[Year 12 IPM] RE: [Yr7-10it] ICT in the Essential Learning
Standards
Andrew Grimshaw
grimshaw.andrew.j at edumail.vic.gov.au
Sun Jun 26 20:13:23 EST 2005
sure Keith - here are some docs Ive used
note:
a TLA is a "teaching and learning area" at our school ( we no longer have
KLAs - haha)
the 'proposed ...' doc was one i used for my first meeting with the
curriculum committee last month
the 2 VEP units there have since grown to 3 (as in the 'New_VEP ...' doc')
the yrs 8-10 units were accepted - just yr 7 still to be decided
the 3 new vep units are based on keith's curriculum - 8261 adapted from KR's
yr 8 course, 8362 from his yr 9 and 8461 from his yr 10!
thx keith, you're a goldmine of ideas!
-andrew grimshaw
----- Original Message -----
From: "Keith Richardson" <keithcr at fastmail.fm>
To: "Year 12 Information Technology Processing and Management
Teachers'Mailing List" <ipm at edulists.com.au>
Sent: Sunday, June 26, 2005 11:04 AM
Subject: Re: [Year 12 IPM] RE: [Yr7-10it] ICT in the Essential Learning
Standards
> That sounds great Andrew.
> Any chance of you putting your plan up here for us all to read (and
> maybe even use ourselves!)?
> Cheers, Keith
>
>
>
> On Sat, 25 Jun 2005 23:08:28 +1000, "Andrew Grimshaw"
> <grimshaw.andrew.j at edumail.vic.gov.au> said:
>> i think the cause may be partly that most of the students have better ICT
>> skills than most of the teachers, so the teachers dont see the need for
>> them to have ICT classes. at the last Curriculum Committee, where i am
>> arguing for the reintroduction of ICT in yr7, other teachers actually
>> said
>> that - "the kids all ready know how to use Word and Powerpoint so we dont
>> need classes in it."
>>
>> This may well be true (although i dont think many yr 7s are either
>> efficient
>> or effective in their use of Office). The course i am proposing however
>> is
>> largely multimedia however.
>>
>> The model i am proposing is based on the VELS approach. I will coordinate
>> it
>> so that the students bring projects to ICT from other KLAs, or from
>> elsewhere in the school (ie open night projects, etc). They will then
>> undertake the projects under the supervision of an ICT proficient
>> teacher.
>>
>> Will meet the curriculum committee again next term so will let y'all know
>> how i go
>>
>> -andrew grimshaw
>>
>>
>> ----- Original Message -----
>> From: "Keith Richardson" <keithcr at fastmail.fm>
>> To: "Year 7 - 10 Information Technology Teachers' Mailing List"
>> <yr7-10it at edulists.com.au>; "List IS" <is at edulists.com.au>;
>> "ListMulti-Media" <vet-mm at edulists.com.au>; "List Tech"
>> <tech at edulists.com.au>; "List IP&M" <ipm at edulists.com.au>; "List Moodle"
>> <moodle at edulists.com.au>
>> Sent: Saturday, June 25, 2005 8:34 AM
>> Subject: [Year 12 IPM] RE: [Yr7-10it] ICT in the Essential Learning
>> Standards
>>
>>
>> > DISCUSSION STARTER...
>> > I find it interesting to be in the MIDDLE of something huge that is
>> > happening, know that it is happening, yet not be able to see or
>> > understand WHY it is happening. Methinks that it has something to do
>> > with VALUES perhaps? When we talk about THEM, and THEY, we are (I
>> > assume) referring to the great mass of non-ICT-expert adults in the
>> > world. However, it is THEY who obviously have more control than we do
>> > over the values 'society' places on ICT education. This whole happening
>> > has many 'rippples-in-time', so to identify a few may be some way of
>> > feeling-out an understanding of what has happened. The Tech-Bubble was
>> > a
>> > major contributing event. When companies were falling over themselves
>> > to
>> > invest millions of dollars in ICT infrastructure, Web-based
>> > technologies, business models that had only red in the bottom line,
>> > instant millionaires created on false promises etc, WE LOST THE RESPECT
>> > of the rest of the world. It doesn't matter whose fault it was - the
>> > fact is that it HAPPENED.
>> > OK, so much for that pearl of perceptive wisdom. What I would like to
>> > know is, can anyone else shed light on the CAUSES of the current
>> > effects
>> > we are experiencing?
>> > Over to others!
>> > Keith Richardson.
>> >
>> >
>> >
>> > On Sat, 25 Jun 2005 00:44:25 +1000, "Jim Bunn"
>> > <bunn.jim.c at edumail.vic.gov.au> said:
>> >> Thanks Roslyn,
>> >>
>> >>
>> >>
>> >> You paint a rather grim picture for ICT across the state. From where
>> >> I'm
>> >> sitting I can only agree with you. The administration at my school has
>> >> been
>> >> trying for years to get rid of Junior 7-8 ICT ...sorry, integrate it
>> >> into
>> >> other KLAs. With all due respect to our colleagues, the ICT teachers
>> >> here
>> >> don't see the ICT skills in very many of our other teachers. It's a
>> >> good
>> >> theory, but practically I just don't see it working effectively, at
>> >> least
>> >> yet. My cynical view sees some people using ICT time as 'ok kids you
>> >> have
>> >> the assignment, here are the computers,' and off the kids go while
>> >> their
>> >> teachers mark work or check their email. The end of Junior ICT at this
>> >> school is inevitable. Other KLACs are already lining up for the extra
>> >> periods.
>> >>
>> >>
>> >>
>> >> In defence of integrating ICT into other disciplines, someone recently
>> >> said
>> >> to me something like, 'Schools used to teach touch typing but who does
>> >> it
>> >> now?', as he smartly laughed. A rather smug comment maybe, but I see
>> >> this
>> >> same mind set, or perception towards ICT. As a counter argument, one
>> >> of
>> >> my
>> >> Cisco Networking students brings his laptop to class, and during my
>> >> frequent
>> >> PowerPoint lectures he sits there, and as he stares at the screen, he
>> >> madly
>> >> types away. The other students cannot believe what they see. They
>> >> stare
>> >> in
>> >> amazement. These other students take notes (as you know) by looking at
>> >> the
>> >> screen, writing/typing a few words, looking back at the screen, and so
>> >> on. A
>> >> touch typist in the classroom is rare and really stands out. Sure
>> >> these
>> >> other students can get by, but how much better are they if they have
>> >> good
>> >> typing skills. I see the ICT skills that ICT teachers teach being lost
>> >> as
>> >> our classes are integrated into other subjects. You've heard the
>> >> argument
>> >> before, but here is again: we all are supposed to teach
>> >> English/literacy
>> >> skills, so why not integrate English into all the other KLAs? Why not?
>> >> The
>> >> logic is the same. Why don't we do it? Because most of us are not
>> >> trained,
>> >> or don't have the English skills that an English-trained teacher has.
>> >> How
>> >> are ICT skills any different??
>> >>
>> >>
>> >>
>> >> I think I'll forget about all this and have a nice, relaxing two
>> >> weeks. I
>> >> hope everyone out there can do the same.
>> >>
>> >>
>> >>
>> >> Jim Bunn
>> >> CCNA CCAI
>> >> Technology Coordinator
>> >> Hampton Park Secondary College
>> >> Victoria Australia
>> >>
>> >> bunn.jim.c at edumail.vic.gov.au
>> >>
>> >> _____
>> >>
>> >> From: yr7-10it-bounces at edulists.com.au
>> >> [mailto:yr7-10it-bounces at edulists.com.au] On Behalf Of Meadows, Roslyn
>> >> M
>> >> Sent: Thursday, 23 June 2005 7:26 PM
>> >> To: Year 7 - 10 Information Technology Teachers' Mailing List
>> >> 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
>> >>
>> >> <mailto:meadows.roslyn.m at edumail.vic.gov.au>
>> >> 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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>> >> Information Technology Teachers Association Inc
>> >>
>> >>
>> >>
>> >> Important -
>> >> This email and any attachments may be confidential. If received in
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>> >> attachments check them for viruses and defects. Regardless of any
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>> >> representations or opinions expressed are those of the individual
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>> > Keith Richardson
>> > IPM List Moderator
>> > Head of ICT, Leibler Yavneh College
>> > Elsternwick
>> > Ph: 03.9528.4911
>> > k.richardson at yavneh.vic.edu.au
>> >
>> > _______________________________________________
>> > http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
>> > IPM Mailing List kindly supported by
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>> > Association Inc
>> >
>>
>>
>> _______________________________________________
>> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
>> IPM Mailing List kindly supported by
>> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
>> Authority and
>> http://www.vitta.org.au - VITTA Victorian Information Technology
>> Teachers Association Inc
> Keith Richardson
> IPM List Moderator
> Head of ICT, Leibler Yavneh College
> Elsternwick
> Ph: 03.9528.4911
> k.richardson at yavneh.vic.edu.au
>
> _______________________________________________
> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> IPM Mailing List kindly supported by
> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority
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> Association Inc
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