How a depth of curriculum knowledge supports decision making processes for ICT use in the classroom.

Maximising student outcomes is less demanding if you have a developed understanding and knowledge of your curriculum. I am able to do this in Business and Geography as I possess extensive knowledge of these subjects through previous work and life experiences. I currently draw upon real experiences to enhance my students understanding, while the addition of ICT will assist in producing authentic learning and further exceed outcomes.

Teachers play a key role in presenting ICT opportunities that support inclusivity and engagement in the classroom (Benigno, Bocconi, & Ott, 2007). While I am aware of the potential ICT has on our digital natives, it is essential I recognise how technology can support the syllabus outcomes of my Social Science subjects while ensuring my own knowledge and skills in ICT are current. My main focus in phase 2 of my artefact was therefore to learn various forms and uses of ICT that I could incorporate to support and extend this learning process.

In constructing my artefact I faced some technological barriers and key learning moments. A key learning moment in this phase was learning to use Google Newspapers and how I could incorporate this site into my lessons effectively. Another was creating an Integrated Learning Space for my students to be able to access my lessons. Again this was a technological barrier as I struggled to set up connecting pages while setting up my Wikispaces page. After being frustrated I decided to move on to Edmodo and found this a much user friendly site to someone of my age and technical ability. This site would now allow me to tell my students what they were to do, have links to the Prezi I had created for them, as well as a drop box for them to upload their completed assignment or task to.

I decided to follow the Quality Teaching Model when incorporating ICT in my lessons. I believe that basing ICT lessons around syllabus outcomes will increase opportunities for deeper understanding and engagement and so used this also as a focus for my artefact (Benigno et.al, 2007). As stated by the Department of Education, “It is the quality of pedagogy that most directly and most powerfully affects the quality of learning” (NSW, DET, 2003).

Business Studies is best learned through case studies which are based on PBL. This is a successful way to construct students understanding by allowing them to practically apply new knowledge and understanding using concepts from the lesson (Mishra & Koehler, 2006). Software and games can be helpful when teaching students in Business and Economics, for example, teaching students about investing I have them play the ASX Sharemarket Game.

I have a responsibility to my students to be actively committed to staying abreast with technological changes, so that the ICT tools I use carry educational effectiveness and authentic learning (Benigno et.al, 2007).

References:

Benigno, V. Bocconi, S & Ott, M. (2007). Elearning papers. Inclusive education: helping teachers to choose ICT resources and to use them effectively. CNR, Institute of Technology, Italy. No 6. November 2007. ISSN. 1887-1542. Accessed from www.elearningpapers.eu on 12/10/12.

Mishra, P. & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A new framework for teaching knowledge. Teachers College Record 108 (6), 1017–1054.

NSW DET, 2003. Quality teaching in NSW public schools. Discussion paper. Professional Support and Curriculum Directorate. Sydney. Accessed from: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf on 12/10/12.