Primary Science ICT and Science Conference March 12, 2005

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Primary Science ICT and Science Conference March 12, 2005

SLAV Conference March 17, 2005

    ICT Enriched Learning Experiences

    Thank you for inviting me to present to you today. I am delighted to provide my perspective with an “ICT pair of eyes” on this critical literacy.

This year is an important year for the introduction of VELS.

    I am very excited about the potential of VELS particularly the interdisciplinary strand which recognises the importance of the use of ICT across the whole school processes and an essential in the curriculum which changes the way we learn, work and play.

    Our ultimate aim should be to make ICT invisible and seamless in the teaching and learning of students of the 21st century. Our students, as you know, are more confident in the use of ICT. ICT is intrinsic to their lives and makes for a very different learner, who can rapidly multi-task across various multimedia, who work collaboratively and competitively with peers to gain resolutions to problems.

    In our student centred learning environments, the teacher is no longer the focus of the classroom, no one person is master in their learning environment. It‟s about learning effectively.

    ICT is more than just a tool for creating digital documentation for an audience. ICT is for effective learning not just a tool to support learning.

    There are some fantastic projects happening in schools where teachers and students are being innovative raising the bar and our consciousness of this key literacy.

    This session highlights some current achievements in ICT for professional learning and enriching student‟s learning experiences.

    VELS is part of key government strategies which are providing us with the imperatives to take a fresh look at how we are guiding and building the futures of our students for the 21st century.

    2005 is a year of validation for the Victorian Essential Learning Standards (VELS) as schools seek to integrate the achievements of the past with new frameworks for effective learning.

Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 1

ICT supported learning is an „essential‟ for teachers and students as an important

    toolkit to learn and showcase achievements.

ICT cannot be elitist. ICT literacy is an Essential for us all: for our economic future,

    our environmental future, our personal future successes in our local and global world

    therefore “ICT needs to be accessible by all” promoting life long learning providing

    life choices and guiding our life pathways.

Where have we come from? The Victorian Curriculum Frameworks is now about

    twenty years old.

    CSF and CSF II

    IT >discrete > ICT > integrated curriculum > WICT(Wired and mobile)

Curriculum Frameworks has been around since the eighties, the CSF has been

    established since 1990s round 20 years of stability. VELS addresses new paradigms for teaching and learning.

Content of CSF is relevant. CSF is still an important resource document provides a

    framework and indicates knowledge of what students should have.

    VELS, the new framework, the standards, organises the curriculum

CSF - 8 key learning areas is content based

    VELS 3 strands is learning based

ICT cannot be elitist. ICT literacy is an Essential for us all: for our economic future,

    our environmental future, our personal future successes as local citizens and in a

    global world therefore

“Science needs to be accessible by all” promoting life long learning providing life

    choices and guiding our life pathways.

ICT ~ where are we? ~ the Net Generation

    Teaching the Net Generation

     Baby Boomers ~ 1946 1964 (Teachers)

     Generation X ~ 1965 1979 (Baby Busters birthrate 30% of previous generation)

     Generation Y ~ 1980 - 2002

     Generation Z ~ 2003 - 2025

How does the VELS framework attune to the characteristics and learning styles of

    our net generation and Generation Z?

Are Teachers (Baby Boomers) trying to impose their generation‟s values on

    generation Y and Z? Fabian Datner, Marc Prensky and others say this is to no avail.

    The Command and conquer approach will fail.

    Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 2

8. ICT ~ where are we? ~ the Net Generation

    Don Tapscot, writer of the book, Growing Up Digital says there are key characteristics of the Net generation

    Acceptance of Diversity

    A Curious Generation

    Assertiveness and Self Reliance

    "Net Addiction"

His Characteristic Checklist

    curious independent contrarian intelligent confident focused globally conscious

Three Impressions of N-Gen Personality

Acceptance of Diversity

    On the Internet, nobody knows whether you are black, white, short, tall, attractive or ugly. Children often take on alternative personalities while surfing the Net. If an N-Gener is talking to someone using the icon of a dog, it doesn't matter that it's a dog - what's important is what the dog has to say. Anti-dog prejudices are about as prevalent as anti-black prejudices - that is, virtually non-existent.

A Curious Generation

    Childhood is all about exploration, discovery and investigation. However, it is this new shift in control from the broadcast world to the interactive world that elicits intensely heightened curiosity.

Assertiveness and Self Reliance

    Access to the media enables N-Gen to assert itself much more than any other generation. It is the confidence to stick up for themselves that is giving N-Gen the power to make a difference.

"Net Addiction"

    Broadly defined, addiction is persistent, compulsive, and harmful use of a substance resulting in withdrawal symptoms when use is terminated. The term has been extended beyond substances to media and the Internet. Does any of this apply to you?

    You wake up at 3 am, go to the bathroom, and stop to check your e-mail on the way back. You feel a sense of loss when turning off your modem as if you were losing a loved one.

    You get a tattoo that reads: "This body best viewed with Netscape Navigator 3.0 or higher."

The question remains, however, is it addiction or is it love?

Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 3

What do you want to be when you grow up say you want to be a fireman, a nurse,

    etc. What does this mean in 2011? Content and Knowledge is not king! Students will

    need skills of accessing information, applying knowledge, discriminating between

    information will be important.

Where was technology and education 6 years ago where will it be in 2011- skills

    required. How does technology impact on key knowledge and skills when the jobs

    haven‟t been invented yet?

Everyone is a learner in the knowledge society

    Learning to learn and in time access to information

     Skills + knowledge + deep thinking = effective learning

Literacies for the knowledge age

    21st Century Literacies

    Critical literacy Numeric literacy Scientific literacy Visual literacy Statistical literacy

    ICT literacy

Multiliteracies for a Knowledge Age

    21st Century Literacies

When we look at literacies for the 21st century there are several that are pushing for

    time in the curriculum. Government policy has determined literacy and numeracy

    blocks are mandated.

Many teachers that I have spoken to recently have stated that with so much time

    spent on these two subjects in the morning that the time left for other studies causes

    a crowded curriculum in the afternoon

Fortunately with a project based approach some of these issues can be alleviated

ICT for Teaching ICT literate students

    Digital Immigrants > Digital Natives ?2001 Marc Prensky

Digital Natives Students - “native speakers” of the digital language of computers,

    video games and the Internet. ICT is intrinsic to the way they think, work and play

    Digital Immigrants Teachers learning ICT as a second language must value new ways of learning.

How are our digital natives impacting on curriculum, methodology, learning,

    outcomes and standards?

    Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 4

A further challenge for teachers is presented by Marc Prenksy, international speaker,

    writer, learning consultant.

Recently on Radio National Marc insists that teaching must change to meet our new

    student audiences.

    Digital Natives Students - “native speakers” of the digital language of computers, video games and the Internet. ICT is intrinsic to the way they think, work and play

    So what does that make the rest of us? Those of us who were not born into the

    digital world….

He classifies teachers as “digital immigrants” learning ICT as a second language.

How does his ideas impact on the teaching and learning of ICT? Are we “guides on

    the side” facilitating student centred learning? Our students must be innovative and creative in the 21st century to sustain our economic prosperity. What are our new

    learning styles and our new values?

Where are we now? VELS

    3 Strands are interwoven - 3 interwoven perspectives on a student‟s learning

    Physical personal social learning

    Interdisciplinary learning

    Disciplined based learning

Additional emphasis is given to Physical personal social and the Interdisciplinary


ICT is an interdisciplinary strand; auditing the curriculum in 2005 to validate what is

    already happening in the curriculum to meet VELS

ICT dimension in Strand ~ Interdisciplinary Learning ICT dimension in Strand ~

    Interdisciplinary Learning

VELS~ Interdisciplinary Learning ~ Knowledge, skills and behaviours in



     Creativity and Technology

     Information and Communications Technology


VELS for Learning

    Recently, Michael White CEO of VCAA explained the need for change in our

    framework for learning

    Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 5

“…The basis on which VELS has been developed beyond the curriculum need to be

    accountable to the society in future, how students will have to apply knowledge

    needs some thinking skills, problem solving and decision making skills. Giving

    recognition to things they do everyday students, teacher, and parents

    If it‟s important then it‟s in the curriculum…”

Michael White, January 2005 Schools TV

ICT Supported Learning

    Challenges for schools to immerse ICT in whole school processes

     ICT supported learning

     ICT as a discrete subject

     ICT integrated across the curriculum

E-learning or online learning has only been available since broadband solutions to

    education. Students and teachers can now use the internet and web applications for


    Online learning can

     engage students in open learning environments

     develop high order thinking and problem solving skills

     build collaborative work groups and partnerships

     promote all students to succeed

     enhance creativity and innovation

The principles of learning online is the same as learning in a traditional classroom.

    Here we have an image of the weighing of the heart against a feather from the Book

    of the Dead if you have led a good life you go to the celestial Nile, or if you are bad

    you are fed to monsters what is on Earth is reflected in the after life the celestial

    and terrestrial Nile.

E-learning ~ online learning resources for all

A grand scale of education websites

    Online practicums

    Interactive simulations

    Communication with experts in all fields of study

    Collaborative learning with local and distant peers

    Teacher and student communities

    Education mentoring

    Reflective writing and electronic journals

    Real time data collection and recording

    Electronic Portfolios to archive achievement

Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 6

Student learning with ICT ~ communication tools for students

    Some examples

    Science by Email using communication tools to engage in collaborative projects

    Have your say an opportunity for students to using their thinking and

    communication skills at EcoKids

    Ask the Expert or a scientist and receive first hand and current information

    Ask a Mad Scientist

Collaborations and communication

    Student created content in developing communication and collaboration projects

    Highlight here was a project between Kaori West Normal school and Shepparton High exploring the symbols and iconography of Maori Art and Aboriginal

CyberConnexions Email forums with New Zealand and Australian students in

    Education Week. Students develop their social, communication skills.

    Learning styles and presentation of learning through multimedia on the web.

    I was recently involved in a project at Wallace Rockhole School, one hour and half outside Alice Springs. The students went on a week long excursion to the Gold Coast. where the

    These students went on an excursion to the Gold Coast for a weak. The multimedia were created to illustrate their expectations and dreams.

    Here are Dallas and Adam are about to perform outside the Wallace Rockhole Community Christmas show.

    Student responses to their personal lives and unique environment of the outback. Students from Morgan Primary School (the outback) presented an audio in PowerPoint.

Online practicums

    Students creating activities to mentor and teach others. Here Grade 5‟s created a learning object in Macromedia Director to teach the preppies to read.

Learning Objects ~ Education authority developed resources

    Learning Federation objects challenge the stereotype of the nutty professor and mad scientist to demonstrate the diversity of careers in science

    Learning Quests ~ Teacher created resources using ICT for learning Larry Taylor, a primary school teacher in at Windaroo State School in Queensland is renown Australia wide for his engaging web quests.

    Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 7

Teacher generated online curriculum materials

    Brad Edwards, a primary school teacher from North Haven School in South Australia,

    has won numerous awards for his curriculum materials delivered through the web

    There are traits of his character in Eugene the engaging hippo helper.

Many schools around Australia have web portals which provide teachers and students

    with user generated content to display learning and also to share amongst colleague

    across the state. Here is an example of Science resources from WACEO. word

    documents, PowerPoint, flash, web pages ~ a huge electronic documents.

Cluster Initiatives try to bridge the gap in the transition from primary to secondary

    school and centre round frameworks for effective learning in the middle years.

    Gresswell Cluster in Victoria action plan is focused on the Gresswell Forest. There are

    many opportunities in many essentials of science Hot House: Nesting box

    construction Students Assembled 58 new homes for bats, possums, sugar gliders,

    parrots and kookaburras.

    Donald Eddington the cluster educator has mapped all the CSF and VELS to each of

    the cluster activities ~ an excellent resource.

Wyndham Cluster takes a slightly different approach - including working in

    partnership with their wider school community in improving the environment

Ecological Footprints: The Ecological Footprint program was established by the

    Western Region Environment Centre. They are working with schools, environmental

    organisations, government and industry to reduce our ecological footprint

The following are examples of student created movies. They have been involved at

    every level or production from ideation to end product. What a great way to learn!

    Some of the knowledge, skills and behaviours acquired are outlined here:

     Data collection and Research



     Understanding and communication of Science


     Group collaboration

     Diverse Learning Styles

     Diverse Presentation Style Interview, Audio Visual

     Presentation, Performance


Penders Grove Primary School the Mummy‟s Curse

Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 8

Thornbury Darebin Secondary College ~ Year 8 Body Works similar to the Magic

    School Bus

Alphington Primary - magazine style presentation - Earth Watch

New technologies such as mobile technologies with video capture, image capture,

    SMS, teleconferencing, email, web, mp3 players, presentation software

    Contemporary forms of expression and communication support effective ways of


    “What is Science Literacy” – an exploration through music and performance

I have just bought a Nokkia 7710 smart phone with all the features displayed on the


    video capture, image capture, SMS, teleconferencing, email, web, mp3 players,

    presentation software

    This, with a large piece of cardboard painted with Chroma Blue and some video

    editing software can produce work that you are about to see that has been created

    by primary school students. Together teachers and students have worked

    collaboratively. They have planned, researched, scripted, edited, and performed- a

    great showcase of potential of multimodal literacies in action.

“What is Science Literacy” is collaboration between primary and secondary schools of

    the Northcote cluster in exploring “Science Literacy for All. Let‟s hear some hiphop.

     “I hear, I forget; I see, I learn; I do, I understand"

Gennady V Oster

This quote promotes active learning. ICT can be a great means for achieving high

    standards throughout the VELS framework.

Renee Hoareau

    CSM Education

    National Education Consultant

    March 2005

Renee Hoareau ~CSM Education ~ ICT enriched Learning Experience ~ SLAV Conference March, 2005 9

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