Valuing ICT Capability in learning area assessment

September 2018

Julie King

Overview

• Why is ICT Capability important for students?• What do we want students to be able to know,

understand and do? What dispositions and behaviours do we want them to demonstrate?

• Where in the curriculum is it required?• How can teachers provide the opportunities? How best

can students demonstrate this across learning areas?• When and who?

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QUESTIONS FROM MEQUESTIONS FROM YOU

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WHY?

Why is ICT Capability important for students?

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New

http://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdfNew Basics

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http://www.fya.org.au/wp-content/uploads/2016/11/7NewJobClusters_WhiteBG.jpg

Job clusters

Digital workforce needs• Digital muggle: no digital skills required (7% of

workforce) • Digital citizen: the ability to use digital technology

purposefully and confidently to communicate, find information and purchase goods/services (37% of workforce)

• Digital worker: the ability to evaluate, configure and use complex digital systems. Elementary programming skills such as scripting are often required for these tasks (46% of workforce)

• Digital maker: skills sufficient to build digital technology (10% of workforce) (Coldwell-Nielson, 2017: 2)

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OECD 2030

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Digital Intelligence (DQ)DQ can be broken down into three levels: Level 1: Digital citizenship The ability to use digital technology and media in safe, responsible and effective ways. Level 2: Digital creativity The ability to become a part of the digital ecosystem by co-creating new content and turning ideas into reality by using digital tools. Level 3: Digital entrepreneurship The ability to use digital media and technologies to solve global challenges and create new opportunities. (DQ Institute, 2017: 4)

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WHAT?

What do we want for students in relation to ICT Capability?

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ICT in the Australian CurriculumICT is addressed in the Australian Curriculum in two ways: • ICT capability• Digital Technologies and Media Arts.The capability assists students to become effective users of ICT.The Digital Technologies curriculum assists students to become confident creators of digital solutions.

Digital Technologies

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Digital Technologies

Knowledge and understandingDigital systems • the components of digital systems: hardware,

software and networks and their use

Representation of data • how data are represented and structured

symbolicallyProcesses and production skillsCollecting, managing and analysing data

Creating digital solutions by:

• investigating and defining

• generating and designing

• producing and implementing

• evaluating

• collaborating and managing

ICT Capability… students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

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Activity: What’s the difference?

• Sort the cards into three piles:– ICT Capability– Digital Technologies– A bit of both

https://aca.edu.au/public/resources/digitech-ict-cards.pdf

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ICT Literacy

The Council of Australian Governments (COAG) Education Council for use in the National Assessment Program defines ICT literacy as: The ability of individuals to use ICT appropriately to access, manage and evaluate information, develop new understandings, and communicate with others in order to participate effectively in society. (ACARA, 2017: 2)

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WHERE?

Where in the curriculum is it required?

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Filtering

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ICT Capability in the learning areas

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HOW?

How can teachers provide the opportunities? How best can students demonstrate this across learning areas?

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Keep it authenticIn each learning area consider how digital technologies are used in industry, careers and everyday.

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Investigating Creating

Collaborating

Find out what they are learning in Digital Technologies

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https://www.australiancurriculum.edu.au/resources/work-samples/samples/data-analysis-water-in-the-world-at/

Illustrations of practice

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Sharing our Indigenous nation(secondary)

Sea explorers (primary)

SAMR• Substitution, Augmentation, Modification, Redefinition

(SAMR) model– Developed by Dr. Ruben Puentedura– ‘As one moves along the continuum, computer technology

becomes more important in the classroom but at the same time becomes more invisibly woven into the demands of good teaching and learning’. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

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Digital Technologies Hub

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“The printout of a document will not show whether the positioning of text has been achieved by the repeated use of the space bar, the use of tab marks, the inclusion of an invisible table or the use of alignment tools (e.g. left, centre or right align).”(Bennett et al. 2007, p. 58)https://www.ictesolutions.com.au/blog/assessing-the-general-capability-of-ict.aspx

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ActivityActivity aFor a subject or learning area:• filter the curriculum for year level and ICT Capability• explore the expectations in the content descriptions. Is it

also evident in the achievement standard?Activity bConsider a task in terms of the ICT Capability continuum:• Which elements could be addressed?• Which sub-elements?• Focus on one sub-element:

– How could the continua help to develop quality criteria?

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WHEN? WHO?

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Time frames

• Just-in-time• Whole school planning

‘continuously building the school's collective effectiveness’ (Peter Cole, 2018)

• What’s the next step in your school?– Teacher capability?– Student capability?– Whole school or whole year planning?

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QUESTIONS?

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Contact

Julie KingProject Lead, Digital Technologies in focusCurriculum Specialist, TechnologiesACARAJulie.king@acara.edu.au

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