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<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Hello all<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>I think this
idea of understanding what “ICT” is exists at industry level
too. I was involved in organizing a <a href="http://www.gogirlwa.org.au/">GoGirl</a>
event in 2005. The event is a Careers Showcase for female students to be
introduced to the many faces of the Information, Communication and Technology
Industry. I worked with a voluntary organisation from the IT industry to
organise the event which included speakers from the IT industry telling the
students about what they did and how they got there. It’s a great
event and the feedback from students and teachers is very positive. The
speakers included programmers etc which you’d imagine as being part of
the IT industry. However, the speakers also included a vet, a dentist and
a few others you wouldn’t really call the IT industry, yet IT was
integral to their job’s. IT is the tool in these roles. Incidentally
GoGirl is concerned with the falling number of students studying ICT and the
need to attract students to the ICT industry. At a speaker level the
support is great, at an organisation level the support from the ICT industry is
virtually non-existent as is the support from state (WA) and federal
government. Not sure what that says about a skills shortage in the ICT
industry or the value of the ICT industry to the economy.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>As for a future
model for ICT………. I think it would be great if an organisation
like VITTA or ICTEV could organize a group of interested parties, consulting with
industry (AIIA) and gov (MMV & DET) which could develop this whole line of
thinking and provide some sort of advocacy/lobby group role. At all levels
there is confusion about a way forward from classroom level, school leadership,
regional, state and federal government. It would be good to see IT teachers
push a direction.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Personally I
think integration of ICT with specialist support is the way forward. Like
the role of the Atelierista in Reggio schools. (An Atelierista assists children
to express themselves through materials (The 100 languages of children)). This
provides benefits too in terms of:<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Project based learning/constructivist approach<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Development of multi-literacies <o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Vocational skills<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Resourcing – access to skilled ICT teachers<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Resourcing – access to specialist hardware and software<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Mentoring/PD for teachers<o:p></o:p></span></font></p>
<p class=MsoNormal style='margin-left:1.0cm;text-indent:-1.0cm;mso-list:l0 level1 lfo1'><![if !supportLists]><font
size=2 color=blue face=Symbol><span style='font-size:10.0pt;font-family:Symbol;
color:blue'><span style='mso-list:Ignore'>·<font size=1
face="Times New Roman"><span style='font:7.0pt "Times New Roman"'>
</span></font></span></span></font><![endif]><font size=2 color=blue
face="Trebuchet MS"><span style='font-size:10.0pt;font-family:"Trebuchet MS";
color:blue'>Encouraging non-IT specialists to have a go etc etc<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Integration
offers the opportunity to draw on students ICT skills (digital natives) and
their interest and motivation in using ICT (assists with engagement).
This is the area I am currently doing a doctoral study in so anyone interested please
go to <a href="http://digital-kids.wikispaces.com/">http://digital-kids.wikispaces.com</a>
<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>However, there
is a place for computing in the curriculum, is this different to ICT? I
read a recent post on Digital Chalkie with interest <a
href="http://www.digitalchalkie.com/2007/09/12/picaxe-2007/">http://www.digitalchalkie.com/2007/09/12/picaxe-2007/</a>
I kind of think computing is different/separate to ICT, yet I first learnt to
program when I was at school and I’m sure this has helped me in the
digital world, so not separate at all??? <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Cheers<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'>Anne-Marie<o:p></o:p></span></font></p>
<div>
<p class=MsoNormal><font size=2 color=green face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:green'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=5 color=green face=Webdings><span
style='font-size:18.0pt;font-family:Webdings;color:green'>P</span></font><font
color=navy face=Arial><span style='font-family:Arial;color:navy'> </span></font><font
size=1 color=green face=Arial><span style='font-size:8.0pt;font-family:Arial;
color:green'>please don't print this e-mail unless you really need to.</span></font><font
color=blue><span style='color:blue'><o:p></o:p></span></font></p>
</div>
<p class=MsoNormal><font size=2 color=blue face="Trebuchet MS"><span
style='font-size:10.0pt;font-family:"Trebuchet MS";color:blue'><o:p> </o:p></span></font></p>
<div>
<div class=MsoNormal align=center style='text-align:center'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'>
<hr size=2 width="100%" align=center tabindex=-1>
</span></font></div>
<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'> yr7-10it-bounces@edulists.com.au
[mailto:yr7-10it-bounces@edulists.com.au] <b><span style='font-weight:bold'>On
Behalf Of </span></b>Bill Kerr<br>
<b><span style='font-weight:bold'>Sent:</span></b> 18 October 2007 04:53<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">Year
7 - 10 Information Technology Teachers' Mailing List</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> Re: [Yr7-10it] Year 7-10
IT structures</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=3
face="Times New Roman"><span style='font-size:12.0pt'><br>
I had another go at this on my blog:<br>
<a href="http://billkerr2.blogspot.com/2007/10/decline-of-it-in-education.html">http://billkerr2.blogspot.com/2007/10/decline-of-it-in-education.html</a><br>
<br>
it gets a bit complicated because probably many traditional subjects are at
least sometimes taught in routine, formulistic and uninspiring ways<br>
eg. maths out of the textbook<br>
<br>
certainly its asking too much for any teacher to be continually innovative in
whatever subject they teach, given the pressures on teachers in general<br>
<br>
but when computers came along as new, important, "vocational" some of
this was then converted into skill routines at the school level - here's a new
application (eg. Office), how do we use this properly - initially this was
enough to establish the subject but has not been enough to sustain it R-12 or
K-12 in the longer term<br>
<br>
Yes the IT teacher knows how to use Word better than the English teacher<br>
<br>
But it's not reasonable for a subject (IT) to sustain itself long term mainly
on a skilling basis. It would not be reasonable for any other subject to
do that<br>
<br>
In some cases the forces for IT have not developed a compelling enough argument
for IT to be retained as a separate subject<br>
<br>
In other cases a compelling argument - a deeper approach - has been developed
and the stakeholders (students, school admin, universities) have heard it<br>
<br>
For the students who think they are "digital natives" it has to be a
good argument since it is coming from the "immigrants"<br>
<br>
In other cases the argument has been developed but fallen on deaf ears<br>
<br>
I'm saying that its not reasonable and not inspiring for IT to remain as a
separate subject unless it does develop an argument that is equivalent to the
best argument that English, Maths, Science could develop. To teach IT mainly as
a skill is boring anyway - who really wants to do only that?<br>
<br>
These other subjects have a 400 year plus magnificent tradition <br>
<br>
Now what is it about IT that makes it equivalent to these subjects? That is the
argument that has to be developed for IT to compete long term as a standalone
with these subjects, if we want that.<br>
<br>
Your comments could also be read as an argument for a new subject such as
"media studies"<br>
<br>
How do media changes effect our learning - eg. if students watch as much TV,
play computer games, web surfing, use their mobile phones etc. - how does that
impact on their ability to sit in a class and listen to a teacher? <br>
<br>
Media studies might be an elective in school - but there is something happening
here in the way media is changing that is having a profound effect on
everything that happens in school<br>
<br>
IT teachers losing their subject is a wakeup call for a bigger problem - like a
species becoming extinct might signify a broader significant change in the
whole environment <br>
<br>
-- <br>
Bill Kerr<br>
<a href="http://billkerr2.blogspot.com/">http://billkerr2.blogspot.com/</a><o:p></o:p></span></font></p>
<div>
<p class=MsoNormal><span class=gmailquote><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>On 10/17/07, <b><span style='font-weight:bold'>Costello,
Rob R</span></b> <<a href="mailto:Costello.Rob.R@edumail.vic.gov.au">
Costello.Rob.R@edumail.vic.gov.au</a>> wrote:</span></font></span><o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><br>
making the parallel with English / computer literacy is suggesting that <br>
"digital native" status does not mean we necessarily abandon attempts
to<br>
build on kids skills in a concentrated way<br>
<br>
what are the ideas that computer literacy opens to us?<br>
<br>
Well, what is software? <br>
It is medium in which we carve and express ideas. It provides a milieu<br>
in which we increasingly communicate. It is an increasingly dominant<br>
substrate in our culture. It is mirror in which we see ourselves -<br>
watching my 5 year old snap himself on the web cam. <br>
<br>
there is a plasticity in software, that means it can morph into every<br>
domain - can be video editing, email, spreadsheets, game design,<br>
blogging, CAD etc<br>
<br>
and teaching kids how to work with it, be creative with it, in whatever <br>
form or context, can be valuable<br>
<br>
sometimes the very diversity of forms works against seeing what the<br>
deeper ideas are<br>
<br>
Also can lead to the "ICT is just a tool, lets not focus on the<br>
technology" - "its teachers who make sure its used in meaningful <br>
contexts" sort of thing<br>
<br>
and I broadly agree with the sentiment, in many cases<br>
<br>
Yet given the plasticity of the software, it would also be nice to let<br>
kids experience how to work with that - to take control at that deeper <br>
level, to have some ideas of how to write it, not just read (experience)<br>
it (=literacy)<br>
<br>
Its harder, but potentially it goes further than mastering applications<br>
- valuable as that is<br>
<br>
Kay says that putting a piano in a classroom is not going to make <br>
musicians - the teacher, and the music (software) are the key elements -<br>
the music is also the expression<br>
<br>
the discipline of performing music is "hard", takes years of training
to<br>
reach higher levels <br>
and it builds in complexity as it goes - builds on previous skills<br>
<br>
Systems thinking, object orientation, etc, is possibly as hard to<br>
master, just as useful and adaptable when mastered - and accessible
at<br>
earlier stages with the right tools<br>
<br>
Agree we don't have a clear sense of what these big ideas are - too<br>
taken with the range of apps (=music appreciation, reading?)<br>
<br>
though playing with them does also give some measure of the ideas, <br>
indirectly- and may payoff in other ways (the communication or<br>
expressive or analytical power of the tool) - and may be appropriate in<br>
many cases, classes etc<br>
<br>
PS here's one spinoff of tinkering with software at school age - <br>
wouldn't have occurred if I'd been left to the apps of the day - a<br>
little induction into BASIC started the accessibility of constructing<br>
<br>
<a href="http://www.brainshapes.com">www.brainshapes.com</a><br>
experimental, may change, copyright, incompletely documented etc<br>
cheers<br>
Rob<br>
<br>
PS lots of disciplines are making some sort of extended "literacy"
claim<br>
- not just ICT (financial literacy, ethical literacy, scientific <br>
literacy - the multi-literacy grab-bag)<br>
<br>
<br>
> Date: Tue, 16 Oct 2007 10:17:10 +1000<br>
> From: "Bill Kerr" <<a href="mailto:billkerr@gmail.com">billkerr@gmail.com</a>><br>
> Subject: Re: [Yr7-10it] Year 7-10 IT structures <br>
> To: "<st1:PersonName w:st="on">Year 7 - 10 Information Technology
Teachers' Mailing List</st1:PersonName>"<br>
> <<a
href="mailto:yr7-10it@edulists.com.au">yr7-10it@edulists.com.au</a>><br>
> Message-ID:<br>
> <<a
href="mailto:5d2dce520710151717x5d8d6618h6708ca82433b91bc@mail.gmail.com">
5d2dce520710151717x5d8d6618h6708ca82433b91bc@mail.gmail.com</a>><br>
> Content-Type: text/plain; charset="iso-8859-1"<br>
><br>
> I'm interested in this argument about the "information age" and
"IT is <br>
> equivalent to English", which has come up before on these lists<br>
><br>
> The term "information age" is too vague now IMO. The
"information age"<br>
did<br>
> not start with the computer - it started with the printing press. <br>
> ...<br>
><br>
> The argument that "we can all read and write" implies that IT is<br>
another<br>
> form of literacy (equivalent to reading and writing) and so deserves<br>
an<br>
> equal place in the curriculum to English <br>
><br>
> That argument might turn out to be correct, eg. we could argue that<br>
> students<br>
> could learn to program the computer to represent dynamic systems (eg.<br>
the<br>
> spread of AIDS or a traffic jam simulation or global warming) and that <br>
> this<br>
> systems theory knowledge is a new form of literacy required by the<br>
modern<br>
> citizen. If we understood systems theory better then society would<br>
have<br>
> picked up on global warming earlier or developed other perspectives on <br>
> global warming to our current ones (ie. panic)<br>
><br>
> But it's wrong to equate the ability to read and write English with<br>
the<br>
> ability to learn basic computer skills.<br>
><br>
> The English curriculum does not or should not justify itself in <br>
secondary<br>
> school on the basis of learning to read and write. It might justify<br>
itself<br>
> on the basis that the study of Shakespeare for example provides<br>
students<br>
> with new insights into the human condition. <br>
><br>
> "Computer science" (which is perhaps not a real science yet)
could<br>
only<br>
> justify itself on this sort of basis - that it provides new unique<br>
> insights<br>
> into the human condition. <br>
><br>
> Integration of computers into the rest of the curriculum (and<br>
computing<br>
> being phased out as a stand alone subject in the middle years) is<br>
> proceeding<br>
> on the basis that all computing has to offer is basic (computer) <br>
literacy<br>
> skills and that the "digital natives" will pick that up anyway.
The<br>
> comparison here is with oral literacy. Humans learn to talk without<br>
formal<br>
> teaching. They don't learn to read and write without formal teaching. <br>
That<br>
> process is meant to happen in primary school and is the major focus of<br>
> primary school. The ability to read and write then opens doors to the<br>
> collected wisdom of humanity, be it through books or the web. <br>
><br>
> So, what is the argument that computer skills are somehow equivalent<br>
to<br>
> English - the subject which provides the underlying basis for all of<br>
> modern<br>
> human knowledge, post Enlightenment? <br>
><br>
> Maybe there is such an argument. But the fact that IT teachers haven't<br>
> developed it coherently is the underlying reason why they are losing<br>
their<br>
> subject.<br>
><br>
> --<br>
> Bill Kerr <br>
> <a href="http://billkerr2.blogspot.com/">http://billkerr2.blogspot.com/</a><br>
><br>
><br>
<br>
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