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Welcome to Curriculum through ICT!
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What is Curriculum through ICT?
When we think of ICT we tend to think of hardware and software ie. computers, cameras, projectors and the programs which run them. Research has found, however, that over the twenty years computers have been in our schools very little real learning occurs unless there is structured and planned integration of ICT into the learning program. ICT, and computers in particular, do not enhance student learning if used in isolation. When incorporated as a tool within the context of a well planned learning program they have the potential to revolutionise learning for all students. Hence the term
'Curriculum through ICT' - the attainment of learning outcomes through purposeful integration of ICT. |
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Where does Curriculum through ICT fit within Department initiatives?
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The Plan for Government Schools: 2004 - 2007
Outlines the future directions for education in Western Australia. Clear links can be drawn between these outcomes and the effective integration of ICT in the curriculum.
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1. Lifelong learning for an unpredictable and demanding future
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Students will be equipped with and confident in the use of new blends of skills and knowledge to achieve their potential in their personal and working lives. Generic rather than narrow capabilities will be essential. Students will develop a strong and positive foundation for lifelong learning. They will be prepared for and have a positive attitude toward the likelihood of flexible and adaptive life pathways. Schools will play a significant role in equipping them for life beyond school. |
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2. Resilience for a changing world |
Students will develop the social and emotional resilience they need to thrive in the fast-changing social environment and to play an active part in the civic and economic life of the community. Schools will continue to tailor different kinds of pastoral care and support to respond to the increasingly diverse backgrounds and circumstances of their students. They will implement new and innovative approaches to motivating and engaging students in all phases of schooling, ensuring their positive social and emotional development. |
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3. Maximising each student’s learning |
Students will have access to the kind of education that leads them to successful learning outcomes. They will start from different points in their learning and will be supported in following different pathways in accordance with their abilities, needs, interests and aspirations. Schools will develop distinctive teaching and learning approaches that respond to the unique needs of each student, his or her family and the local community. |
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4. Employing the most powerful teaching strategies |
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Students will participate in inclusive educational programs that maximise their engagement, recognise their differences and connect to the real world. Teachers will renew and build on their skills continually and be supported in developing their professional expertise. Targeted professional development will concentrate on the skills teachers need to respond in schools to emerging economic, social and technological conditions. High-quality professional development in pedagogies, curriculum and assessment will support teachers. Teachers will optimise students’ learning using information about their performance to drive curriculum planning and pedagogy and to make changes where they are shown to be necessary.
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How ICT fits:
Our students are growing up in the information age, and have access to a vast amount of information from a variety of electronic mediums. While these students are very comfortable with today's gadgets, they are often overwhelmed with vast amounts of information, and hence information literacy is a natural and necessary component of the learning environment of the future. The skills to productively transform knowledge and information into innovative products and services will define successful knowledge economies and these skills and understandings are incorporated into the learning program across all curriculum areas.
ICT now permeates all employment fields, and while the technical skills needed to operate technology will constantly change as the technology itself changes, the understandings of how to access, interpret and redefine information within a given field of endeavour will require today's students to become life-long learners.
The skills listed below outline necessary criteria for lifelong learning into the future. |
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| The Seven Cs of 21st Century Lifelong Skills |
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| Seven Cs |
Component Skills |
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| Critical Thinking |
Problem solving, research, analysis, project management |
| Creativity |
New knowledge creation, creative & original design solutions, 'artful storytelling' |
| Collaboration |
Cooperation, compromise, consensus, community building |
| Cross-cultural understanding |
Across diverse ethnic, knowledge and organisational cultures |
| Communication |
Crafting messages and using media effectively |
| Computing (ICT) |
Effective use of electronic information and knowledge tools |
| Career and learning self-reliance |
Managing change, lifelong learning and career redefinition |
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