Reflections in this journal are made mainly from the point of a visiting observer of IT (Information Technology) or ICT (Information & Communication Technology) in some Kimberley Aboriginal Schools K – Year 10.

Module 2: Me & My Computer: Now What?

• What do I really need to be able to do?
• Operate a personal computer (not know all about it).
• Know how and when to use different software (Word, Powerpoint…), how to store and access data (Disks, CD-ROMs..), how to input, capture, organise information (text and graphics..).
• How to locate and evaluate online information.
  S.Kessell (Course Materials)
  

Summary & Notes: 
"If we think of technology as 'the applied science of…', then information technology is application of the science of information and information systems and results in the development of tools for managing information. Learning technology, on the other hand, is the applied science of learning. It is the application of all that we know about human learning to develop strategies and tools for enhancing and managing learning." Dr Julia Atkin ("Enhancing Learning With Information Technology", 1998:2)
"The seamless use of learning technologies can therefore create a classroom environment where the status quo is challenged and acts as the catalyst for shifts in the relationships between teacher and students and the methods of teaching and learning. These technologies hold great promise. "Information technology relieves teachers of the burden of being the information source and redefines their role. Information technology enables access to information anywhere, anytime." (Atkin, 1998:12).
In an evolution rather than a revolution, this shift involves movement from instruction to construction, traditional to innovative, the comfortable to that which can be risky; from the teacher-centred to learner-centred model, where meaning becomes constructed in the learners' mind and problem-solving enhances student engagement and interest."

Reflection:

A learning situation based on ICT and recent developments in learning theory will emphasise:

• Communication,
• Collaboration,
• Self-expression
• Open-ended learning.
• Innovation.
  It is important for Schools Systems and Subject Departments to provide models and examples for both teacher and student to assist them to move their teaching and learning from the traditional to what the society of the future will require.
   
  
  

Summary: 

Reflection:
The Tables of Good Practice are valuable as they address the role of different groups in a school and begin to move beyond the "technical" issues. Because ICT is relatively new to many teachers, there is a tension between ICT as a discipline (like Physics or Food Technology - where skills relate to the particular subject area) and ICT as a Literacy (like Reading or Writing or using the Library Catalogue - where the skills are developed are a tool that relates to all subject areas). This paper is relatively old and, expectedly, emphasises the discipline side rather than the Literacy side. This tension has slowed the acceptance of ICT in normal teaching as numbers of Teachers have, at least subconsciously, felt threatened by present developments. They fear they are being pressed to develop competence in other than their specialised disciplines.

Summary: 
A framework for linking performance indicators within an ICT profile. There are six standards for students:

• Basic Operations and concepts
• Social, ethical and human issues.
• Technology productivity tools
• Technology communications tools
• Technology research tools.
• Technology problem-solving and decision-making tools.
  There are also sample student profiles for Pre - 2, 3-5, 6-8 and 9-12.

Teachers:
1. Demonstrate a sound understanding of technology operations and concepts.
2. Plan and design effective learning environments and experiences supported by technology.
3. Implement curriculum plans that include methods and strategies for applying technology to maximise student learning.
4. Apply technology in a variety of effective assessment and evaluation strategies.
5. Use technology to enhance their productivity and professional practice.
6. Understand the social, ethical, legal and human issues surrounding the use of technology in their school and apply these principles in practice.

Reflection:
Only the first student standard relates solely to computer skills. The remaining standards emphasise generally-focussed, non-technical skills, with wide application in all learning (and living) experiences - social, collaboration, communication, research, evaluate, strategies, decision-making.
The teacher standards cast a welcome focus on the teaching/learning process rather than on the computer skills of the teacher (while not of course ignoring the imortance of technical skills).

Summary: 
Summary: ICT standards are gathered into 4 main standards:
A.. Media and Technology
B.. Information and Enquiry
C.. Independent Learning
D.. The Learning Community

Reflection:
The Wisconsin standards are spelt out with specific outcomes for students at the end of Year 4, Year 8 and Year 12. There are at least 60 specific outcomes listed for standard D. The standards are indeed very detailed and comprehensive. So much so that they impinge on the curriculum and teaching/learning programme. For example:
A12.4(3) Employ FTP to retrieve and download computer files from a remote computer.
One advantage of the detail is to draw attention to the ICT skills that may be useful. The downside is to clog the teaching/learning and assessment programs with a large amount of detail. In addition, where ICT is used in an integrated studies fashion, there is the issue of who is responsible for the outcome. In this regard the Wisconsin standards (undated) contrast with the NETS standards (also undated).