Summary of Text

Readings
Rebecca Barker - EDCUEDCU12039 Assessment Task 2 Group Task

Criteria One Enhancement of Thinking

Demonstrate knowledge and understanding of the ways in which the
use of digital resources and tools can promote high order thinking,
deep learning and engagement and promote student reflection
To enhance high order and/or general thinking skills encouraging students to think and
experiment for themselves is a common, highly effective and recognised way to heighten
that area of development. By using what if scenarios and leaving the answers/solutions
blank and variant provides students with the opportunity to think and problem solve for
themselves. It creates an opportunity for children to ask questions, recognise and
analyse the problem and then come up with a resolution for themselves.
By providing students with a problem and then asking them to create a design project in
order to potentially solve/fix the issue is an excellent example of encouraging
enhancement of students thinking. For example; the problem excess plastic bottle
wastage, the challenge create/come up with a design/idea which will assist with the
number of plastic bottle being wasted every day.
To reach this decision students would have access to digital means to research and
digitally construct prototype designs before any major planning. Creating documents
such as the following to help decide whether or not the initial idea is worth generating or
not;
Decision matrix
Design specification
Risk assessment
Needs analysis
Once a decision has been made, progressive and reflective documentation must be
maintained so as to keep record of what does and does not work, why that particular
element does or does not work and what has been altered to support the continual
development of the design.
Reference;
Teaching and Learning with ICT in the Primary School, Second Edition,
Edited by Sarah Younie, Marilyn Leask and Kevin Burden, Chapter 17.
Personal experience with Design Projects using ICT

Criteria Two Support of Collaboration

Understand ways digital resources can be used to encourage
collaboration of ideas between students, how ICTS can support
innovative ways of communicating while allowing students with
diverse learning capabilities to work in a collaborative environment
The idea of using collaboration of ideas between students is one that has been brought
upon because of the realisation that not everyone thinks in the same way about the
same things. People have each their own individual views and ideas on everything. This
is because everybody has their own, personal, individual experience and due to that their
knowledge, understanding and outlook of a subject could be completely different to
someone for example; who lived across the other side of the world in a different culture
or economic level of state, or lives with a disability or cares for someone who has one. By
using ICTs to assist teaching and learning so many more opportunities are open up for
growth in student learning and development. It creates a chance for students in remote
locations to access the same high quality learning opportunities as those who are close
to the facility (e-learning/school of the air).
ICTs also create and make it possible for those students with S.E.N.D (Special Education
Needs and Disability) needs to participate in learning environments. ICTs are an excellent
way for students who do not have the best reading and writing skills to still be able to
effectively communicate and interact with the rest of the group. This is done through
verbal communication (headphones/radio/telephones) and even videos. ICTs have even
been able to assist those who have a language barrier to overcome when it comes to
their learning. Whether it is due to a speech impediment or a completely different
language, ICTs are now so advanced so as to allow students access to translators; both
digital and human via the use of the internet and other digital resources.
Reference;
Teaching and Learning with ICT in the Primary School, Second Edition,
Edited by Sarah Younie, Marilyn Leask and Kevin Burden, Chapter 7, 9,
13 & page 242 Empowering Young Children.

Criteria Three Support Development

Use a range of digital resources to engage students in exploring real
world issues and solving authentic problems that would enable deeper
problem solving capabilities
There are so many different ways in which technology is now able to support our
children/students in their educational development and as an ever growing and
upgrading world society it is vital that our children/students are exposed to it all at some
point throughout the period of their learning journey. The use of social media; Facebook,
Twitter, MySpace, Instagram, Pinterest is becoming more and more common and is
becoming another big way to interact on a world-wide basis; as well as other digital
resources such as blogs, weebleys, wikis, podcasts, YouTube and the general internet
search engines such as Google, Firefox and Yahoo. Through this great mass and variety in

technology it is now possible for our children/students to get access to support and
education through any digital means. These digital media and technological resources
allow our children/students to see and learn and explore real world issues that are not
just happening in their direct area. They are now able to research, compare and analyse
issues which are not only in their region but also in other regions; they are able to voice
their opinion and provide their ideas and suggestions to those to whom it may effect and
relate to.
Within school (and school-like settings) the above ICT tools have proved themselves very
useful in terms of allowing children access to a wider range of information and
opportunities for their learning and development experiences. Through digital resources
such as cameras, videos, virtual field trips, interactive whiteboards, etc they are able to
access information from different locations around the world therefore broadening their
knowledge and hopefully helping them to begin and/or gain more deep understandings
of the worlds problems and issues.
Reference;
Teaching and Learning with ICT in the Primary School, Second Edition,
Edited by Sarah Younie, Marilyn Leask and Kevin Burden. Audio, Blogs,
Camera, E-learning, Facebook, Field trips, Home use of ICT, Interactive
whiteboards, Mobile devices, Podcasts and Access to the Web.

Criteria Four Legal, safe and ethical practice with ICT

Demonstrate an understanding of safe, legal and ethical use of digital
resources and tools, including cyber safety practices, copyright and
appropriate documentation of sources while encouraging responsible
social interactions that respect everyone.
Since the emergence of the Internet and different mobile technologies the way that
people communicate with one another has dramatically changed. The
emergence/creation of smart phones has changed it even more so. Through these means
people are now able to not only communicate but also gain access to information like
they never have been able to before. Easier access to internet and social media sites is
such a handy thing to have, but it is also very dangerous. With all new technology comes
risks; the risks which come with these new and fantastic resources are dangers such as
viruss, internet scammers, cyber-stalkers and incorrect/un-true information.
To protect our students from such dangers there was a policy bought out in 2008 called
the Acceptable Use Policy which had to be reviewed and monitored regularly by staff,
students and parents to keep an acceptable level of control over students viewing at
school. It has been suggested to schools that they put into action Peer Educators
students who can teach and talk to other students about the dangers of the cyber-net
and what to look out for and what to do if you find yourself in trouble. For all students
though, for whatever class it may be for, teachers should be reinforcing that their
students are careful and responsible in their browsing. Responsible browsing does not
only mean within the education setting though. Parents at home should also speak with
their children regularly about cyber-safety and make sure that they are being responsible
in their usage of the net. A bit part of cyber-safety is cyber-bullying and cyber-stalking.

Parents need to be extra vigilant and clear with their children about the dangers of social
media sites to both them and others.
Reference;
Teaching and Learning with ICT in the Primary School, Second Edition,
Edited by Sarah Younie, Marilyn Leask and Kevin Burden, Chapter 19