Paula, thank you for taking the time to post this well considered reply. We already do much in the spirit of what you are saying but you have helped word it a way that will make it easier to explain and justify this position. I am going to share IT Acquisition, Application and Assessment with our curriculum committee and management team for consideration.<br>
<br>Thank you and best wishes for 2009. :-)<br><br>Regards Roland<br><br><div class="gmail_quote">2008/12/23 Christophersen, Paula P <span dir="ltr"><<a href="mailto:christophersen.paula.p@edumail.vic.gov.au">christophersen.paula.p@edumail.vic.gov.au</a>></span><br>
<blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">Dear colleagues<br>
<br>
My following comments are not quite on the topic, but I think there is a connection. I'm speaking from a non-school situation so my ideas may be a little 'academic', but here goes ...<br>
<br>
When we think about the role of ICT as an interdisciplinary domain in the VELS and how school embrace it, we need to consider the 3 As: Acquisition; Application and Assessment.<br>
<br>
Acquisition: where and how are the students going to acquire the necessary ICT knowledge and skills to meet the required standards, as stated in the VELS? And these standards are closely linked to what students are expected to be able to know and do in their discipline-based domains. Schools need to consider who is best to 'teach' these ICT knowledge and skills, and in what setting this occurs. For example, if all staff are ICT competent, then learning can take place in a variety of classes (of course, this would be coordinated at the year level). If on the other hand, the level of ICT competence varies, then schools need to think about who is best to teach the students and consider where the learning happens. If there are dedicated ICT classes, then what is absolutely critical is that the data and information that is being processed when students are learning ICT knowledge and skills, must relate to another domain, because real learning only takes place when there is a real!<br>
purpose.<br>
<br>
Application: this flows on from the last sentence - if there are dedicated ICT classes, then decisions need to be made to determine how these ICT knowledge and skills are going to be applied in other areas of learning. This is at the heart of what interdisciplinary means - ICT focuses primarily on procedural knowledge - the how, the process; these need to be used to help students make sense of declarative knowledge, which is the primary focus of the disciplined-based domains (the facts, contentions, the content etc)<br>
<br>
Assessment: who is going to make the call about whether students have demonstrated the required standards? For many non-ICT teachers, this would be a difficult ask. The standards require unravelling and I know that many IT teachers have worked hard to reconfigure the standards in a more 'user friendly' way to help non ICT teachers(refer to <a href="http://vels.vcaa.vic.edu.au/support/domainsupport/ict/concept.html" target="_blank">http://vels.vcaa.vic.edu.au/support/domainsupport/ict/concept.html</a> the key concepts information provided on the VELS website - this may help some teachers). A situation may apply in your school where ICT is applied in many classes, however the assessment call is made only by the more competent and confident teachers - remember these ICT knowledge and skills do not have to be assessed in every learning situation. Yes, we would like ICT applied in all relevant situations, but this does not mean they have to be assessed in every situation.<br>
<br>
I wish everyone a good Christmas and a well-deserved break. I look forward to chatting in 2009.<br>
<br>
Regards<br>
Paula<br>
<br>
________________________________<br>
<br>
From: <a href="mailto:yr7-10it-bounces@edulists.com.au">yr7-10it-bounces@edulists.com.au</a> on behalf of Kent Beveridge<br>
Sent: Mon 22/12/2008 9:16 PM<br>
<div class="Ih2E3d">To: Year 7 - 10 Information Technology Teachers' Mailing List<br>
</div>Subject: RE: [Yr7-10it] Captain, there be IT ahead<br>
<div><div></div><div class="Wj3C7c"><br>
<br>
Hi Margaret, you know what, I agree with what you wrote...quite valid.<br>
My role next year incorporates, in part, ensuring that staff in other - nonIT - areas, can use the technology effectively to produce the outcomes you discuss in your email. The challenge as I see it, how well will they 'apply' those skills? What about the skills I have as part of my speciality that they struggle with..some technical and some non-technical?<br>
Ahh, life's little challenges...<br>
Speaking of little challenges...best wishes on motherhood! (knowing you, they'll be VERY organised I'll bet...).<br>
KB.<br>
<br>
Kent Beveridge,<br>
I.T. co-ordinator<br>
St. Brigids Catholic Sec. College<br>
<a href="http://www.stbc.vic.edu.au/" target="_blank">http://www.stbc.vic.edu.au/</a> <<a href="http://www.stbc.vic.edu.au/" target="_blank">http://www.stbc.vic.edu.au/</a>><br>
Horsham Ph (03) 5382 3545<br>
email.. <a href="mailto:kbeveridge@stbc.vic.edu.au">kbeveridge@stbc.vic.edu.au</a><br>
Hear about the bloke who struggled and fell? At least he gave it a go!!<br>
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From: <a href="mailto:yr7-10it-bounces@edulists.com.au">yr7-10it-bounces@edulists.com.au</a> on behalf of Margaret Lawson<br>
Sent: Sun 12/21/2008 6:21 PM<br>
To: Year 7 - 10 Information Technology Teachers' Mailing List<br>
Subject: Re: [Yr7-10it] Captain, there be IT ahead<br>
<br>
<br>
<br>
I believe, in schools there is a confusion between student confidence<br>
with technology and competence with technology. There are several<br>
research reports out there that talk about Multitasking Generation and<br>
how teachers and parents are often blinded by students who can easily<br>
adapt to technology, and they perceive this confidence as the students<br>
having advanced technology skills.<br>
<br>
Yes the kids are confident and they pick things up quickly, but often<br>
their computing habits lack substance.When I used to teach Year 7 and 8<br>
IT many years ago, we used to focus on supporting IT across the various<br>
subject areas building effective information processing skills so that<br>
the kids could produce quality work. Most of what students do with<br>
computers isn't necessarily good quality - it has bells, but there is no<br>
focus or completion of tasks. Students need to know how to type properly<br>
and I don't think that there are any short cuts with this skill. It is<br>
better for their confidence in using the computer and their their health<br>
(ergonomically). As for the basic skills in WP, SS, DB .... these<br>
fundamentals allow subjects to jump right in and teach appropriate ICT<br>
units rather than having to back-track with kids and teach them simple<br>
information skills such as adding a header and footer.<br>
<br>
Lets not confuse the technology confidence generation with the<br>
technology competent generation and giving kids laptops does not mean<br>
that they automatically assume these skills overnight. Giving kids<br>
laptops without these skills can sometimes do more harm than good.<br>
<br>
I am all for appropriate integration of IT across the curriculum, but<br>
unless schools are willing to train non-IT teachers with the skills<br>
needed to run effective IT units they need to keep their junior IT<br>
classes in one form or another. I have worked in many schools and not<br>
many of them are willing to invest the PD time in their teachers to<br>
effectively run a fully integrated ICT program in schools.<br>
<br>
2 cents worth!!!<br>
<br>
:-)<br>
<br>
Margaret Lawson<br>
(currently on maternity leave from St. Michael's Grammar School,<br>
returning in 2009)<br>
<br>
<br>
Jim Bunn wrote:<br>
> We've been without year 7 and 8 IT for the past two years. It was the dream<br>
> of the administration for years to fully integrate IT in the junior school,<br>
> and used the introduction of the year 7 - 8 Learning Centre to do it, saying<br>
> that it was mandated with the Learning Centre. IT still operates with<br>
> electives at years 9 and 10, and they are popular with the students.<br>
><br>
> I yearn for IT to be put back into the curriculum, even lumped with all of<br>
> Technology as it used to be, but to have it as a domain of its own, that<br>
> would be pretty special.<br>
><br>
> Jim<br>
><br>
><br>
> Jim Bunn<br>
><br>
> Technology Coordinator<br>
> Hampton Park Secondary College<br>
> 8795 9400<br>
> CCAI CCNA ITE1<br>
><br>
> <a href="mailto:bunn.jim.c@edumail.vic.gov.au">bunn.jim.c@edumail.vic.gov.au</a><br>
><br>
> -----Original Message-----<br>
> From: <a href="mailto:yr7-10it-bounces@edulists.com.au">yr7-10it-bounces@edulists.com.au</a><br>
> [mailto:<a href="mailto:yr7-10it-bounces@edulists.com.au">yr7-10it-bounces@edulists.com.au</a>] On Behalf Of Roland Gesthuizen<br>
> Sent: Sunday, 21 December 2008 11:36 AM<br>
> To: Year 7 - 10 IT Mailing List; eLearning mailing list<br>
> Subject: [Yr7-10it] Captain, there be IT ahead<br>
><br>
</div></div><div><div></div><div class="Wj3C7c">> One thing is certain for 2009, and it is very likely to be change.<br>
><br>
> There has been some disquiet brewing how many secondary schools have quietly<br>
> dismantled technology and IT areas of the curriculum, sometimes under the<br>
> broad aim to create 'integrated' subjects. In reality, the result has<br>
> sometimes been a poor caricature and does not provide any real scaffolding<br>
> to encourage students to take up IT or trade subjects. The reasons are of<br>
> course quite complex but this and other directions taken by schools have not<br>
> helped the skill shortages that are looming in both areas.<br>
><br>
> I note that QLD has just put IT and technology back onto the radar.<br>
> There will be 12 domains offered over 3 years (Years 10-12). These are<br>
> English, Maths, The Sciences, The Arts, HPE and Personal Development,<br>
> History, Geographical Studies, Human and Social Sciences, Design and<br>
> Technology, Business Studies, LOTE, and Information Technology. Each domain<br>
> will have a core and electives (specialist, extension and<br>
> transdisciplinary). With the senior phase now being Years 10-12, 'core' is<br>
> really Year 10. .. yes, you read this right .. IT will have it's own domain<br>
> - Information Technology.<br>
><br>
> Considering that some of the VELS was inspired by the New Basics program<br>
> from QLD, it is interesting to watch this development, those surrounding the<br>
> national curriculum and the future of the VELS in Victoria.<br>
> <a href="http://education.qld.gov.au/corporate/newbasics/" target="_blank">http://education.qld.gov.au/corporate/newbasics/</a><br>
><br>
> I am curious what others think of this or the grouping of core subjects and<br>
> domains that we have offer in Victoria?<br>
><br>
> Regards Roland<br>
> --<br>
> Roland Gesthuizen - ICT Coordinator - Westall Secondary College<br>
</div></div>> <a href="http://www.westallsc.vic.edu.au" target="_blank">http://www.westallsc.vic.edu.au</a> <<a href="http://www.westallsc.vic.edu.au/" target="_blank">http://www.westallsc.vic.edu.au/</a>><br>
<div class="Ih2E3d">><br>
> "Never doubt that a small group of thoughtful, committed citizens can change<br>
> the world; indeed it is the only thing that ever has."<br>
> --Margaret Mead<br>
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<a href="http://www.westallsc.vic.edu.au">http://www.westallsc.vic.edu.au</a><br><br>"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has." --Margaret Mead<br>