Miss Chandler's Class

A year 5 class in Adelaide, Australia

Information Communication Technology (ICT) in 5C

ICT AND THE CURRICULUM 

Year 5 students are reaching an age where they are gaining greater independence when it comes to the use of technology (Heitin, 2016). Instead of sheltering our students from the risks and dangers associated with the digital world, we need to continue to educate them and lead by example when it comes to being digitally literate and making strong online choices (Third, Forrest-Lawrance & Collier, 2014). One of the general capabilities in the Australian Curriculum is Information and Communication Technology (ICT), this aims to develop students ability to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively on all learning areas at school and in their lives out of school (ACARA, 2016). 

A key element of ICT that we are focusing on is Applying Social and Ethical Protocols and Practices when using ICT (ASEPP). This element is broken down into 4 sub-elements that will help students meet the requirements of this element and help further their understanding of cyber safety. 

The Australian Curriculum has a learning continuum which shows the progress in which students are expected to advance throughout this ASEPP element. It is our hope that students feel confident in their abilities to meet the level 3 criteria and we are now working on developing their abilities within the level 4 criteria.  

Below is a summary of what we will be working towards this year in our class that aligns with the ASEPP sub-elements. 

Recognise intellectual property 

Students will be learn what the legal obligations are when wanting to use someone else’s work online. Students will learn the correct ways to acknowledge when work belongs to someone else, how they can discover if they may use this work and if so, the correct way to reference this. 

Apply digital information security practices 

Students will begin to understand that digital information needs to be protected and they will work towards independently applying strategies to protect this information. Students will learn what to look for when assessing the risks associated with the digital world and be able to link these risks to the appropriate strategies. 

Apply personal security protocols 

Students will understand what is meant by identity, privacy and emotional safety for themselves and others when using ICT. Students will then learn to identify components of the digital world that are risks to these components. Students will learn to apply generally accepted social protocols when sharing information in an online setting and be able to take into account different social and cultural contexts. 

Identify the impacts of ICT in society

Students will be able to understand the main uses of ICT in different settings, including, school, home and the local community. Students will be able to recognise the potential positive and negative impacts that technology can have on their lives in these different settings. 

ICT IN THE CLASSROOM

“Inside My Classroom” by knittymarie is licensed under CC BY-SA 2.0

Within our classroom, our aim this year is to be great digital citizens. In order to do this and learn about cyber safety in an engaging and interactive way, we will be incorporating the Be Internet Awesome curriculum into our daily learning. The Be Internet Awesome curriculum is about teaching your children digital safety and citizenship fundamentals. The lessons are filled with games and interactive resources that make learning fun and engaging for students, whilst also teaching them the crucial skills to be lifelong digital users in our rapidly growing digital world. 

Not only will I be using this classroom blog to connect you, as parents/carers to our classroom learning for the year, but the students will be heavily involved in blogging as well. Students will be asked to blog for many different learning areas this year, sharing their thoughts, opinions and understandings about what we are learning about at that point in time. This experience will help students become more confident with all 4 sub-elements of ASEPP. 

ASEPP Sub-ElementHow it will be used in our classroomHelpful resources for the classroom and home
Recognise intellectual property Students will acknowledge who created the intellectual property they are using by correctly referencing work.Students will learn to use creative commons to correctly credit work and source images that are copyright free. Creative Commons 

How to reference

 How to share digital content
Apply digital  information security practices Students will learn about using strong and secure passwords Students will learn how to adjust their privacy settings for different online platforms. Teaching students to save their work in secure locations and using correct titles How secure is my password 

Budd:e program  
Apply personal security protocolStudents will divide information into what is and what is not appropriate to share online (e.g. full name, address etc).Students will be made aware of the risks associated with cyberbullying and what actions they can take to prevent this.How they can be cybersafe to protect themselves and others.Be a secure esafe kid  

What’s cyberbullying? 

Are you smart online?  
Identify the impacts of ICT in society Using ICT in a way that positively impacts their life (e.g. enhance learning through blogging). Be aware that there are negative things on the internet and the best ways to avoid these as well as what to do if they come across them.  Interland  

ICT AT HOME 

“The replacement for Saturday morning cartoons” byWesley Fryer is licensed under CC BY 2.0

Today’s children are the youngest first time technology users in history (Third, Forrest-Lawrance & Collier, 2014). Your children were born into an already digitally consumed world which has continued to develop throughout their lives (November, 2020). For this reason, it is more important than ever before that teachers, students and parents are on the same page when it comes to understanding ICT. According to Third, Forrest-Lawrance & Collier (2014), 91% of parents in Australia claim that they are aware of their children’s technology usage, however, an overwhelming amount of teenagers are stating that this is not the case. 

My aim is that we all work together to be educated about the positives and negatives associated with technology so that we can ensure that children are equipped with the knowledge and skills to make smart cyber choices. It is important that we build positive relationships with children and encourage them to be active digital citizens. We as adults need to remember that exposure to risks in the cyber world does not automatically translate to harm. We need to work together to empower children with the tools to prevent and manage these risks. It is so crucial that you as parents/carers join us on our journey of ICT education because many of these issues are more likely to occur outside of school (Masters, 2015). The reason for this is because at school, many sites and potential risks are automatically blocked on the schools browser, therefore it is outside of school that children will be more likely to stumble across things that are inappropriate (Beauchamp, 2017). 

OpportunitiesRisks
Opportunity for play-based learning. Digital play is a way for students to learn how to think, how to communicate, how to connect and enhance creativity. Exposure to inappropriate content This is not possible at school due to filters we have that block this content. 
The digital society gives students exposure to different ways of thinking and diverse ideas – increasing empathy within.Possible contact with people they do not know, encouraged to share personal information. 
Digital experiences can help lay a foundation for life-long tolerance and open-mindedness. Inappropriate conduct: acting in ways that may harm others or being the victim of this behaviour. 
Endless possibilities visible to children enhances their creativity and imagination. 
World of knowledge and resources easily accessible to maximise learning.  

There are different ways that parents/carers choose to mediate their children’s digital use. Research suggests that it is most effective to use a mix of all of these approaches (Sweeney & Georg, 2019). Below we have outlined these approaches for you to read and reflect on as to what works best for your child. 

Enabling Social (active mediation):

Parents have open conversations with children about the different uses of media and how to respond to any cyber safety issues they may experience (Sweeney & Georg, 2019). This type of mediation is generally found to be most effective when it comes to teaching children to be responsible digital citizens (Uhls & B. Robb, 2017).

Enabling Technical (monitoring):

This type of mediation is where parents monitor their children’s use of technology, this can be in the form of location trackers, access to their children’s passwords and other methods that suit their family (Sweeney & Georg, 2019).   

Restrictive Social (rules):

When parents/carers use this style of mediation, it means that there are guidelines for their children to follow. This may mean that there are certain times they can use it, certain digital platforms they can and cannot use or conditional use based on other expectations (Sweeney & Georg, 2019).  

Restrictive Technical (parental controls):

This is where parents alter settings on devices that enable restrictions or ‘child settings’. This may mean that particular content is automatically blocked or timer settings could also be automatic (Sweeney & Georg, 2019).

For some specific practical strategies to implement at home, refer to Raising Children.  eSafety Commissioner also has 3 key strategies to use with children aged 5-12 that are aimed to help children safely navigate the digital world.

Reference List 

ACARA. (2016). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Beauchamp, G. (2017). Computing and ICT in the primary school(2nd ed., pp. 7-32). London: Routledge, Taylor & Francis Group.

Heitin, L. (2016). What Is Digital Literacy? Digital Literacy: An Evolving Definition. Education Week36(12), 5. Retrieved from https://go-gale-com.ezproxy.flinders.edu.au/ps/i.do?id=GALE%7CA470881105&v=2.1&u=flinders&it=r&p=AONE&sw=w

Masters, J. (2015). Balancing risks and growth in a digital world. In M. Henderson & G. Romeo, Teaching and digital technologies: big issues and critical questions (pp. 35-45). Port Melbourne, VIC: Cambridge University Press. Retrieved from https://ap01.alma.exlibrisgroup.com/discovery/delivery/61FUL_INST:FUL/12161340210001771

November, A. (2020). Mission Critical: How Educators Can Help Save Democracy – November Learning. Retrieved 2 October 2020, from https://novemberlearning.com/article/mission-critical-educators-can-help-save-democracy/

Sweeney, T., & Georg, S. (2019). Home Internet Use by Eight-year-old Children. Australian Educational Computing34(1), 1-22. Retrieved from http://journal.acce.edu.au/index.php/AEC/article/view/206

Third, A., Forrest-Lawrence, P., & Collier, A. (2014). Addressing the Cyber Safety Challenge: from risk to resilience. Retrieved from https://researchdirect.westernsydney.edu.au/islandora/object/uws:28267

Uhls, Y., & B. Robb, M. (2017). How Parents Mediate Children’s Media Consumption. Cognitive Development In Digital Contexts, 325-343. doi: 10.1016/b978-0-12-809481-5.00016-x

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