ICT & CreativityKaren.yager@det.nsw.edu.au

Goal 1:• Australian schooling promotes equity and excellence:

promote personalised learning that aims to fulfill the diverse capabilities of each young Australian.

Goal 2:• All young Australians become:successful learnersconfident and creative individualsactive and informed citizens

National Curriculum Goals

CREATIVITYFLUENCY - generating many ideasFLEXIBILITY - shifting perspective easilyORIGINALITY - conceiving something newPURPOSE- Vision AUDIENCE - ContextELABORATION - building on other ideasEVALUATION: Critical reflection

The Research “Technology can become an obstacle to

learning, especially when a student is first exposed to a new and/or novel technology. The student may become too focused on the technology and neglect the need for developing creative ideas” (Mohler).

“Technology is best seen as another tool in the repertoire available to learners and teachers for expression and communication” (Andrews et al., 2006)

http://cunningham.acer.edu.au/dbtw-wpd/textbase/NSWIT/NSW_Digest_1_09.html#Availability

Begin with the essential knowledge and skillsFocus on one or two software programs such as:

Power PointOneNoteSmart NotebookPremierFreemindCaptivate

FocusTopic/Subject/Context/Outcomes

Concept + Key Question or Essential Learning StatementOverarching idea of the unit

(Deep knowledge)Key Ideas + Question

What students will learn by the end of the unit(Deep knowledge)

Key Ideas + QuestionReflect intent of the

outcomes and concept(Deep knowledge)

Key Ideas + Question(Deep knowledge)

Assessment for, as and through learning(Deep understanding, Problematic knowledge, Higher-order thinking, Explicit quality criteria)

Demonstration of key learning ideas

Pre-testing/Pre-assessment (Background knowledge - connections to prior learning)Brainstorming, Graphic organisers – KWL, mind mapping, Y chart, Lotus diagram. Quiz

Teaching StrategiesLearning Activities

Scaffolds / Models – annotated

Teaching StrategiesLearning Activities

Connected & Scaffolded

Teaching StrategiesLearning Activities

Explicit / SystematicBuilding the Field

Teaching StrategiesLearning Activities

Explicit Literacy & Numeracy Strategies

Teaching StrategiesLearning Activities

Integrated ICT

Resources: Could be placed in OneNote

Conceptual Model

A Concept: A significant notion

that reflects the core ideas of the content being taught and enables students to comprehend and create meaning

The Design Approach

Deep knowledge

Knowledge is deep when it concerns the central ideas or concepts of the KLA/s and when the knowledge is judged to be crucial to the topic or subject being taught.

“Focus tasks on relating central concepts and ideas with other concepts, or to particular

contexts. Linking the task to previously addressed ideas (from either prior class work or other tasks) or to new, as yet

unexplored, concepts or contexts are two ways to strengthen the deep knowledge of a

task. Ensure that the task connects and supports the key concepts being addressed.” -QT Framework

Assessment for Deep understanding

Planning for learning

Ask the key questions:What do I want my students to learn and how

can the laptops assist? Why does it matter?What do they already know about the unit

concept/focus and the software?How could they demonstrate learning through

technology?How will they get there using the technology?

Imagery Essential Learning

Goal: Students to appreciate why and how imagery has been crafted in writing.

Overarching Question: How and why do you enrich writing through imagery?

Outcomes: 1, 2, 3 & 4

ImageryKey Learning Ideas: The power of

language to create evocative images

How poets craft and use imagery to convey meaning and provoke feelings

How technology can be used to enhance the meaning of a text

ImageryAssessment: Composing original

multimedia text featuring imagery: 1, 3 & 4

Critical response to use of imagery and evaluation of the medium of production: 1, 2 & 4

ImageryWeek 1: The crafting of

imagery A concept map using

Freemind or a word cloud using Wordle - http://www.wordle.net/

Visuword - http://www.visuwords.com/

Imagery Imagery through visual

pictures:- Embarking from a train at

a crowded station- An escaped balloon and a

distraught child Imagery through sound: - Heavy rain pounding into

puddles at night under a street light

- The last few minutes of a major examination that you sat for without studying

Crafting ImageryWeek 2: Select one of your

descriptions and create a 50-word flash fiction text featuring imagery that appeals to the sense of sight and hearing. Record a reading of your text in One Note using the record button.

Haikus – Adobe Presenter Podcasts -

http://www.abc.net.au/rn/poetica/features/pod/

Imagery in PoetryWeek 3: Robert Gray: critical response

to his use of imagery – ‘Flames and Dangling Wire’On a highway over the marshland.Off to one side, the smoke of different fires in a row,like fingers spread and dragged to smudge.It is the always-burning dump.

OneNote for all work

Imagery to Persuade

Week 4: Famous speeches:

podcasts and vodcasts Write and record an

original speech no longer than two minutes – use Audacity

Formal essay placed in OneNote

Characterisation Essential Learning

Goal: Students to appreciate how characters are crafted

Overarching Question: What are the essential tools of characterisation?

Outcomes: 1, 2, 3, 4 & 9

CharacterisationKey Learning Ideas: The power of language to

craft a character How a writer crafts a

character to convey the rich meaning of a text

How writers create characters whose voice, values and attitudes resonate

How technology can be used as an engaging medium to publish a prose text

Assessment Composing an

original multimedia text featuring effective use of characterisation: 1, 2, 3 & 9

Critical response to own text and evaluation of the medium of production: 1, 2 & 9

CharacterisationWeek 1: Tools of characterisation http://www.wordle.net/ Create an avatar in Voki that is

based on the character you will be using in your text - http://www.voki.com/. Design the clothes, appearance and record the voice they would employ. Google a background that resembles the setting you will be using in your text. You could even use one of your own photographs. You will need to sign up to Voki.

Conceptualisation through Freemind

Cold Skin

Week 2: Interior monologue:

OneNote or Audacity

Character representation in Adobe Photoshop or Adobe Presenter

Cold SkinDad mixed concreteand poured the foundationsin the hot sunwhile Mum washed our clothes in the old tub,hanging them over the wire stretched between two polesalong the boundary to our yard.We lived in a tentloaned from Mr Paley, the mayor.He said,"Anything for a supporter."And for six weeksme and Larry didn't go to school.We built this three-room log housethat looks like a squat brown toadsitting on a rise about to jump into Jamison River.

Cold SkinActivities Read the extract from the verse novel – Activity Sheet 4 - that

introduces the main character Eddie. Record through OneNote at least six of the lines so that you hear his voice: the colloquial register, the slang, the drawl...

Discuss in one paragraph your immediate response to this character. Refer to at least four language features that are the main tools of characterisation.

Your original text can be in any genre or form; including verse. Using the verse novel form, compose at least 15 lines delivered by your character that introduce them to your reader. These lines must reflect your character’s world and experiences through an interior monologue. Focus on capturing a realistic voice.

Select one other character in Cold Skin and in no more than 300 words analyse how Herrick has used language features to craft the character. Post your response into OneNote so that it can be shared with others.

Bog Child

Week 3: Create a class wiki on

1918 in Ireland Adopt a character

and create a learning object using ICT

Characterisation Book Club on wiki

Critical response

Bog Child In a team of three adopt a

character and create a learning object using ICT for the class that teaches the students about how Dowd has used the tools of characterisation.

You create a mind map, a podcast, a flash movie…the possibilities are endless but the object must be accessible, informative and engaging!

Software Office OneNote 2007: gather and

organise text, pictures, digital handwriting, audio and video recordings, and more — all in one digital notebook

Develop and track a unit of work: - a unit overview- individual lesson plans and lists of

lesson resources- embedded resource files, worksheets

and assessment tasks- links to internet and other resources- records of student assessments- Share work and peer mark

SoftwareAudacity: Podcasts Oral tales Interviews Speeches Advertisements Performance poetry News/Weather

presentations

Captivate Quizzes Convert power point to

Adobe Flash file Software demonstrations Tutorials Podcasts Design interactive

multimedia and Adobe Flash® Player compatible presentations

Power Point and Adobe Presenter

Convert PP into a Flash self-running multimedia presentation and a compact web-ready format

Import and capture audio and video

Publish content as a PDF file, preserving all animations

Create a range of interactive quizzes

Freemind Mind maps in any KLA http://freemind.source

forge.net/wiki/extensions/freemind/flashwindow.php?initLoadFile=/wiki/images/9/9c/Writing_an_essay_with_FreeMind.mm&startCollapsedToLevel=5&mm_title=Writing_an_essay_with_FreeMind.mm

Web20 Resources Brain Research – National

Academy of Science ‘How People Learn’: http://www.nap.edu/catalog.php?record_id=6160 –

http://www.adobe.com/education/instruction/adsc/

http://digiteen.ning.com/forum?page=4 – Digital citizenship site for secondary students

Great Web20 Resources

Visuword: http://www.visuwords.com/?word=connected

Box of tricks – A-Z of internet sites: http://www.boxoftricks.net/?page_id=29

Cooltoolsforschools Wiki: http://cooltoolsforschools.wikispaces.com/?responseToken=08d40fc592f425e0609f7b90a024fde22

http://etc.usf.edu/plans/default.htm - No Strings Attached: videos of sample lessons taped in Florida schools with a description of the lesson objectives and procedure

The Learning Environment

In an ideal world how should the classroom look when the students are using laptops?

Does it need to change? What needs to change? How could the school move towards

creating an engaging and appropriate learning environment?