DEC Scan Journal : Volume 34 Issue 3
2015 Volume 34, Issue 3 24 Contents Editorial Reflections Teaching & learning Research Curriculum support Share this Resource reviews Case study three: Nina in the middle years Nina taught a class of gifted and talented students in a middle years classroom. From the moment Nina stepped into the school, as a beginning teacher, she was recognised as a technology leader, and her classroom was one of the first, in the NSW public school system, in which students had individualised, 1:1 use of laptops. The five HPC conceptions explain her knowledge of technology integration. She built her practice with an emphasis on praxis with a focus on active construction of student learning using an inquiry model she developed from her own doctoral work known as QUEST (Question, Uncover, Explain, and Share Together). For example: when students used QUEST they would research a topic that they were interested in finding out more about, while at the same time Nina would relentlessly probe and question them about what they were learning. She says: (Interview 3b) Case study four: Kitty in a secondary school classroom Kitty taught in a large, ethnically diverse secondary school. She was a qualified filmmaker before embarking on her teaching career. At this site, Kitty taught Visual Arts, and was the school’s leading technology advocate. Flexibility strengthened her planning and organisation, and she focused on self-regulation and differentiation. Creativity to Kitty was all about aesthetic significance and enabling the students’ learning to be made public using blogs, film, and digital response networks. When Kitty used technology it stemmed from her belief that she was looking to the future: (Interview 4c) Each of the case studies is a powerful example of how particular teachers and their students used technology to enhance learning. The study (Hunter, 2013) filled a gap in the literatures about what is known about teachers’ knowledge of technology integration from teachers’ perspectives (Schrum, 2011). The third case study of Nina is useful to explore, in greater depth, the specific conceptions that underpinned her knowledge of technology integration and how the approach might be used in teaching History in primary schools. QUEST as a driver for inquiry in History learning The potential of QUEST used by Nina and her students can be integrated with an example from the excellent selection of new resources produced by the State Library of NSW. In this selection is a learning sequence for the Stage 3 History topic: Australia as a Nation in the NSW syllabus for the Australian curriculum History K–10,(HT3–3, HT3–4, HT3–5, ACHHK114). It has four key inquiry questions: 1. Why and how did Australia become a nation? 2. How did Australian society change throughout the twentieth century? 3. Who were the people who came to Australia? Why did they come? 4. What contribution have significant individuals and groups made to the development of Australian society? The learning sequence, Actions for Aboriginal Rights, helps students to I am preparing students for life beyond school ... for life. Visual Arts may be the only subject where some students experience success in their learning, and can walk out of school with a sense of how the world is. Computers enable powerful work with ideas. They mediate relationships, and the Q U E S T approach puts [the students] in the most precarious learning situations where they have to find solutions and solve problems. explore the part of the overall topic that deals with events that affected changing rights and freedoms for Aboriginal people and Torres Strait Islanders. It uses a number of online historical artifacts with a series of inquiry questions. This example shows a series of images of the Aboriginal tent embassy, one of which is used in the sequence. Students are given the topic: Actions for Aboriginal Rights and the key inquiry questions, or they could choose another topic and an artefact set from Stage 3. A technology hook for inspiring students to be iHistorians is created through using laptops connected to the internet for individual research or work in pairs. Students use the QUEST process and create a digital product to demonstrate their learning. This product might be an iMovie, a PicCollage or an AudioBoom made with a free application. The product would be used for the ST or Share Together part of the QUEST process. Project-based learning (PBL) gives students longer blocks of learning time to research and find answers to questions they are curious about and with technology tools this can be done efficiently and effectively. Students use various presentation tools to collaborate and create digital History products that can be shared with peers, parents and the wider school community.
Volume 34 Issue 2
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