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Together as a group in this ICT workshop we have included multiple

learning theories while creating our website on Quest for Natural Disasters. In

using the learning theories it has helped to make many cross-curricular links with

our lessons and website as well as acknowledge the curriculum and addressing

the curriculum links for year 9 science:

-Ecosystems consist of communities of interdependent organisms and abiotic

components of the environment; matter and energy flow through these systems

(ACSSU176)

-People use scientific knowledge to evaluate whether they accept claims,

explanations or predictions, and advances in science can affect peoples lives,

including generating new career opportunities (ACSHE160)

-Use knowledge of scientific concepts to draw conclusions that are consistent

with evidence (ACSIS170)

-Communicate scientific ideas and information for a particular purpose, including

constructing evidence-based arguments and using appropriate scientific

language, conventions and representations (ACSIS174)

Through having a theoretical foundation, our website and lessons provide an

engaging environment for students, catering to all needs. In particular as a group

we have focused on Vygotskys theory of Social Constructivism (also referred to

as Constructivism or Problem-Based Learning) Marsh, (2008) and it has five

attributes; that learning is active, constructive, authentic, cooperative and

intentional. We believe that our Quest for Natural Disaster program links to

Vygotskys theory as it is learning that incorporates scaffolding, contains

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cooperative tasks and uses engaging and interactive activities (Marsh, 2008).

Each attribute in relation to the Quest for Natural Disaster program will be

explained in further detail.

Active

Incorporating active learning into the classroom is critical to develop

meaningful learning experiences for the students. In order to do this information

and tasks must be based on a student centred approach (Marsh, 2008). The

Quest for Natural Disasters program encourages an active approach to learning,

it does this by using a variety of interactive tools and utilising a range of ICT

tools (including videos, Voki, Glogster and AnswerGarden). Using ICT tools such

as these provides the student with a forum to demonstrate critical and creative

thinking as they attain new knowledge. Tasks throughout the Quest for Natural

Disaster program are group orientated therefore giving students the opportunity

to work collaboratively to combine their understandings and facilitate their own

learning. According to Adams (2006), a constructivist approach requires

experiences that immerse students in mindful practices and our program has

done that.

Constructive

The Quest for Natural Disaster Program allows for students to develop

their own meaning using ICT as well as drawing on prior knowledge, using the

practice of reflective learning and peer learning. Using such tools as Answer
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Garden in lessons allows for students to express their learning to their peers

after gathering information through other sources such as online videos of

natural disasters and effects on the eco system. In other lessons students have

the opportunity to reflect on their overall learning and collaborate with each

other to create an engaging poster using Glogster. In working together to

combine learning on the Glogster students are engaged in a social learning

environment, the use of ICT tools only enhances this environment. This type of

learning can be attributed to a constructivist perspective because new

understandings can result due to social interaction, interpretation and

understanding (Adams, 2006). Monteith (2004) states that with the use of ICT in

education, we are able to enhance the process of constructing knowledge

through a range of applications across the Australian Curriculum.

Authentic

In developing the Quest for Natural Disasters program we have aimed to

incorporate real world experiences into the learning; facts, data and actual

events in Australia have been used to create an authentic learning experience.

For example, this has been done by showing a video on the ecosystems and on

natural disasters and the effect on the environment. Rather than engaging in

experiences that are abstract and difficult to draw meaning from students

instead use real events and information which in turn helps contextualise their

learning (Marsh, 2008). In addition to this authentic learning.

Cooperative
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The website we have created incorporates a large amount and a variety of

collaborative work environments to maximise learning and to also allow the

students to develop their understanding of the topic through each other. It is

reported by Hoffnung et al. (2010) that social interaction allows for active

problem-solving and the sharing of multiple insights. Therefore within our Quest

for Natural Disasters program we have included tasks that have elements of

cooperative work in each four lessons. For example the use of Padlet is utilised,

allowing students to share their knowledge and read others, this instant

knowledge sharing allows for students to bounce of each other and potentially

generate more ideas. While such tasks as using Padlet involve individual roles, a

shared product is created through the processes of cooperation, negotiation, and

the combining of strengths (Adams, 2006).

Intentional

By using the ICT tool of Glogster to produce a final piece of work (a poster)

and by sharing this product of learning in groups to the rest of the class during a

gallery walk students are given intent to the learning processes in all four

science lessons. In creating a final task students are able to set their own

meaningful goals, shape a more personal experience and are invested in it

(Hoffnung et al., 2010). Therefore, experiences such as this are how students are

encouraged to be intentional with their learning during this unit of work.

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References

Adams, P. (2006). Exploring social constructivism: Theories and practicalities.

International Journal of Primary, Elementary and Early Years Education, 34 (3),

243-257. doi: 10.100/03004270600898893

Australian Institute for Teaching and School Leadership (2014). Australian

professional standards for teaching. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Hoffnung, M., Hoffnung, R.J., Seifert, K., Burton-Smith, R., Hine, A., & Pause, C.

(2010). Lifespan Development: A chronological approach. Queensland: John

Wiley and Sons Australia.

Marsh, C. (2008). Becoming a teacher: Knowledge, skills and issues (5th ed.) New

South Wales: Pearson.

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Monteith, M. (2004). ICT for curriculum enhancement [Ebrary version]. Retrieved

from

http://site.ebrary.com.ipacez.nd.edu.au/lib/notredameaustralia/home.action