<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<HTML><HEAD>
<META http-equiv=Content-Type content="text/html; charset=us-ascii">
<META content="MSHTML 6.00.5346.5" name=GENERATOR></HEAD>
<BODY>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4>"Information Technology (IT)" and "<SPAN
class=187564822-19062006><FONT face=Arial color=#0000ff>Information and
Communications Technology (ICT)" </FONT></SPAN>refer to a "discipline". i.e. a
coherent section of the taxonomy of human knowledge mirrored by separate
university departments and dedicated sections of many businesses as well as
being the focus of a rather large industry.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4>"Learning Technology (LT)" refers to a service provided to
disciplines (like the library or does anyone remember the AVRB ?) where
skills and knowledge are provided to students and teachers so that they can
achieve higher standards. The skills and knowledge themselves are usually
NOT the core business. </FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4>The problem/ confusion/ angst etc. arise from the fact that
being both continuously novel and ubiquitous, technology BECOMES part of core
business in all subjects. We are talking about "information" technologies (which
automatically include the unnecessary fashionable "C" tag) for the past 50
years. We may well be talking about biotech in the next 100 (Would we
still call them computers if they lived inside us ?)</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4>In maths, computer solution of algebra is not only an
accepted part of modern academic proofs, but also required for students to be
competitive. Just as effective use of the Kay & Laby Log Tables, or a
slide rule, or a compass and rule were in olden times.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4>The problem/ confusion/ angst etc. arise from the fact that
the technology is so new that it is only partly differentiated. Currently,
a very large number of applications is served by a single type of physical
machine. This encouraged centralization of resources as the most efficient
way of serving multiple needs (central shared computer rooms are cheaper than
duplication and specialization around the
school).</FONT></SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>As equipment differentiates
to meet special needs AND becomes more and more frequently required in each
study, we have had a management move to "pods" as a more efficient way of
getting technology close to the learner as well as attempting to force teachers
to allow more student autonomy (movement and self-directed
study).</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>This trend will increase
until computers are in high numbers in all classrooms and/or in personal
possession of all students.</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>Where does this leave "IT
teachers" ? As IT resources grow, there will be an increasing need for
teachers to be encouraged and assisted to use them effectively. There is
"technical coaching" (efficient use regardless of purpose) and "educational
coaching" (effective use for education). These coaching approaches should
always be combined. Otherwise techs can end up as teachers aides actually
slowing skill development ("why learn how to use the projector, when I can
get a tech anytime I need one ?").</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>Thus IT teachers should
fulfill roles like many other curriculum specialists in trailblazing, providing
on site formal PD, but MOST importantly, providing on site assistance at the
point of readiness to any teacher needing help and guidance in effective
educational use of the technology. Without this approach, we will continue
down the path of abuse that has virtually killed the reputation of the "video"
as an educational aide. Remember, technological power has no relationship
to application - I remember the TV being introduced to Australia as a wonderful
medium for the education of all Australians ! The internet has already
duplicated this level of intellectual corruption. i.e.
</SPAN></FONT></SPAN><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>"IT specialist" should
become an extra "tag" in schools that recognizes (and rewards ?) teachers who
can provide on site advice and PD in particular educational techniques and
technologies.</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006><SPAN
class=187564822-19062006><FONT face=Arial color=#0000ff size=4><SPAN
class=187564822-19062006>VELs has placed "ICT" very firmly as
"Interdisciplinary" i.e. NOT a discipline.
</SPAN></FONT></SPAN> VEL's has merged the 1980's tags of "Learning With"
(open ended learning tool); "Learning About" (study of IT as a formal
discipline) and "Learning From" (computer based learning packages - mainly
sold privately to parents these days). Thus, the subject looks
intellectually vague and subservient to "real" disciplines. Even at VCE,
the subject continues to be a mix of historical demands to provide training for
the workforce cf. education for the citizen (these are VERY different concepts
still hard fought even after the demise of Tech schools, the rise of TAFE and
VET and now CAL).</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>I believe that IT teachers
should continue to promote the study of IT as a discipline. But, here the
current courses are far more problematic. Many of them have been
justifiably criticized as vehicles for the promotion of teacher skill
sets. Courses are often constructed on the basis of "what am I expert
in" rather than "what should student be taught". More innovative
teachers have followed the course design maxim of "what do the students want to
do ?" which is a basic course design question - among many.
</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>IT course changes have been
at the mercy of a number of factors: a sense of vulnerability; a growth in the
desire to improve student engagement by sliding into the pit of "give them what
they say they want"; the increase in middle school curriculum structures that
decide on courses based on student enrolments (votes); increasing admin budgets
for "tech toys" allowing courses with extreme costs per student to proceed in IT
when they would not be considered in any other area; hype promoted from high
levels of government that "if it is ICT, it is highly educational" (try this
statement for logical comparison "if it is on TV, it is highly
educational").</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>IT discipline courses have a
CENTRAL focus on the science and technology of IT itself (see the contents list
of any encyclopedia (e.g. <A
href="http://en.wikipedia.org/wiki/Information_technology">Wikipedia</A>).
There are 100 ways to skin a cat, but an understanding of these concepts,
fundamental science & technologies must be central. Otherwise, it is
just learning Visual Basic for fun; or learning databases for ??; or learning
PowerPoint for pretty presentations; or (more recently) learning how to make
better home movies etc etc.<BR>VCE IT is likely to survive as a useful subject
for middle of the road students to get some IT skills and confidence prior to
the workforce, or more able students to do a year ahead as a dry run for their
year 12. Most informed teachers and careers counselors will encourage able
students interested in tertiary IT qualifications to study higher maths and
sciences at year 12.</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>The other alternative for IT
teachers is in creating essential "interdisciplinary" skill
sets and making the case that they are most efficiently and
effectively delivered by IT teachers as a separate subject at some year
level(s). I think that this may work for a short time (especially where it
ties in with the needs of the timetable to maximally utilize all available
staff). Sooner rather than later, the "disciplines" will want to integrate
the special skills within the actual context of their
use.</SPAN></FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=187564822-19062006><FONT face=Arial
color=#0000ff size=4><SPAN
class=187564822-19062006></SPAN></FONT></SPAN> </DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>Holidays are great times for
reflection.....</SPAN></FONT></DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006></SPAN></FONT> </DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left><FONT face=Arial
color=#0000ff size=4><SPAN class=187564822-19062006>
<DIV align=left><FONT face=Arial
size=2>======================================================================================<BR>Stephen
Digby, Learning Technology Manager <A
href="mailto:digby.stephen.p@edumail.vic.gov.au">digby.stephen.p@edumail.vic.gov.au</A><BR>Cheltenham
Secondary College <A
href="http://www.cheltsec.vic.edu.au/">www.cheltsec.vic.edu.au</A> Ph: 613 955
55 955 Fx: 9555
8617<BR>======================================================================================</FONT></DIV></SPAN></FONT></DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left><FONT size=4><SPAN
class=187564822-19062006> </SPAN></DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
<HR tabIndex=-1>
</DIV>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left></FONT><FONT
size=4><FONT face=Tahoma><B>From:</B> ipm-bounces@edulists.com.au
[mailto:ipm-bounces@edulists.com.au] <B>On Behalf Of </B>Leanne
Wright<BR><B>Sent:</B> 20 June 2006 03:02<BR><B>To:</B> Year 12 Information
Technology Processing and Management Teachers'Mailing List<BR><B>Subject:</B>
RE: [Year 12 IPM] IT in VELS<BR></FONT><BR></DIV></FONT>
<DIV><FONT size=4></FONT></DIV>
<DIV><FONT size=4>What an insult to IT as a subject and IT teaching generally.
Apparently if I understand your arguement correctly IT should only exist to
present work required by the other 'KLA's' and has no relevance or
use outside this. Anything else is classified as an 'artificial
activities', which presumably includes any attempt to give students IT
skills which just might be marketable in the outside world (you know, the one
outside schools and KLA's). </FONT></DIV>
<DIV><FONT size=4>A quick look in the employment section of Saturday's Age
doesn't seem to indicate much demand for employees producing powerpoint
presentations of Ancient Egypt or nicely word processed and formatted English
essays and book reviews. I find it astonishing that at a time when IT
skills are being increasingly used and frequently demanded in all areas of
the workplace - a claim which cannot made by many if any other KLA's - that
attempts to give students work related IT skills are described as 'artificial
activities' when they might just end up giving students the edge over other
applicants in an increasingly 'dog eat dog' employment market.</FONT></DIV>
<DIV><FONT size=4>Leanne Wright<BR><BR><B><I>"Bell, Cameron P"
<bell.cameron.p@edumail.vic.gov.au></I></B> :</FONT></DIV>
<BLOCKQUOTE class=replbq
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid"><FONT
size=4>No, the thrust of the argument is a trained IT teacher training the
students <BR>within the context of an appropriate KLA context. Not some stand
alone unit <BR>with a vague artificial context.<BR>Who is an IT teacher to say
"No word art" anyway? I'm no graphic design <BR>artist, and a lot of "good
design practise" is very subjective anyway, but if <BR>a graphics/art teacher
wanted word art, I'm not going to stand in the way. <BR>IT teachers should be
about the mechanics of the process (if needed) not the <BR>content, lack of,
or over supply of.<BR>My role as an IT teacher would be to consult with the
KLA teacher about what <BR>they want, how they want to implement it , and
guide both them and the <BR>students on how to achieve their goals.<BR>It is
only a matter of time before the majority of teachers start to become
<BR>comfortable and confident with the use of ICT, they will simply be unable
to <BR>avoid it. Those who a refusing at the moment are simply going to find
<BR>themselves swamped with the possibilities ICT has to offer to their
subject <BR>as our infrastructure increases and curriculums change.<BR>I am
saying something along the lines of:<BR>"There is no subject called IT. There
is a block of timetable time where <BR>students may access the infrastructure
under the guidance of a trained IT <BR>teacher to implement a solution
required for another KLA area. The IT teacher <BR>uses his/her skills to
provide an *efficient* working environment for an <BR>otherwise unskilled KLA
teacher"<BR>At the moment a lot of school labs are taken up with vague IT
classes teaching <BR>"skills" that may or may not be useful now or in the
future, when there are <BR>KLA problems needing solutions *right now* and they
simply don't have access <BR>to the labs. (This situation may or may not apply
in all schools, but it does <BR>in many)<BR>I think it is ironic(?) that the
only place I saw the need for specific IT <BR>classes was at a 1-1 laptop
school. The students always had access to the <BR>technology and consequently
the students were left to their own devices - or <BR>worse, given advice by
teachers with no idea. They needed time to be allowed <BR>to use their laptops
under the trained guidance of an IT-trained teacher but <BR>that conflicted
with the "IT across the curriculum". The major problem as I <BR>saw it, was
that the students were expected to use the laptops in all KLA's, <BR>however,
the Curriculum was never shortened to allow some time for the <BR>students to
learn how to best use the laptops in the KLA. I was losing <BR>Science time,
showing the students basic skills in ICT. They sorely needed <BR>the timetable
time mentioned above to learn how best to use their
laptops.<BR><BR><BR>-----Original Message-----<BR>From:
ipm-bounces@edulists.com.au on behalf of
frankm@sjcs.melb.catholic.edu.au<BR>Sent: Fri 6/2/2006 6:05 PM<BR>To:
ipm@edulists.com.au<BR>Subject: RE: [Year 12 IPM] IT in
VELS<BR><BR><BR>Yep...that's what we need....each KLA teaching the students to
use IT in their own way. Love seeing those projects with masses of word art,
fancy fonts, money formatted to several decimal points...and by the way, let's
not forget the hand written name on the projects/reports....headers and
footers may not have been introduced.....<BR><BR>One would think there is a
role for the IT people to introduce the basic skills in a STAND-ALONE unit. At
least, there would be some standard ways of diong things introduced. The KLAs
could then build on the skills already introduced.<BR><BR>The reality is that
there are MANY teachers who will not or cannot be bothered or have no interest
in teaching any ICT in their units, whether VELS says so or
not.<BR><BR>Regards,<BR>Frank <BR><BR><BR>"Bell, Cameron P"
<BELL.CAMERON.P@EDUMAIL.VIC.GOV.AU>on Fri, 2 Jun 2006 15:48:37 +1000
wrote:<BR>> We have a LSF initiative - "Yarra valley e-Learning Community"
and a key<BR>> part of that is that we have:<BR>> Learning Technology
Coaches - each school has a full time teacher whose<BR>> roll is to help
teachers integrate ICT into their classes,<BR>> Development Managers (4)
who help develop units of work.<BR>> These are crucial rolls and help us
immensely in the incorporation of<BR>> ICT - especially with the 1-2
notebook computers in Yr 7.<BR>> So the "consultant" role exists in some
schools, it is such a shame that<BR>> this is only possible because of the
special funding available due to<BR>> the LSF.<BR>> Cameron<BR>>
<BR>> -----Original Message-----<BR>> From: ipm-bounces@edulists.com.au
[mailto:ipm-bounces@edulists.com.au]<BR>> On Behalf Of Joel Walton<BR>>
Sent: Friday, June 02, 2006 3:35 PM<BR>> To: IPM; IS; IT 7-10<BR>>
Subject: RE: [Year 12 IPM] IT in VELS<BR>> <BR>> Cameron,<BR>>
<BR>> Yep I couldn't agree more.<BR>> <BR>> Stand-alone subjects and
isolated/unrelated tasks in<BR>> IT classes are rubbish!<BR>> <BR>> A
more inclusive/realistic utilisation of classes is<BR>> needed. I am sure
most computer teachers are inclusive<BR>> of other areas in their tasks, eg
investigating<BR>> research topic etc.<BR>> <BR>> And I would love to
be a computing consultant to other<BR>> subjects and aid the teachers in
designing units of<BR>> work, but no school I can think of in the
government<BR>> sector would realistically sanction that idea. :(<BR>>
<BR>> Because ICT is a lower priority most of the non-ICT<BR>> literate
or low-ICT literate because they don't know<BR>> how to incorporated it or
its "to much of a hassle"<BR>> they will just get students to make a power
point or<BR>> publisher assignment.<BR>> <BR>> File management is
important, but its not something<BR>> that I spend a lot of time on, I show
them how to set<BR>> themselves up in the first 10 minutes of the
semester<BR>> and then encourage them to keep putting their work<BR>>
into it, if it is not there it doesn't get marked...<BR>> now that's
incentive to maintain it without all of the<BR>> constant hassle.
:)<BR>> <BR>> I must say before I sign-off... I don't want to
sound<BR>> like a broken record and a worry-wart, I will accept<BR>>
anyway that is better for the kids, if it reduces the<BR>> number or
eliminates stand-alone ICT classes that's<BR>> cool... but so long as the
skills are taught I will be<BR>> happy.<BR>> <BR>> I don't want the
entire technology to be 'integrated'<BR>> into a curriculum that eventually
becomes power point<BR>> presentations and attaching wheels to a model and
then<BR>> going....'oooooo' it rolls :)<BR>> <BR>> Cheers,<BR>>
<BR>> Joel Walton<BR>> Technology KLA<BR>> Shepparton.<BR>>
<BR>> <BR>> <BR>> -----Original Message-----<BR>> From:
ipm-bounces@edulists.com.au<BR>> [mailto:ipm-bounces@edulists.com.au] On
Behalf Of<BR>> Bell, Cameron P<BR>> Sent: Friday, 2 June 2006 12:49
PM<BR>> To: Year 12 Information Technology Processing and<BR>>
Management Teachers'MailingList<BR>> Subject: RE: [Year 12 IPM] IT in
VELS<BR>> <BR>> Interesting times!<BR>> As a IT/Science/Maths teacher
I would much prefer to<BR>> see our school labs<BR>> freed up from
teaching "Office" to allowing me easier<BR>> access to allow my<BR>>
Science and maths students time to develop solutions<BR>> relevant to
those<BR>> subjects rather than developing some solution to an<BR>>
artificial problem<BR>> created just so they can learn a particular
software<BR>> package.<BR>> There are sufficient "real" solutions
waiting to be<BR>> developed for core<BR>> subjects that there should be
no need to create<BR>> artificial ones.<BR>> How often do you see
students creating websites (even<BR>> for a "client")<BR>> just so they
can learn <<INSERT web IDE>>?<BR>> Would be much better that they
were using the labs to<BR>> create e-folios<BR>> for other subjects or
using Excel for a solution to a<BR>> Science Prac.<BR>> So where does
this leave me as an IT teacher?<BR>> 1) Trying to encourage those students
who want to<BR>> learn programming or<BR>> advanced techniques or ICT
theory so that I can<BR>> justify IT as a stand<BR>> alone
subject.<BR>> 2) A "consultant" to other teachers showing them how<BR>>
they can<BR>> incorporate ICT into their subjects and ensuring that<BR>>
they have enough<BR>> access to the labs to ensure they know they don't
try<BR>> to learn stuff for<BR>> a one-off activity.<BR>> The ideal
role for an IT teacher would be like a<BR>> librarian - you bring<BR>>
the students into your domain to find a solution for a<BR>>
"real-world"<BR>> problem from a Core subject area - in
consultation<BR>> with that teacher.<BR>> In my ideal school, the time
taken from a stand-alone<BR>> IT subject would<BR>> be given to other
subjects on the condition that any<BR>> additional time<BR>> they get
would be to incorporate ICT into their area<BR>> ala VELS.<BR>> I now
have students telling me that they have done<BR>> Powerpoint etc
since<BR>> Prep. I have more and more teachers asking for more<BR>> and
more access to<BR>> the labs. I am finding that there are more and
more<BR>> tools available for<BR>> efficient file management (virtual
folders, Learning<BR>> Management Systems)<BR>> and that no matter how
much *we* think file management<BR>> is important -<BR>> most students
couldn't give a rats as the software<BR>> generally takes care<BR>> of
it for them and you could hardly call file<BR>> management "engaging".
<BR>> We need to loose the structure of IT classes and let<BR>> students
"play" and<BR>> "explore the possibilities" within the context of a<BR>>
real problem.<BR>> <BR>> That's probably more than 2c worth.......back
to<BR>> reports.<BR>> <BR>> Cameron<BR>> <BR>> <BR>>
<BR>> <BR>> <BR>> -----Original Message-----<BR>> From:
ipm-bounces@edulists.com.au<BR>>
[mailto:ipm-bounces@edulists.com.au]<BR>> On Behalf Of Joel Walton<BR>>
Sent: Friday, June 02, 2006 11:41 AM<BR>> To: IPM; IS; IT 7-10<BR>>
Subject: [Year 12 IPM] IT in VELS<BR>> <BR>> Hello Frank, hello
all.<BR>> <BR>> Yes your fears/concerns are shared with me.<BR>>
<BR>> We to still exist in our school as a department albeit<BR>> a
small one.<BR>> <BR>> We have worked hard since I joined the school a
couple<BR>> of years back improving the outcomes and what subjects<BR>>
that we offer to our students.<BR>> I have come in with the attitude that
we are a<BR>> sub-business within the school and we have to sell
our<BR>> classes to the students so that they will 'vote with<BR>> their
feet' and continue to select the Technology<BR>> subjects each year.
However, I am concerned that<BR>> sooner or later the standing in the eyes
of the<BR>> students or in a more importantly the view from<BR>>
administration/education department will further<BR>> decline and we will
be marginalised out.<BR>> <BR>> Currently we are starting next year a
new program that<BR>> will be a year 8 integrated subject which will
have<BR>> Math, English, Science, SOSE but no direct technology,<BR>>
art or health. This has taken 1 period off these 4<BR>> areas but has also
taken the periods of 1 elective<BR>> block which further reduces the
opportunities of<BR>> technology subjects. Also the year level
guidelines<BR>> state that the electives the students must select 1<BR>>
from arts, SOSE, etc etc but NOT technology!!<BR>> <BR>> Our concern is
<BR>> * Where is the technology going to be included in<BR>> these
'generalistic' classes?<BR>> * The people creating the syllabus do they
have a<BR>> decent technological grasp so it can be included in<BR>> the
course beyond Word, Powerpoint & Publisher?<BR>> * Will the teachers
(Math, English, Science, SOSE)<BR>> teaching the course be able to teach
the technology,<BR>> even if it is included in the course?<BR>> <BR>>
This could lead to students going through high school<BR>> with no direct
Technology classes except what they do<BR>> in year 7!!<BR>> Are we 'the
clever country' with no ICT skills?? I<BR>> often wonder<BR>> <BR>>
We/I just can not for the life of me work out why the<BR>> department is
marginalising a whole department<BR>> ICT/Materials away where it is
basically one of the<BR>> few departments that relates to every job in
the<BR>> future. (apprentice through to office worker to stay<BR>> at
home parent)<BR>> <BR>> If anyone can work this out for me I would be
very<BR>> appreciative.<BR>> <BR>> Cheers,<BR>> <BR>> Joel
Walton<BR>> Technology KLA <BR>> Shepparton.<BR>> <BR>> <BR>>
________________________________________<BR>> From:
is-bounces@edulists.com.au<BR>> [mailto:is-bounces@edulists.com.au] On
Behalf Of Frank<BR>> Merlino<BR>> Sent: Monday, 29 May 2006 8:48
PM<BR>> To: is@edulists.com.au<BR>> Subject: [Year 12 Its] IT in
VELS<BR>> <BR>> Dear IS Colleagues,<BR>> I am aware that ICT is to be
integrated into all KLAs<BR>> as part of VELS. I know IT is no longer
strictly a<BR>> KLA. The situation still remains, who is going to<BR>>
teach the basic skills of ICT? The usual answers are<BR>> that these will
be covered in various KLA units,<BR>> teachers will implement programmes
designed to teach<BR>> the basic ICT skills etc..etc. May I suggest that
this<BR>> is a recipe for disaster? Ideally,the notion that ICT<BR>>
skills are introduced as require into units of study<BR>> is
great...ideally!! Experience shows that all sorts<BR>> of excuses emerge
from many teachers when it comes to<BR>> teaching basic IT
skills....couldn't book a computer<BR>> room...we ran out of time...... I
am not suggesting<BR>> that teachers are not well intentioned, but for
many<BR>> the teaching of basic ICT skills is something out of<BR>>
their comfort zone.<BR>> <BR>> We (as a technology faculty) still exist
at the school<BR>> I work in. I have managed to maintain several IT
units<BR>> in our vertical years 8-10 curriculum. We have set up<BR>> a
"foundation" unit that will be compulory for all<BR>> students (it is a
level 5 CSF unit). We will teach<BR>> what we consider as basic knowledge
and skills, eg.<BR>> basics of hardware, word-processing,
spreadsheets,<BR>> etc, digital property rights etc. Our view is that
at<BR>> least teachers in "other" KLAs will not have to teach<BR>> the
basic skills but rather apply the basic skills and<BR>> if necessary
introduce extension ICT skills as<BR>> required. The foundation unit will
be taught by IT<BR>> staff in a consistent manner, using IT formats
and<BR>> conventions. It was amazing to see the objections some<BR>>
KLAs had to this idea...all of a sudden their staff<BR>> were going to
become teachers of basic ICT skills, as<BR>> long as the IT people told
them what these skills<BR>> were....a bit of PD here and there and hey,
what's the<BR>> problem?!!!"<BR>> <BR>> For the present, we have
managed to survive in this<BR>> VELS environment, but for how long? We need
to develop<BR>> IT units that interest students. Our foundation
unit<BR>> has to be "spot on" in terms of the basic skills it<BR>>
teaches.<BR>> <BR>> I am interested in what is happening in this area
in<BR>> your schools...or, as it is put in Parliament, "is the<BR>>
minister aware of an alternative policies?"<BR>> <BR>> ...Be passionate
about IT.......<BR>> <BR>> Regards,<BR>> <BR>> Frank
Merlino<BR>> Technology (IT and Systems) Co-ordinator<BR>> Web Site
Manager<BR>> St. Joseph's College<BR>> 135 Aphrasia St, Newtown<BR>>
Geelong, Victoria, Australia, 3219<BR>> Phone: 03 52 268100 <BR>>
<BR>> <BR>> <BR>> Send instant messages to your online
friends<BR>> http://au.messenger.yahoo.com <BR>>
_______________________________________________<BR>>
http://www.edulists.com.au - FAQ, resources,<BR>> subscribe,
unsubscribe<BR>> IPM Mailing List kindly supported by<BR>>
http://www.vcaa.vic.edu.au - Victorian Curriculum and<BR>>
Assessment<BR>> Authority and<BR>> http://www.vitta.org.au - VITTA
Victorian Information<BR>> Technology<BR>> Teachers Association
Inc<BR>> <BR>> <BR>> Important - <BR>> This email and any
attachments may be confidential. If<BR>> received in error, please contact
us and delete all<BR>> copies. Before opening or using attachments check
them<BR>> for viruses and defects. Regardless of any loss,<BR>> damage
or consequence, whether caused by the<BR>> negligence of the sender or not,
resulting directly or<BR>> indirectly from the use of any attached files
our<BR>> liability is limited to resupplying any affected<BR>>
attachments. Any representations or opinions expressed<BR>> are those of
the individual sender, and not<BR>> necessarily those of the Department of
Education &<BR>> Training.<BR>> <BR>>
_______________________________________________<BR>>
http://www.edulists.com.au - FAQ, resources,<BR>> subscribe,
unsubscribe<BR>> IPM Mailing List kindly supported by<BR>>
http://www.vcaa.vic.edu.au - Victorian Curriculum and<BR>> Assessment
Authority and<BR>> http://www.vitta.org.au - VITTA Victorian
Information<BR>> Technology Teachers Association Inc<BR>> <BR>>
<BR>> Send instant messages to your online friends<BR>>
http://au.messenger.yahoo.com <BR>>
_______________________________________________<BR>>
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<BR>>
IPM Mailing List kindly supported by<BR>> http://www.vcaa.vic.edu.au -
Victorian Curriculum and Assessment<BR>> Authority and<BR>>
http://www.vitta.org.au - VITTA Victorian Information Technology<BR>>
Teachers Association Inc<BR>> <BR>> <BR>> Important - <BR>> This
email and any attachments may be confidential. If received in error, please
contact us and delete all copies. Before opening or using attachments check
them for viruses and defects. Regardless of any loss, damage or consequence,
whether caused by the negligence of the sender or not, resulting directly or
indirectly from the use of any attached files our liability is limited to
resupplying any affected attachments. Any representations or opinions
expressed are those of the individual sender, and not necessarily those of the
Department of Education & Training.<BR>> <BR>>
_______________________________________________<BR>>
http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe<BR>>
IPM Mailing List kindly supported by<BR>> http://www.vcaa.vic.edu.au -
Victorian Curriculum and Assessment Authority and<BR>>
http://www.vitta.org.au - VITTA Victorian Information Technology Teachers
Association Inc<BR><BR><BR>---<BR>Frank Merlino<BR>St. Joseph's College<BR>135
Aphrasia St<BR>Newtown, Geelong, Vic<BR>Australia, 3220<BR>(03 52
268100)<BR>_______________________________________________<BR>http://www.edulists.com.au
- FAQ, resources, subscribe, unsubscribe<BR>IPM Mailing List kindly supported
by<BR>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
Authority and<BR>http://www.vitta.org.au - VITTA Victorian Information
Technology Teachers Association Inc<BR><BR><BR><BR>Important - <BR>This email
and any attachments may be confidential. If received in error, please contact
us and delete all copies. Before opening or using attachments check them for
viruses and defects. Regardless of any loss, damage or consequence, whether
caused by the negligence of the sender or not, resulting directly or
indirectly from the use of any attached files our liability is limited to
resupplying any affected attachments. Any representations or opinions
expressed are those of the individual sender, and not necessarily those of the
Department of Education &
Training.<BR>_______________________________________________<BR>http://www.edulists.com.au
- FAQ, resources, subscribe, unsubscribe<BR>IPM Mailing List kindly supported
by<BR>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
Authority and<BR>http://www.vitta.org.au - VITTA Victorian Information
Technology Teachers Association Inc</FONT></BLOCKQUOTE><BR>
<P><FONT size=4></FONT></P><FONT size=4>
<HR SIZE=1>
Do you Yahoo!?<BR>Next-gen email? Have it all with the </FONT><A
href="http://us.rd.yahoo.com/evt=40791/*http://advision.webevents.yahoo.com/handraisers"><FONT
size=4>all-new Yahoo! Mail Beta.</FONT></A><FONT
size=4>_______________________________________________ <BR></FONT><A
href="http://www.edulists.com.au"><FONT size=4>http://www.edulists.com.au
</FONT></A><FONT size=4>- FAQ, resources, subscribe, unsubscribe <BR>IPM Mailing
List kindly supported by <BR></FONT><A href="http://www.vcaa.vic.edu.au"><FONT
size=4>http://www.vcaa.vic.edu.au </FONT></A><FONT size=4>- Victorian Curriculum
and Assessment Authority and <BR></FONT><A href="http://www.vitta.org.au"><FONT
size=4>http://www.vitta.org.au </FONT></A><FONT size=4>- VITTA Victorian
Information Technology Teachers Association Inc</FONT><p></p><p><b>Important - </b>This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether caused by the negligence of the sender or not, resulting directly or indirectly from the use of any attached files our liability is limited to resupplying any affected attachments. Any representations or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education & Training.</BODY></HTML>