The Curriculum Through ICT Program

Ideas Bank

Complete List of Ideas

AN ELECTRONIC BIG BOOK INQUIRY

Task:

Students worked collaboratively to create a whole-class electronic big book.

How:

The electronic big book was based on students' text innovation of a well known Australian children's story. Students researched and reported on Australian natural environments and animals before creating their text innovations. These were sequenced using presentation software.

ICT used:

World Wide Web, online task delivery (via intranet), presentation software.

AN ONLINE QUIZ: THE SOLAR SYSTEM

Task:

Students created an email-based quiz to demonstrate their learning about the Solar System.

How:

Students learned how to organise their time, create a quiz with questions appropriate to their audience, advertise it to the school and email. They worked in groups to create their quizzes, evaluate responses and select the winners.

ICT used:

Word processor, Internet, email.

CONSTRUCTING AND RECONSTRUCTING

Task:

Students reconstructed Duplo© models photographed from 4 positions.

How:

Students constructed the original models and photographed them from 4 positions. After printing the photos, other students reconstructed the models. Finally the original and completed models were compared and the mathematics was discussed.

ICT used:

Digital cameras.

EXPLORING MATHEMATICAL STORY PROBLEMS

Task:

Students solve mathematical story problems using an electronic think board.

How:

Using the electronic think board, students manipulate images and write a number sentence to tell the story. They also add recorded speech to explain how their number sentence is linked to the story.

ICT used:

Word processor, recorded oral speaking.

MY ISLAND HOME

Task:

ESL students worked cooperatively to design, create and deliver presentations in English about aspects of their daily life.

How:

Students were required to analyse aspects of their lives including interests, diet and family structure. They identified their opinions and feelings about these aspects, and compared and contrasted their opinions with those of other students.

ICT used:

Digital cameras, presentation software.

HOT AIR BALLOONS: DEMONSTRATING LEARNING WITH ICT

Task:

Students used multimedia presentation software to demonstrate their understandings about how hot air balloons fly.

How:

The students took digital photos of their models before and during testing. These photos were imported into slide presentation software. Students recorded audio to explain their understandings about how hot air balloons work. Some also added text and/or graphics.

ICT used:

Digital cameras, recorded oral speaking, presentation software.

ORAL RECOUNTS USING WEBCAMS

Task:

Students completed an oral recount of a real life experience. The oral recount was recorded using a webcam and microphone.

How:

Students developed understandings about how to sequence events in a recount. They recorded their recounts and feedback was provided by peers and the teacher. Students were encouraged to re-record their recount based on the feedback given. The activity was repeated the following year and the videos compared.

ICT used:

Webcams, microphones.

PRODUCTIVE PICTURE BOOKS

Task:

Students produced a picture book based on a narrative structure, using either text and pictures, or through pictures only.

How:

Students drafted and edited their stories. For the pictures, they created backgrounds, "cut-out" characters, animals and objects. They arranged the characters and other features on the background as a temporary collage and photographed each picture using a digital camera. Each story was photographed this way, printed and made into a book.

ICT used:

Digital cameras, word processor.

A DAY IN THE LIFE OF A JAPANESE CHILD

Task:

Students used the inquiry process to complete the task of creating a mini-book titled, “A Day in the Life of a Japanese Child.”

How:

After planning their investigations, the class linked up with school students in a Japanese classroom through the ePALS website. They collaborated with their ePALS to swap information about school life. Further information was collected from the Internet and from print resources, organised, interpreted and presented in a mini-book.

ICT used:

World Wide Web, email, digital images, word processor.

A SPECIAL GIFT

Task:

Students advised the school's parent body about appropriate children's gifts to purchase for donation to a local appeal.

How:

Students decided what data was needed, from whom, and how to conduct the survey. Data about the most liked gifts was collected from students in the appropriate age group. The data was collated and students presented their findings in writing or orally to the parent group.

ICT used:

Internet, email, telephone, presentation software, spreadsheet

ANACONDA ANIMATIONS

Task:

Students created an electronic book (eBook) based on the Angela Anaconda animated TV series.

How:

This learning activity was part of a broader task in which students had learned about making appropriate decisions on a number of issues in the face of peer pressure. Each eBook illustrated an appropriate response to one issue. Between the class the range of issues were addressed and this resource was subsequently shared with classes in other local schools.

ICT used:

Digital cameras, image manipulation software, presentation software.

BEASTLY BIOGRAPHIES

Task:

Students worked in small groups to investigate an historical character of their choice.

How:

Groups selected a character, prepared focus questions, located information, analysed different viewpoints and identified the key influences of their character on history. They communicated their findings by creating a short video movie which they scripted, storyboarded, filmed and edited.

ICT used:

Internet, word processor, digital video cameras, video editing software.

BOOK REVIEWS ONLINE

Task:

Students created a website on the school intranet to share reviews about books nominated for the West Australian Young Readers Book Award.

How:

Students read a range of children's book reviews written both by students and adults and identified key features. Students then read a WAYRBA shortlisted book and created a review on a word processor. Reviews were peer and teacher-edited with reference to the key features the students had identified. Final versions were available on the school intranet.

ICT used:

Internet, school intranet, word processor, web editing software.

CHARACTER WEBS

Task:

Students used concept mapping software to create character webs based on a narrative story.

How:

Students read a range of narrative texts and completed different reading activities to develop their understandings about the characters in a story. This culminated with the creation of character webs by individual students.

ICT used:

Concept mapping software.

ITALY: A FANTASY TRIP

Task:

Students were set the task of planning a trip to Italy. They chose to focus on modes of transport, things to see (monuments, etc) and things to do (try the food, visit museums and art galleries, etc).

How:

A range of ICT and print resources written in Italian and English were used to collect information. Students also used their Italian ePALS as an important information resource. Students selected and organised information and completed the task in the target language.

ICT used:

World Wide Web, email, digital images, word processor, presentation software.

MAKING MOVIE TRAILERS

Task:

Students explored transferring written texts to visual texts by creating movie trailers.

How:

Existing movie trailers were analysed and a set of criteria developed for identifying an effective movie trailer. These criteria were used as students storyboarded, filmed, edited and reviewed their drafts. Draft movie trailers were test-run with a target audience and feedback helped students to develop their trailers further before final publication to CD.

ICT used:

Digital video cameras, video editing software, CD creation.

NEWSPAPERS

Task:

Students created newspapers intended for an audience of parents and the local community.

How:

The purpose of the newspapers was to give the audience an in-depth view of the day-to-day activities of the class and school. The students took on the roles of journalists, editors, advertisers, designers and photographers working collaboratively to recreate the processes involved in producing “real” newspapers.

ICT used:

World Wide Web, email, digital cameras, word processor.

PROTECTING AN ENDANGERED ANIMAL

Task:

Students created an educational resource to raise community awareness about an endangered Australian animal. The resource could take the form of radio jingle, TV advertisement, poster, audio-visual presentation or other form selected by the group.

How:

Students decided what information was needed, then collected and organised it. Groups initially presented their findings to enable peers to assess what was missing. They refined their information before creating their educational resource. Draft products were reviewed by peers, the teacher and a local CALM Ranger, then improved and published.

ICT used:

World Wide Web, email, school intranet, word processor, presentation software.

SNACK YOUR WAY TO HEALTH

Task:

Students devised, produced, evaluated and promoted a high-energy health food bar suitable for a high performance sports person.

How:

Students used critical thinking tools to analyse the ingredients and health claims of commercially available health food bars. They also researched a chosen Australian athlete’s diet. Finally, they devised, produced, evaluated and promoted their own high-energy health food bar.

ICT used:

World Wide Web, online task delivery (via intranet), word processor.

SOUVENIR PROGRAM FOR THE SCHOOL MUSICAL

Task:

Students designed and created a souvenir program for the whole school musical production.

How:

The class investigated commercially made souvenir programs and agreed on criteria for developing an effective program. Students used these criteria to plan and draft souvenir programs using word processors, inserting digital photos where appropriate. Drafts were peer assessed and edited. Finished products were bulk printed in colour.

ICT used:

Digital cameras, word processor.

THE ESSENTIAL CARD SET

Task:

Students collaborated to design, manufacture and market a set of greeting cards.

How:

Firstly, enterprise opportunities were explored. Students then worked to express their ideas and feelings about the specific topic of each greeting card. They used arts elements and principles to realise their ideas, using traditional and ICT arts processes to create the images and texts.

ICT used:

Digital cameras, image manipulation software, word processor.

THE GEORGE MALLORY MYSTERY

Task:

Students collected, organised and evaluated the available evidence for and against the hypothesis that George Mallory reached the summit of Everest in 1924, well before Tensing and Hillary in 1953.

How:

Information was collected from the Web and organised using a range of graphic organisers. Students selected from a variety of appropriate ways to present their arguments, using ICT where expedient. The arguments were evaluated and students invited to reconsider their positions.

ICT used:

World Wide Web, digital images, word processor, presentation software.

THE PLANETS SUITE

Task:

Students listened to The Planets Suite by Holst, recorded their feelings and thoughts and compared their responses to the characterisations that the composer envisioned.

How:

Students recorded their responses to the music by constructing shared concept maps and connected their responses to the musical features of the piece. They located information about the mythological characters on which the music was based for comparison with their own responses.

ICT used:

Media players, concept mapping software, Internet.

VALUES: A DIGITAL RESOURCE

Task:

Students created a series of movies to explain a number of values to students in a junior primary class.

How:

Students selected a value to demonstrate, discussed the target audience, brainstormed ideas and used a storyboard to plan a movie. They worked in groups to take digital photographs or digital video and used video editing software to edit and add text. Movies were reviewed and improved before publication.

ICT used:

Digital still and video cameras, video editing software.

ZOO ANIMAL REPORT QUEST

Task:

Students collaborated to create a series of eBooks (electronic book) about zoo animals for use as a learning resource by Early Childhood students.

How:

Students conducted research about a zoo animal of their choosing, paying particular attention to features of that class of animals and adaptations of the individual species. They summarised their findings in reports which were storyboarded and turned into eBooks.

ICT used:

World Wide Web, digital images, concept mapping software, presentation software.

SECRET EPALS

Task:

Students had to identify an unknown ePal from another school.

How:

Students exchanged emails over a term with an unknown epal in another school, using the target language. At the end of the exchange the groups met to identify each other by asking and answering questions in the target language.

ICT used:

Email

STATE OF EXCITEMENT: PROMOTING AUSTRALIA TO THE WORLD

Task:

Students designed and created a promotional product, complete with a supporting oral presentation, to promote one of the states of Australia to international or interstate visitors.

How:

Students analysed different promotional materials and used the resulting criteria to inform their own design. Relevant information was identified, selected and organised. Draft products were critiqued using the criteria by peers and tourism commission reps. Oral presentations were crafted and the products launched to a live audience.

ICT used:

World Wide Web, email, word processor, presentation software, desk-top publishing software, CD creation.

TEACHING ICT SKILLS IN THE COMMUNITY

Task:

Students devised, delivered and evaluated an ICT skills training program to meet community needs.

How:

Students investigated community need for ICT skills training and researched adult learning styles. They made contact with senior citizen "buddies" in the community and designed a learning program to meet their needs. Lessons were delivered and evaluated by the student and by their buddy; further feedback was given by the teacher.

ICT used:

World Wide Web, email, word processor, concept mapping software.

CREDIT, CREDIT, CREDIT

Task:

Students were set the task of selecting a credit card that will be appropriate for their needs after they leave school.

How:

They achieved this by comparing their features and by using spreadsheet software to help calculate the actual cost of borrowing money and the repayment schedule for a significant purchase. Students were required to justify their choices. Activities also identified advantages, disadvantages and issues with credit cards.

ICT used:

World Wide Web, spreadsheet software.

JAPANESE STORY BOOKS: CREATING A SCHOOL RESOURCE

Task:

To create a range of Japanese language textbooks for use by upper primary students.

How:

Students identified the Japanese language learning needs of the target group. Using this information they drafted fictional recounts and narrative stories in Japanese. Following review and editing, the books were published as a print resource and as eBooks.

ICT used:

Presentation software using Japanese character sets, recorded oral speaking, digital images.

SWAN RIVER INQUIRY

Task:

This learning program provided an opportunity for students to investigate the local Swan River in a range of different ways. It offered students tasks spanning four learning areas and across a range of learning styles.

How:

The program was presented online as a 16 task matrix that directed students to select tasks from each of the English, Mathematics, Society and Environment and Science learning areas. Students completed at least one task in each learning area.

ICT used:

Online learning activity using World Wide Web, email, message boards, digital video, digital cameras, word processor, presentation software.

WORLDS WITHIN WORLDS

Task:

This learning program engaged students in investigating our universe: from the unimaginably small to the unbelievably large. It offered students tasks spanning four learning areas and across a range of learning styles.

How:

The program was presented online as a 16 task matrix that directed students to select tasks from each of the English, Mathematics, Society and Environment and Science learning areas. Students completed at least one task in each learning area.

ICT used:

Online learning activity using World Wide Web, email, message boards, digital video, digital cameras, word processor, presentation software.