[Yr7-10it] ICT in the Essential Learning Standards

Thu Jun 23 22:32:35 EST 2005

hi all

im currently in the process of trying to get ICT re-introduced to yr 7 and 8 at 1 or 2 sessions a week. last few years there has been no ICT subject at yr 7 and an elective at yr 8 for each semester

the attempt at intergration has been very unsatisfactory - some students get heaps of time in the labs, some very little according to which teacher they may happen to get. very few get expert tuition

im finding that the students in yr 9 this year have very poor skills

-andrew grimshaw
  ----- Original Message ----- 
  From: Meadows, Roslyn M 
  To: Year 7 - 10 Information Technology Teachers' Mailing List 
  Sent: Thursday, June 23, 2005 7:26 PM
  Subject: RE: [Yr7-10it] ICT in the Essential Learning Standards

  Thanks Paula,

  Having poured over the documentation, publications, powerpoint presentations, DVD and website since I first saw the VELS booklet last year (and went "oh shock horror!"), I believe that I, like most others on this list, fully understand the gist (and possible implications) of VELS. 

  But it is our collective fear that given the opportunity, and an already crowded curriculum, many schools will take the opportunity to hit the delete button on ICT as a separate subject and attempt to integrate it into other subjects - thus freeing up a couple of periods per week in Year 7 and 8, which will then be 'up for grabs' by other KLA's. Being a small learning area (3 teachers at BSC) we will rarely have the 'numbers' in the vote that may or may not take place (in our school it will be a decision made by the principal). And sometimes these school based decisions are not made on educational merits alone, but are more influenced by peoples' personal agendas, which members of staff are on the committee that makes the decision, the lobbying by some and the personalities of the lobbiers. It's all a matter of politics really! I have seen this happen numerous times in my years of teaching.

  In the previous emails to these lists which describe the experiences of other schools who have already tried to integrate ICT, the ICT teachers were overwhelmingly disappointed in the outcome. 

  The standards that each student must attain are in the VELS documentation, but who will be following this up to make sure that these standards are met? Will the VELS watch dogs be at every school to make sure that ICT skills are being learned? What will happen in a couple of years time once Maths or SOSE have gained these extra periods each week - will the ICT component of their course eventually be watered down to the bare minimum, or even less? 

  And how can an English, SOSE, Maths or Science teacher with little or no interest in ICT (and perhaps little or no ICT knowledge or skills) replace an enthusiastic ICT teacher who has the knowledge, interest and the experience teaching these skills? I am sorry but I see ICT skills as being much more relevant to today's students than, for example -  what food ancient egyptians ate or what they wore (the subject of a Year 7 history assignment that consumed many hours of cutting out, colouring in, and drawing pictures that my daughter had to complete)

  As an aside  - I did a brief 'hands up' survey earlier this week of two year 8 classes on "What is your favourite subject?" Only 3 subjects got a guernsey - ICT, Sport and Art - with the overwhelming majority choosing ICT. (They have studied databases, web design, flash and image manipulation this semester - all of which has been put into the context of real world and relevant situations - thanks Greg Bowden for your text and CD ROM). Perhaps this is a reflection of my enthusiasm for the subject (one would like to think so), perhaps it is because they are always so engaged that there is never any misbehaviour (and one of these classes has a number of 'difficult' students, which makes life rather tedious for the other 'good' kids), perhaps it is because they just love sitting at a computer. How will the kids feel if you take ICT away and give them an extra period of say, Maths and SOSE each week?

  So I continue to ask "Has VELS got it wrong?" (By even considering giving schools a chance to integrate ICT across the curriculum) And I still strongly believe that ICT should be up there with the big four (English, SOSE, Maths, Science). And I don't believe that it can be successfully integrated across the curriculum. It should not be considered just as a tool to be used in other areas of learning - as in
      "...students will apply ICT knowledge and skills to:
      ·     develop understandings (ICT for visualising thinking)

      ·     demonstrate understandings (ICT for creating)

      ·     share understandings (ICT for communicating)

      in other areas of learning."     (my underlining)

  Millions of people around the world are employed in the ICT and related industries, compared to the number of people employed in, for example, history or art related industries. Yet history is considered important enough to warrant 3 periods per week for one semester for 4 years, (about 240 periods) whereas ICT gets 2 periods per week for 1.5 years, (about 100 periods)  - and may lose this. ICT should be considered as a learning area on its own; it should not just be considered a tool to be used in other learning areas.

  Sorry to bore you all - I feel quite strongly about this. 

  Keep smiling everyone - holidays are just about upon us!

  Ros Meadows
  Bentleigh SC
  9579 1044
  meadows.roslyn.m at edumail.vic.gov.au

------------------------------------------------------------------------------

  From: yr7-10it-bounces at edulists.com.au on behalf of Christophersen, Paula P
  Sent: Thu 23/06/2005 4:31 PM
  To: IPM List; Year 7 - 10 Information Technology Teachers' Mailing List
  Subject: [Yr7-10it] ICT in the Essential Learning Standards

  Dear colleagues

  Lately there has been some discussion about the 'interdisciplinary' nature of the ICT domain and its status in the Essential Learning Standards. Being a member of the Interdisciplinary Learning strand does not preclude ICT from being offered as a dedicated subject. Being interdisciplinary means that in their learning, students will apply ICT knowledge and skills to:

  ·     develop understandings (ICT for visualising thinking)

  ·     demonstrate understandings (ICT for creating)

  ·     share understandings (ICT for communicating)

  in other areas of learning.

  How they actually acquire these knowledge and skills is up to the school. For example, the locus of learning may be in a dedicated ICT subject where students would develop/acquire ICT knowledge and skills using authentic data and information pertaining to other domains. OR, other schools may construct a learning environment where the acquisition and application of ICT knowledge and skills occurs in non-ICT classes. The choice is yours. The Essential Learning Standards document does not mandate how students will acquire the ICT knowledge and skills, but it does state the standards that must be demonstrated at progressive levels of learning. 

  I'm very happy to respond to any queries you may have regarding this matter.

  Regards

  Paula Christophersen

  ICT Curriculum Manager

  VCAA

  41 St Andrews Place

  EAST MELBOURNE 3002

  (03) 9651 4378

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