Information & Communication Technology (I.M.P.A.C.T (PRACTICE …
Information & Communication Technology
Practice activities is for students to reinforce the knowledge they have already acquired through feedback and scaffolding learning.
Apply activities use tools to look for relationships in the learnt content, as well as compare and contrast these ideas and sets of knowledge. These tasks should have an element of visible thinking
Model has teachers doing work up the front modelling the work before students do it themselves. This usually involves some type of graphic organiser and is used to chunk information and give students a visual association with their learning.
Communicate activities are used to have discussions between students and other students in the classroom and beyond that. Potentially having the ability to talk to a professional is a good use of this activity.
The goal of the inspire activities is to motivate students and give them a way to emotionally connect with the topic before serious learning occurs. This could include things such as YouTube videos or a educational game to do with the topic.
Transform activities use students creativity to have them create a representation of their new found knowledge. It also has them reflect on the knowledge they already know.
This is a framework designed to understand and describe the kids of knowledge teachers need for effective pedagogical practice in learning environments that are technologically advanced. It is broken up into three groups; Pedagogy, Content and Technology. These can work together to form other conections; PCK, TPK & TCK
Technological Pedagogical Knowledge
Is this the best technological tool for the chosen teaching strategy? Why or why not?
Technological Content Knowledge
How is the subject matter better illuminated by the use of this technology? Is this the most effective tool to teach the content and skills?
Pedagogical Content Knowledge
How does the chosen teaching strategies allow students to meet the skill and content objectives?
This tells us that with TPCK we redesign technology on a daily basis. Within an educational setting this says we change software and other technologies to suit the need for the classroom i.e using a game as an educational design
Telling the students information or asking them to look up facts. Can lead to asking students to make a poster or PowerPoint presentation. Those examples show teacher generated knowledge.
Focuses on students working together. It's their choice on what aspects of life to inquire about. An example of this might be doing a pictorial representation of life from reading a tourist blog.
Knowledge is external to the learner and needs to be transmitted by the teacher and received by the student.
Uses software that are tutorial programs e.g Mathletics
Follows a pedagogy of direct instruction
Students construct their own reality from their perceptions; they construct their own knowledge
In a technology setting software that is content free would be used e.g spreadsheets or Educreation
Has a pedagogy that uses project learning, asking big questions and has students investigating to find answers.
Tells us that the priority for schools should be to equip students to be creative and connected within the rapidly changing world.
Investigating with ICT
Communicating with ICT
Creating with ICT
Managing and operating ICT; applying social and ethical protocols and practices
Approaches to Using ICT Tools
Supplementary: the same as what is directed by the teacher
Enrich: adds to an existing practice or existing knowledge
Transform: change the practice or existing knowledge
Dualistic: an authority figure hands down knowledge of right or wrong
Multiplisitc: multiple views but still have the belief that most knowledge is certain.
Realtivistic: most knowledge is tentative and contextual and generated by the self
Realtivism: knowledge is uncertain and based on the weight of accumulated evidence.
Examples of ICT Tools
Kahoot Quiz: teacher-directed as the students are not creating the quiz but answering the questions. As it is multiple choice the only feedback students can receive is basic correct or incorrect responses.
Padlet: student-directed and teacher-directed as either the student can decide what information needs to be applied or the teacher can lecture the class and point out important information. Is also a very useful collaborative tool for groups to work on building topic understanding with each other.
Scratch: student-centred creative tool that can be used to do just about anything and would work well as a transform activity in I.M.P.A.C.T