Key Differences: ICT General Capability and Digital Technology
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The document summarizes the key differences between ICT as a field of study (Digital Technologies subject) versus ICT as a general capability in the Australian Curriculum. ICT as a general capability refers to knowledge, skills, and attitudes about ICT to use technology in life and school tasks now and in the future. Digital Technologies is an actual subject that ensures students systematically develop comprehensive ICT capabilities, going beyond the minimum requirements of the general capability. The document also provides overviews of the Digital Technologies subject, ICT as a general capability, and how technologies are structured in the Australian Curriculum.
![Using ICT General Capability to add depth
& richness
• Read one of the articles listed at
www.ictexpo.weebly.com under the “Workshop” tab
[Task 1]
• Write your thoughts about these articles and how these
teachers are integrating ICT capabilities on
[http://todaysmeet.com/6may] this can be accessed via
the www.ictexpo.weebly.com in the “workshop” tab or
the home page.](https://image.slidesharecdn.com/ictexpopcarey-130406234327-phpapp02/85/Key-Differences-ICT-General-Capability-and-Digital-Technology-16-320.jpg)
![TEACHING & ASSESSMENT OF ICT AS
A GENERAL CAPABILITY
Teachers are expected
to teach and assess
General Capabilities to
the extent that they are
incorporated and
identified within each
learning area
Good teaching in each
of the learning areas will
always contribute to a
student’s development
of General Capabilities.
How do you
presently cover
the ICT
capability?
Type your answer into:
Padlet [http://padlet.com/wall/ztz7jv2gyo]](https://image.slidesharecdn.com/ictexpopcarey-130406234327-phpapp02/85/Key-Differences-ICT-General-Capability-and-Digital-Technology-17-320.jpg)
Key Differences: ICT General Capability and Digital Technology
- 1. Australian Curriculum Technologies Peel ICT Expo May 2013
- 2. KEY DIFFERENCES BETWEEN ICT AS A FIELD OF STUDY VS ICT AS GENERAL CAPABILITY ICT General Capability Australian Curriculum subject “Digital Technologies
- 3. General Capability: ICT Because of the way the Australian Curriculum is presented - using content descriptors, the ICT General Capability is not about the use of ICT as a pedagogical tool although that may contribute to a student's capability … it is about the knowledge, skills and attitudes about ICT itself in order to use the technology both now (life & school tasks within the curriculum been delivered) and in the future (life & careers). General Capability : ICT
- 4. Australian Curriculum Subject: DigitalTechnologies Although all areas of the curriculum will contribute to a student's ICT capability. On its own this would not be systematic or comprehensive.Therefore the Digital Technologies subject takes responsibility for ensuring children develop a systematic and comprehensive capability, making use of the contributions of other areas, and going beyond the minimum requirements of the ICT General Capability.This is the same relationship as Maths has to numeracy and English has to literacy.
- 5. The ICT General Capability “is a key dimension of the Australian Curriculum, and should be taught in the content of the learning areas…” “it underpins and informs our learning and teaching and should be explicit i.e. clearly Identified within each learning area subject program”…
- 6. What are the General Capabilities? The Capabilities are Identified by these symbols in the Curriculum: The Australian Curriculum is underpinned by seven (7) General Capabilities.These are: 1. Literacy 2. Numeracy 3. Information & communication technology capability 4. Critical and creative thinking 5. Ethical behaviour 6. Personal and social capability 7. Intercultural understanding.
- 7. The General Capabilities ARE THOSE CAPABILITIES DEEMED ESSENTIAL TO ASSIST STUDENTS „MANAGE THEIR LIFE, LEARNING AND WORK‟ THROUGHOUT THEIR LIFESPAN. They are the knowledge, skills, behaviours and dispositions that will assist students to live and work as successful independent learners and as active, confident, creative and informed individuals (Shape of the Australian Curriculum – ACARA, December 2010).
- 8. From a Broader Perspective … the notion of general capabilities are not new! … In Australia, there are a number of existing arrangements to address general capabilities/non-technical skills: Employability Skills Framework used in the Vocational Education and Training sector. Graduate Attributes developed by universities. Australian Core Skills Framework, foundation skills for the workforce. The Australian Blueprint for Career Development, which addresses career management competencies considered essential for life long learning. The Australian Qualifications Framework, which spans all education and training sectors, also refers to four broad categories of Generic Skills. The Overarching Outcomes, WA Curriculum Framework, and now the General Capabilities that form part of the new Australian Curriculum for schools. (EMPLOYABILITY SKILLS FRAMEWORK STAGE 1, FINAL REPORT , DEEWR, JANUARY 2012).
- 9. Where can I find more Information about the General Capabilities?The General Capabilities are on the Australian Curriculum website. The General Capabilities TheGeneral Capabilities are addressed through the learning areas and are identified where they offer opportunities to add depth and richness to student learning in content elaborations. http://www.australiancurriculum.edu.au/English/Curriculum/F-10
- 10. The General Capabilities All of the Seven (7) General Capabilities like the ICT Capability consist of three sections: • Introduction • Organising elements • A continuum across stages of schooling
- 11. ICT as a GENERAL CAPABILITY 1. Introduction “…The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment …” All of the Seven (7) General Capabilities like the ICT Capability consist of three sections: • Introduction • Organising elements • A continuum across stages of schooling
- 12. ICT as a GENERAL CAPABILITY All of the Seven (7) General Capabilities like the ICT Capability consist of three sections: • Introduction • Organising elements • A continuum across stages of schooling Five Interrelated Elements
- 13. ICT as a GENERAL CAPABILITY 2. Organising Elements The ICT capability is organised into five (5) interrelated elements: 1. Investigating with ICT 2. Creating with ICT 3. Communicating with ICT 4. Managing and operating ICT 5. Applying social and ethical protocols and practices Five Interrelated Elements
- 14. ICT as a GENERAL CAPABILITY All of the Seven (7) General Capabilities like the ICT Capability consist of three sections: • Introduction • Organising elements • A continuum across stages of schooling Learning Continuum
- 15. ICT as a GENERAL CAPABILITY
- 16. Using ICT General Capability to add depth & richness • Read one of the articles listed at www.ictexpo.weebly.com under the “Workshop” tab [Task 1] • Write your thoughts about these articles and how these teachers are integrating ICT capabilities on [http://todaysmeet.com/6may] this can be accessed via the www.ictexpo.weebly.com in the “workshop” tab or the home page.
- 17. TEACHING & ASSESSMENT OF ICT AS A GENERAL CAPABILITY Teachers are expected to teach and assess General Capabilities to the extent that they are incorporated and identified within each learning area Good teaching in each of the learning areas will always contribute to a student’s development of General Capabilities. How do you presently cover the ICT capability? Type your answer into: Padlet [http://padlet.com/wall/ztz7jv2gyo]
- 18. DIGITALTECHNOLOGIES LEARNING AREA ICT as a field of study
- 19. TECHNOLOGIES AS A LEARNING AREA Australian Curriculum: Technologies adopted to reflect the range of technologies addressed in schools Australian Curriculum: 2 strands F-8 and 2 subjects Years 9-12 Design and Technologies Digital Technologies
- 20. TECHNOLOGIES AS A LEARNING AREA DESIGN & TECHNOLOGIES students learn to develop and apply technologies knowledge, process and production skills to design, produce and evaluate solutions using traditional, contemporary and emerging technologies for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts. DIGITAL TECHNOLOGIES students learn to develop and apply technical knowledge, process and computational thinking skills, including algorithmic logic and abstraction, to transform data into information solutions for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.
- 21. Structure of the Australian Curriculum: Technologies TWO SUBJECTS The Australian Curriculum: Technologies comprises two subjects: Design and technologies & Digital technologies. All students will study both Design and technologies and Digital technologies from Foundation to the end of Year 8. Schools may choose to integrate the strands in teaching and learning programs F-8. In Years 9–12, students will be able to choose from a range of subjects developed by ACARA and states and territories. In WA this will involve the existing elective subjects in the Technologies Curriculum. 1. Design and Technologies 2. Digital Technologies
- 22. Structure of the Australian Curriculum: Technologies TWO SUBJECTS TWO STRANDS Knowledge and Understanding Processes and Production There are also two complimentary strands • Knowledge and Understanding • Processes and Production 1. Design and Technologies 2. Digital Technologies
- 23. Australian Curriculum:Technologies The Subjects, Strands & Sub Strands Subjects Design andTechnology DigitalTechnology Strands Design and Technologies Knowledge and Understanding DigitalTechnologies Knowledge and Understanding Sub Strands Technology and Society • The use, development and impact of technologies in people’s lives Technologies Contexts • Design concepts across a range of technologies contexts Digital Systems • The components of digital systems: software, hardware and networks, and their use Representation of Data • How data are represented and structured symbolically Strands Design and Technologies Processes and Production DigitalTechnologies Processes and Production Sub Strands Producing (making) designed solutions by: • Critiquing, exploring and investigating • Generating, developing and communicating design ideas • Planning (making) solutions • Evaluating processes and solutions Producing digital solutions by: • Collecting, managing and analysing data • Defining problems • Designing solutions • Implementing and evaluating solutions • Communicating information, collaborating and managing
- 24. Organisation of the Australian Curriculum: Technologies The technologies curriculum is organised in the following bands: Foundation toYear 2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Senior secondary (Years 11 and 12) The time allocation for Design and technologies and Digital technologies combined are: • 60 hours across Years F–2 • 80 hours across Years 3–4 • 120 hours across Years 5–6 • 160 hours across Years 7–8 • 80 hours each across Years 9–10 • 200 to 240 hours of learning across Years 11–12 for each of Design and technologies and Digital technologies. Allocation of time for teaching the Technologies learning area will be a school authority or school-based decision. Time Allocation
- 25. Digital Technologies across the years of schooling Addresses each of the Stages F-12. Specific examples of content description Continuum of learning: Students will develop increasingly sophisticated knowledge and understanding, drawn from both contemporary and historical sources Students will develop increasingly sophisticated skills in digital technologies processes and production through applying computational thinking to create digital information products, systems or software instructions to address digital problems.
- 26. Australian Curriculum:Technologies Subject: DigitalTechnologies Strand: Digital Technologies processes and production skills Year Cohort:Year 5-6 Content Descriptors: 6.7 Design and implement digital solutions using visual programs with user input, branching and iteration Elaborations: e.g. • planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game, suitable for younger children, that requires user input to make selections, taking into account intuitive responses of the audience • experimenting with different programming options that involve repeat instructions • designing and creating a solution that repeats a motion, for example creating an animation that repeats a movement
- 28. Resource Support – C.N.A. Scootle Go to http://ims.cathednet.wa.edu.au ID: <surname.firstname> Password: <your CathEdNet email password> Another Resource Foundation - 10 “ICT across four Domains” https://docs.google.com/document/pub?id=1dA5idOGlWJdOHSgNhhMnNjTJpVtqdLwSLoatFo0vOhk
- 29. CATHOLIC NETWORK AUSTRALIA (C.N.A.)Models of Contemporary Learning Collaborative Spaces
Editor's Notes
- #10: Should we show examples here of how teachers use ICT General Capability to add depth & richness?
- #17: Direct participants to ictexpo.weebly.com - “workshop” tab
- #18: Participants enter padlet via www.ictexpo.weebly.comand list all the ways they believe they are currently incorporating the ICT General Capability. I think we should get them to specifically list HOW they incorporate ICT G.C. not ALL the capabilities.
- #20: Technologies is the name chosen to address the learning area. It was selected to encompass the broad range of technologies and experiences on offer to students in schools.The proposed structure comprises two strands (Years F-8) and two subjects (Years 9-12).It is based on the assumption that all students are entitled to study both Design and technologies and Digital technologies from Foundation to the end of Year 8.In Years 9-12 students will be able to choose from a range of subjects developed by ACARA and states and territories across a number of learning areas.
- #21: These descriptions of the two subjects/strands are provided in the Background statement. Greater detail appears in the Structure of the Australian Curriculum and the Scope and sequence.
- #22: While the curriculum is presented as two discreet strands, it will not preclude schools from integrating the strands in teaching and learning programs. Integration is the central pedagogy found in early years, and a key strength for meaningful learning in the Technologies curriculum.
- #23: A complementary sub-strand structure has been developed to highlight similarities across the learning area and facilitate integrated approaches to teaching both strands in YearF-8 if desired.The intent is for teachers to select technologies-specific content from the Knowledge and understanding sub-strand and ask students to apply the content using the skills in the Processes and production sub-strand.
- #24: Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.Processes and production has different emphasis:Design and technologies Processes and production – design, produce and evaluateDigital technologies Processes and production - create digital solutions
- #25: Subject/strand specific overview of the proposed continuum of learning in Design and technologies.For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Technologies is a decision to be made by state and territory jurisdictions. These are indicative, minimum hours relating to the Australian Curriculum.Is the notional time allocation for Technologies F-10 appropriate?
- #26: Subject/strand specific overview of the proposed continuum of learning in Digital Technologies.
- #30: .