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Information communication technology ICT, Diversity and Inclusion in the class room

The role of information communication technology (ICT) in supporting teaching and learning in Australian had increased considerably in recent years and the Australian government had put great effort in invest and develop plans to achieve the new forms of education that students affront in a digital world. E-teaching involves the use of ICT to enhance the professional practise of teaching. Moreover e-learning contributes to promote intellectual thinking, create activities to allow students with diverse leaning needs to manipulate information, to explore ideas and to construct their own knowledge, Kent (2009). According with The Australian Government all people with disability has the right to participate in community life and have access to education and training. Moreover be ensuring that students with disability are provided with opportunities to realise their potential through participating in education and training on the same basis as other students. The Standards specify how education and training are to be made accessible to students with disabilities. The following are the areas covered: Enrolment; participation; curriculum development, accreditation and delivery student support services; and elimination of harassment and victimisation. This briefing paper shows the importance of the implementation of ICT in Australian schools and the integration of diversity and inclusion polices referring to the right to active participation and achieving equity in all aspects of life, Hyde (2010). Furthermore shows the effort that the Australian government had made to improve the skills and knowledge of the citizens that affront a digital world and especially for those who has special learning needs. The National Partnership Agreement on the Digital Education Revolution (2009) stated, This National Partnership Agreement (the Agreement) is designed to contribute sustainable and meaningful change to teaching and learning in Australian schools to prepare students for further education, training and to live and work in a digital world. Digital Education Revolution National Plan (DER NP) have the purpose to deliver system reforms to guarantee that the students posses the skills necessaries for learn in a digital environment and provide enough technological resources to schools.

The agreement is underpinned for the following documents: The Digital Education Strategic Plan Digital Education Revolution Implementation Road map.

This agreement supports the implementation of the DER Strategic Plan and Implementation Roadmap to achieve technology enriched learning environments to assist students to achieve high quality learning outcomes and productively contribute to our society and economy (Partnership Agreement on the Digital Education Revolution, 2009, p. 5). Achievement a national vision for ICT in schools (2008) provides a strategic plan to guide the implementation of DER where the Council of Australia Government (COAG) recognise that the greatest advances and the growth of technological devices had impacted the Australian society which contributes the education and the nations productivity. Digital Education Revolution (DER) is a strategic developed to increase the Australian human capital and productivity. Is also a national plan that provides outline visions and principles to guide the implementation of the DER strands for Interactive Communications Technology (ICT) in Australian schools. In addiction supply a roadmap to contribute the success of the DER. ICT have the potential to transform all aspects of school education and contribute to the achievements of learning goal. Digital education revolution (DER) is a commonwealth Government project which is in charge to provide: equipment, broadband connections to schools, increase online content and develop web portals to contribute with the national vision for ICT in Australian schools. To achieve the national vision for ICT is necessary prepare schools and the teaching work force. There are four strands or issues of change that can put together the national vision and DER project: Leadership, Infrastructure, Learning resources and Teacher capability. 1. Leadership Trough the leadership the school community will be training in the use of ICT by their schools and provide the infrastructure (computers, IWBs, PDAs etc), learning resources (webs sites) and teacher capability to address the educational challenges of the 21st century, challenging and stimulating learning activities global information resources powerful tools for information, processing, communication and collaboration (Parents support students in the learning and the same time maintain communication with teachers). 2. Infrastructure The infrastructure permits the access to a digital teaching, learning resources and tools for processing information, building knowledge and for communication (high speed access, technical support and learning portals) to supporting curriculum planning. 3. Learning resources Learning resources are a huge impact in asses students in the learning outcomes, collaborative interactive activities as well instructional and references materials. Provide high quality digital

resources and software that must to be linked to state and national curricula and promote skills tools for safe and secure (disability issues). 4. Teacher capability. Teaching capability is a necessary improvement to promote models of learning where teachers acquire the necessaries skills and tools to design programs that meet students needs and expectations. Teacher develops students centric programs according with the curriculum standards employ contemporary learning resources and activities. Digital education revolution implementation roadmap the achievement for the national vision for ICT in Australian schools is mediate for an implementation roadmap of the DER. The Australian government is working intensively in conjunction with all the states and territories to support learning environment in schools (Diversity and Inclusion) and the communities developing and implementing the DER. Australian information and communication technologies in education committee ITEC had been in charge to provide the strategies necessaries to interpretive the DER with prominent educational objectives. In addiction COAG the council of Australian government argue to develop a national curriculum guide. For ACARA as a national educational agreement who is in charge to improve access to earlier childhood education, literacy and numeracy principal leadership and teacher quality. The DER is the opportunity to work in establishing programs specials in the early childhood education and care systems including improvements infrastructure, access to internet, online resources and leader support, present some principals that underpin the DER implementation supportive by the Ministerial Council on Education, Employment, training and youth affairs MCEETYA and GOAG for example: DER implementation must support MCEETYA/COAG objectives for the improving learning outcomes. Educators require pedagogical knowledge and ICT skills; the necessity of resources and tools to support the students creativity across the technology and internet. Support accessible education material in Key learning areas English, Mathematics, science, History, languages and geography. States and territories, catholic and in dependants schools and all sectors of education have to do a contribution in participate models to manage. The vision is reflected in four DER policy and program commitments by the Australian governments investment in the DER: 1. National school computer found: permit purchase computers, IWBs, data projectors, digital cameras and other devices. 2. Supporting the provision of high-speed broadband connections using fibre connections 3. Online curriculum resources and digital architecture. 4. Support teachers to make effective use of ICT in teaching and learning identifying four strands leadership (to guide implementation) Infrastructure (to technically enable the DER) Learning

resources (to underpin ICT-rich teaching and learning) and teacher capability (to enrich pedagogy). In summary the technological revolution that we address in the 21 first centuries has changed the form to teach and learn. We have the first generation grow up with internet and sophisticate technological tools such as smart phones, tablets, laptops, wireless and the revolutionary touch screen device; tools which will complement the form to teach, bringing students new opportunities to rethink the form to develop new cognitive and metacognitive processes in which students will develop new strategies and skills that can improve education outcomes in a digital world and globalised economy. As a consequence teachers considering implementing different sort of pedagogies are in the obligation to develop basic essential knowledge, skills, methodologies and capabilities to use ICT in the classroom and use pedagogies in the relevant subjects areas. Primary now is the focus of this technological education revolution. Finally Teachers using ICT technologies effectively can engage and motivate students with different learning needs with a range of digital resources making sense of our world and building knowledge. Technology is changing our society and the form to teach, Cennamo, Ross, Ertmer (2010). As a consequence new generations need to develop new skills to be competitive and productive citizens in the digital era, Rubblier (2006). Students are learning to use new literacies (online publications, websites) as a result of the fast growth of digital publications (interactive books). Now students can express their ideas with multimodal features and be engage in online communications, Tompkins (2010).

Reference List
Australian government, department of Education, employment and Work place relations. (2009). Digital Education Revolution: Advice Agenda working group schooling subgroup. Retrieved September 10, 20011, from website: http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Documents/AICTEC_DER_ROADMAPAdv ice.pdf Australian government, department of Education, employment and Work place relations. (2008). Success through partnership: Achieving a national vision for ICT in Schools. Retrieved September 10, 20011, from. website: http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Documents/DERStrategicPlan.pdf Australian government, department of Education, employment and Work place relations. (2009). National partnership agreement on the digital education revolution. Retrieved September 10, 20011, from website http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Documents/DERNatPartnership.pdf Chris Abbott (2001). ICT changing education. Lane, London: RoutledgeFalmer Gailet. Tomkins (2010). Literacy for the 21 st century: A balance approach. United States of America. Pearson Education, Inc (Fifth edition).

Katerine S. Cennamo, John D. Ross, Peggy A. Ertmer. (2010). Technology integration for meaningful classroom use: A standard-based approach. Belmont, California: Wadsworth, Engage Learning. Mervyn Hyde, Lorelei Campenter and Robert Convway. (2010). Diversity and Inclusion in Australian Schools. Roblyer (2006). Integrating educational technology into teaching. Upper Sadle River, New Jersey: Pearson education. Inc. (fourth edition). Roblyer, Edwards, Havriluk (1997). Integrating educational Technology into teaching. Upper Sadle River, New Jersy Columbus, Ohio: Prentice-Hall, Inc.