Meaningful ICT activities in a Humanities classroom Paula Christophersen VCAA HTAV Annual Conference...

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

Setting the scene• teachers• students• curriculum• technology

Learning styles• visual• text• aural• kinesthetic• multimodal

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

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

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?

historical thinking requires…

• Critical analysis and interpretation

• Curiosity and imagination

• Understanding of human experience

• Understanding of historical concepts

Setting the scene: curriculum

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

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

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.

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

Existing technologies

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

Learning styles: how do you learn?

Asdfjl;k asdl;fjk asdl;fkj asdl;j asl;dkfj asdfl;kj asl;dfjk asldk f asl;kdfj l;asdj f; l;sdf l; asdj flj sadj f

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

Learning styles: visual

Visualise your perceptions of popular culture

Visualising thinking tools are thought frameworks

Construction tool

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

Visualising thinking tools are thought frameworks

Construction tool

Abstract info in concrete forms

Visualising thinking tools are thought frameworks

Construction tool

Abstract info in concrete forms

Facts and concepts

http://www.intel.com/education/seeingreason/

http://educate.intel.com/en/ThinkingTools/ShowingEvidence/TryTheTool/

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

http://www.visualthesaurus.com/

http://www.exploratree.org.uk/

http://www.niceone.org/lab/refugees/

http://www.niceone.org/lab/refugees/

SIMILARITIES DIFFERENCESDIFFERENCES

Double Bubble Template

RocketInfo

SportQuest

Learning styles: text

What did Leonardo de Vinci’s aeroplane look like?

What did Leonardo de Vinci’s aeroplane look like?

Learning styles: aural

Learning styles: multimodal

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

Learning styles activity

‘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