Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Standard 2.6
Rationale:
The ICT capability learning continuum is organised into five interrelated elements: applying social ethical protocols and practices, investigating with ICT, creating with ICT, communicating with ICT, and managing and operating ICT. I have chosen to showcase the following lesson plan because it effectively combines all five elements within its parts.
The ICT capability learning continuum is organised into five interrelated elements: applying social ethical protocols and practices, investigating with ICT, creating with ICT, communicating with ICT, and managing and operating ICT. I have chosen to showcase the following lesson plan because it effectively combines all five elements within its parts.
Artifact 1:
Web Page Design
Students will collect information about themselves, their school and their community. They will use this information to design webpages in their websites and respond to questions electronically.
Students are expected to:
How is student learning evidenced?
A website uploaded to the Intranet, composed of at least two pages, with an interactive box or email link. Evidence of communication of information to the reader about significant attributes of the student as an individual, family member and member of the school and extended community. The use of language is engaging; errors in spelling punctuation and grammar are restricted to deliberate attempts at effect; and the nature of the information provided is substantial and noteworthy.
Meets the following design criteria suited to the electronic media:
Evidence of control over available technology through:
Acceptable performance indicators include:
Success criteria
Collect information for webpages about an aspect of yourself as a member of:
That will make your page:
Use a tutorial on the software package(s) you will be using to make your webpages on the computer.
Engage in composing your webpages, selecting and making use of:
Set up an interactive box or an email link as part of your webpages. Remember people can ask you for more information later using the interactive box or the email link.
Review and revise until you have webpages that are:
Don't forget your Intranet webpages will be seen by others. Make sure the written text is clear and there are no mistakes. Compose the finished version of your webpages with interactive box or email link, and upload it to your Intranet.
Considerations
Students will collect information about themselves, their school and their community. They will use this information to design webpages in their websites and respond to questions electronically.
Students are expected to:
- Adopt ideas derived from exemplars of successful practice in the the area of webdesign.
- Compose material for viewing, with regard to layout, use of colour and images.
- Develop a knowledge of one's relationship to surrounding communities.
- Develop a knowledge of self.
- Employ appropriate communication strategies for audience and context.
- Exploit the features of a webpage and other software in making use of an intranet.
- Gather and evaluate information for a specific prupose.
- Select, structure and sequence information.
- Use a wide range of vocabularly.
- Use correct spelling, punctuation and grammar.
How is student learning evidenced?
A website uploaded to the Intranet, composed of at least two pages, with an interactive box or email link. Evidence of communication of information to the reader about significant attributes of the student as an individual, family member and member of the school and extended community. The use of language is engaging; errors in spelling punctuation and grammar are restricted to deliberate attempts at effect; and the nature of the information provided is substantial and noteworthy.
Meets the following design criteria suited to the electronic media:
- enjoyable to read
- aesthetically pleasing composition (e.g., effective use of graphics)
- representative of a planned, deliberate and systemised redesign of available models
Evidence of control over available technology through:
- confident use of software features
- organisation of files
- consistent and efficient utilisation and placement of hyperlinks
- ease of access and use (e.g., minimum scrolling)
Acceptable performance indicators include:
- a website uploaded to the Intranet, with an interactive box or email link
- communication of information that conveys something about the student
Success criteria
Collect information for webpages about an aspect of yourself as a member of:
- your school
- your extended community
That will make your page:
- interesting
- informative
- visually appealing
Use a tutorial on the software package(s) you will be using to make your webpages on the computer.
Engage in composing your webpages, selecting and making use of:
- information
- visual/aural imagery
- software features
Set up an interactive box or an email link as part of your webpages. Remember people can ask you for more information later using the interactive box or the email link.
Review and revise until you have webpages that are:
- visually appealing
- informative
- interesting
Don't forget your Intranet webpages will be seen by others. Make sure the written text is clear and there are no mistakes. Compose the finished version of your webpages with interactive box or email link, and upload it to your Intranet.
Considerations
- Expose students to many actual personal websites and include discussions about what people put on them and how they are designed. Discuss examples that would generate ideas about what is possible.
- Develop students' skills in self-portrayal using words and images in media other than webpages before they attempt a webpage. Encourage students to recognise the important differences of various forms of communication.
- Involve students in planning using brainstorming strategies and graphic organisers.
- Use various scaffolds to help students source information.
- Teachers should make themselves familiar with a wide range of software so that they can make informed decisions about what is best for their students.
- Consider learning about and using other technologies (e.g., digital cameras, scanners) and associated software.
- Students could incorporate their own artwork.
- Sound might be used for background.
- Consider protocols for what communications are to be shared, how and with whom.
