ICT in Curriculum and Pedagogy

The paper reports key benefits and challenges faced by a teacher and student when a six year old child worked with two multimodal tasks.
No wonder that the integration of ICT across the curriculum in NSW has been problematic. Most teachers can use computers. They use them at home. However, due to a variety of reasons, the majority of teachers do not use computers in the classroom. This paper reports on 1. A comprehensive literature review of the issues. 2. An action research pilot case study at two schools. 3. Some ideas for integrating ICT. 4. A reflection on a post-constructivist epistemology and learning theory that could be used to inform the the integration of ICT across the curriculum.
Look inside the Year Five classroom at St Dominic’s School in Perth’s north-western suburbs on any weekday morning and you’ll see students gathered around three computers; one group guiding classmates through the formatting of a mini book, some finding information about games played in the ‘Forties or replying to a teacher’s journal entry on MyClasses. The conversation is interactive and collaborative as students construct their own understanding of the tasks they need to undertake in a technology-rich classroom.
This paper reports on two questions from a survey of year 11 and 12 girls
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