Assignment 1b Ict in Learning Areas

Assignment 1b: Connecting ICT and the curriculum areas
EDUC3628: Numeracy and ICT Across the Middle and Secondary Curriculum
Michael Ferris (ferr0121/2096044)

1

The use of Information and Communication Technology (ICT) in the classroom has
become imperative as students move through education in the twenty-first
century. Constantly evolving, the ability to use ICT has become an important
component of the new Australian Curriculum, featuring as one of the seven general
capabilities that teachers of all subjects should develop. Particularly in the field of
History, the use of ICT is particularly important, as students work through a wide
range of information sources, and explore historical timelines and the like. How ICT
can best be used in the field of History is the subject of this paper.

Throughout the new History curriculum, ICT continues to be an important tool for
students as they seek to understand more about how the world used to be.
Whether studying ancient times, or more recent events, the use of ICT is important
in research, in collaboration, and in presenting knowledge. Specifically to the field
of history, ICT is important as it
allows learners to explore and analyse the past, identify significant
relationships and trends, develop and refine their understanding of important
principles and concepts and present their perspectives and conclusions to a
potentially global audience.
1

In terms of developing historical skills, ICT is used in the History curriculum to
develop students ability to sequence events chronologically. Much of this is
designed so that students can demonstrate the relationships between events and

1
Munro, R. (2000). Exploring and Explaining the Past: ICT and History, Educational Media
International, 37:4, p. 251.

2

developments in different periods and places.
2
More than this though, the ability to
source information becomes increasingly important in the field of history,
particularly as students become more involved in individualised projects. Students
will use, and develop comprehension of ICT as they locate, process, analyse and
communicate historical information.
3
Students will be able to develop their
understanding of the difference between primary and secondary sources a skill
that is particularly pertinent in the field of history, and in writing argumentative
essays. The use of ICT in teaching can support students as they move from being a
passive participant [in learning to being] an active engaged constructor of
knowledge.
4
Simply put, the ability to use ICT is vastly taking precedence over
finding information from books and other sources for both students and teachers.
While a lot of information can be found using ICT tools, being able to discern the
difference between a good source and an untrustworthy source is important. In
both teaching and learning, ICT has become significant, and education will never be
the same because of its presence.

As a teacher, there are many ways in which I will be able to facilitate my students
use of ICT, developing skills and concepts in them through History. As access to
computers are almost a given in just about every classroom, it is important to teach

2
ACARA. (2013). History: Foundation to Year 10 Curriculum. Available [online]
http://www.australiancurriculum.edu.au/History/Curriculum/F-10. Accessed 12
th
October 2013.
3
ACARA. (2013). History: General Capabilities. Available [online]
http://www.australiancurriculum.edu.au/History/General-capabilities. Accessed 12
th
October 2013.
4
Hedberg, J. (2011). Towards a disruptive pedagogy: changing classroom practice with technologies
and digital content, Educational Media International, 48:1, p. 5.

3

students that this technological medium can be a tool for communication, design
and construction, inquiry, and artistic expression.
5
Much of the work with
technology in History involves the finding, critiquing and utilising of historical
sources. Considering the vast array of resources that can be found on the Internet,
ensuring that students understand what makes a credible resource is particularly
important, especially as they move into the higher grades. Yet the presentation of
historical information is also important. While presentations may in the past have
included PowerPoint or posters, students can now easily be involved in making
films, with annotated slides, and recorded audio with a range of ICT tools, including
Videolicious, and Present Me. Collaboration is also a key component of the
Australian Curriculum, and ICT tools can be used to great effect to do this in History.
Using software such as Prezi can enable students to, whether they be online or
offline, complete presentations which take on a more interactive edge than
PowerPoints are able to. The capacity to complete work using a range of forms
allows students to develop the confidence that they need to communicate through
oral, graphic and written forms. These ICT tools can all be facilitated by the teacher,
who should demonstrate the use of these tools, and scaffold the development of
students abilities in regards to these tools.

Understanding the difference between primary and secondary sources are
specifically important in History, and this can be taught through the use of ICT in

5
Koehler, M. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and
Technology (Eds.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for
Educators. Routledge: New York. Pg. 7.

4

the classroom. The specific content descriptor dictates that students should at the
end of Year 10 be able to identify the origin, purpose and context of primary and
secondary sources.
6
One way to do this, and to give students an inkling of what is
to come if they continue on in history, is to complete a source analysis task. The
source analyses used in exam situations in Modern History require no previous
knowledge of the event in question, but use a wide range of primary, and
secondary resources which students use to then complete a series of
comprehension questions. The learning activity would begin with students receiving
the sources for the source analysis, and reading through this information, as well as
reading the comprehension questions. Using the sources as a starting point,
students would then consider what Japanese culture may have been like back in the
Imperial era. Students, in small groups, would then continue to research the
sources provided to them, expanding their searches to consider the context and the
purpose of these primary and secondary sources. Students will then present these
findings to the class. Students through this activity would be able to define and
plan information searches; locate, generate and access data and information; [and]
select and evaluate data and information.
7
Whether the findings of this task were
presented using Prezi, or Videolicious, the use of ICT to research and to present
information will enhance learning, and will help to equip students for future
study and working life requirements.
8

6
ACARA. (2013). History: Foundation to Year 10 Curriculum.
7
ACARA. (2013). History: Foundation to Year 10 Curriculum.
8
Prestridge, S. (2011). The beliefs behind the teacher that influences their ICT practices. Computers
& Education, 58, p. 456.

5

The use of ICT throughout the curriculum is bound to increase rather than decrease
as we move through the twenty-first century. While at times the thought of using
ICT to facilitate learning may put off some teachers, the fact is we all, including
students, need to adapt to new technologies as they come into use, and we need to
make the most of the technology that is now available to us. That said, within the
History curriculum, there is great scope through which to use ICT, particularly in the
way that students research and use information. Constantly using ICT will only
strengthen students capacity to work with new technologies, and this can only be a
good thing.

Word Count: 1,074.


6

Bibliography

ACARA. (2013). History: Foundation to Year 10 Curriculum. Available [online]
http://www.australiancurriculum.edu.au/History/Curriculum/F-10. Accessed 12
th

October 2013.
ACARA. (2013). History: General Capabilities. Available [online]
http://www.australiancurriculum.edu.au/History/General-capabilities. Accessed
12
th
October 2013.
Hedberg, J. (2011). Towards a disruptive pedagogy: changing classroom practice
with technologies and digital content, Educational Media International, 48:1, p. 1-
16.
Koehler, M. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on
Innovation and Technology (Eds.) Handbook of Technological Pedagogical Content
Knowledge (TPCK) for Educators. Routledge: New York.
Munro, R. (2000). Exploring and Explaining the Past: ICT and History, Educational
Media International, 37:4, pp. 251-256.
Prestridge, S. (2011). The beliefs behind the teacher that influences their ICT
practices, Computers & Education, 58, pp. 449-458.

Assignment 1b Ict in Learning Areas

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assignment 1b Ict in Learning Areas

Uploaded by

Copyright:

Available Formats

Assignment 1b: Connecting ICT and the curriculum areas

You might also like