create a solution to a problem using software to demonstrate the solution, eg simulation programs

·         create a simulation or model by using technology that permits inferences to be made

·         pose and test solutions to problems by using computer applications, eg Computer Aided Design (CAD) simulation software

·         participate in online projects that involve decision-making and problem-solving to reach an end point, eg Web Quests, ASX Schools Sharemarket Game [Col 3].

Learners demonstrating evidence of Band 3 for example

·         compare various forms of technology for appropriateness in problem-solving

·         list steps in a plan of action using technology to help in the decision-making process

·         participate in online projects to locate, gather and contribute information, including web and email based projects [Col 3]

·         generate alternative solutions to problems by using Learning Technology to facilitate the process.

Learners demonstrating evidence of Band 2 for example

·         choose most appropriate program to complete a task and use a selection of tools to achieve project goals

·         make a variety of decisions in relation to a project and apply related problem-solving strategies

·         participate in online projects to locate, gather and contribute information [Col 3]

·         explain how to perform a task using a technological resource, clearly outlining the steps involved

·         evaluate and answer questions based on a self produced Learning Technology enhanced task.

Learners demonstrating evidence of Band 1 for example

·         complete a task using a selection of electronic tools considered most appropriate for the designated task

·         make decisions in relation to a teacher directed task and apply related problem-solving strategies, eg complete a pictograph with given data and create a variety of ways to complete a task with set restrictions (such as create different houses using a paint program, make a house using only shapes)

·         respond to questions about self produced Learning Technology enhanced tasks

·         ask questions about a peer produced Learning Technology enhanced task, eg ‘Can you show me how you added the pictures?’. [Col 3]

Learners demonstrating evidence of Key Growth Point 3 for example

·         draw/paint a self chosen picture using a selection of paint tools, with assistance

·         use computer software that fosters creativity, eg KidPix, Zoombinis

·         make decisions in relation to a teacher directed task and apply related problem solving strategies, eg type your name and decorate around it using KidPix

·         share some of the steps involved in producing a Learning Technology enhanced task, eg ‘First I drew a box then I used colour to put inside it.’ [Col 3]

Learners demonstrating evidence of Key Growth Point 2 for example

·         explore with open ended software, eg KidPix

·         draw/paint a picture using basic paint/draw tools under teacher direction, eg pencil or brush only

·         participate in a group task under teacher direction to make decisions and use problem-solvingstrategies that are directly related to set task [Col 3]

·         ask questions of a peer produced Learning Technology enhanced task, eg ‘How long did it take you to create?’

Learners demonstrating evidence of Key Growth Point 1 for example

·         experience open ended software,

·         with assistance.