Standard 3: Plan for and implement effective teaching and learning
3.4: Select and use resources, including a range of ICTs
This is the forward planning document for the entire Disaster! unit. Image credit: Author
This is a page from my Science Program which involved the PicCollage activity. Image credit: Author
This word cloud is a compilation of my Standard 3, created in word cloud. Credit: Author
Within contemporary teaching and learning in primary school settings, it is becoming apparent that the use of Information Communication Technologies (ICTs) can indeed enhance teaching and lead to more effective, engaging and enjoyable learning (Livingstone, 2011). Given that our society is becoming more technologically equipped and dependent many experts feel that linking this technology into learning is necessary for young children in order to equip them with the skills necessary for living in the 21st century and technology-heavy future (Stainthorp, 2006). The combined use of both analogue and digital resources in classrooms is said to be beneficial for student learning as using ICTs can support the learning of concepts as they are motivational and engaging for students, and can be a more efficient and attractive means of both strengthening and conveying students’ content knowledge (Livingstone, 2011). According to Bruner (1985) students learn best when they are exposed to multiple representations of content, including enactive, symbolic and iconic forms, and the use of ICT combined with analogue tools supports this notion. According to Mishra and Koehler (2009) teachers must develop their own knowledge and competence with ICTs in order to teach the skills effectively to students.
The attainment of ICT skills and competence is one General Capability within the Australian Curriculum (ACARA, 2016) whereby teachers must plan and implement effective teaching and learning which promotes the acquisition of such skills across a range of subject areas.
Within the Earth and Space Sciences strand of the Year 6 Australian Curriculum: Science, students are required to explore the topic Sudden geological changes and extreme weather events can affect Earth’s surface(ACSSU096) (ACARA, 2016), and during my practicum, I was required to teach this unit to the students. The unit entitled Disaster! consisted of many hands-on and highly engaging lessons and activities such as making disaster-proof structures and completing jigsaw puzzles of the world’s tectonic plates. However, in order to deliver the content effectively and enhance learning, I often integrated ICT into the analogue/ non digital learning and asked the students to use their iPads to display their learning and further explore key concepts.
Disaster word cloud. Credit: Author
One example of this ICT integration and use of digital resources to support analogue learning was through the use of the PicCollage iPad app. The activity was focused on teach students about the types of movement of tectonic plates -convergent, divergent and transform- and involved students modelling the movement of tectonic plates with cookies and slime. Students were then required to describe these movements with photography, text and labels digitally combined through the PicCollage app on iPad. The students thoroughly enjoyed the physical part of the activity, and given the usability and attractiveness of the PicCollage app, many students were motivated to demonstrate their understanding of the biscuit models through the use of this tool, and showed sound understanding. The activity also proved to be a successful attempt at including all of Bruner’s stages of representation into learning as the modelling of biscuits was both iconic and enactive and the production and labelling of information in PicCollage was symbolic.
Above: Lesson programming documents. Credit: Author
Below: Slideshow used throughout session. Credit: Author
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Plates on the Move Worksheet which the children used throughout the modelling phase to guide their models.
This is my PicCollage example which I showed the students before the activity. This sample helped the students understand what the aim of the modelling activity was.
Example of a successful student pair PicCollage poster.
Above: Supporting information for students. Image credit: Author
Gallery of students modelling with cookies - a non-digital means of exploring content. Photo credit: Author
Gallery of students' PicCollages - the digital exploration of material. Photo credit: Author
Originally I anticipated that the combination of hands-on, ‘messy’ learning with ICT use would be disastrous, however the careful planning and sequencing of activities, and adequate teacher-modelling with the app resulted in an incredibly natural and simple integration of an ICT resource in a very fun lesson. Students were aware prior to the hands on modelling phase of the activity that they were required to model and photographically document their learning whilst they were doing it, as this documentation was required for the next activity in the lesson. Knowing exactly what the task entailed – the modelling and the production of a digital poster – helped the children stay focused and accountable for their learning during the entire activity, especially in the modelling stage.
Overall the PicCollage posters clearly helped me see what the children’s retention and understanding of the tectonic plate topic was, and were ultimately used as a formative assessment piece within the unit, indicating which areas or concepts needed re-teaching and revision. These posters were then printed and displayed around the classroom, which were attractive additions to the class science wall.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016, August 15). Australian Curriculum: Science. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level6
Bruner, J. (1985). Models of the learner. Educational Researcher, 14(3), 5-8.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Livingstone, S. (2011). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(12), 9-24.
Stainthorp, R. (2006). Handwriting: A skill for the 21st century or just a history lesson? Literacy Today, 30(2), 22-23.