QTM & ICT

An Education Student's view on the two - Ella Hartigan

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Significance

Whilst the other two areas of the Quality Teaching Model can be significantly impacted by ICT both positively and negatively, I believe that uncovering the areas that ICT impacts on the Significance aspect is a much more difficult task. Whilst ICT association is evident within this area, I believe it isn’t as affective in aiding teachers to achieve the QTM outcomes as the other other two areas; Intellectual Quality and Quality Learning environment. 

There are 6 subheadings that fall under the Significance umbrella. These are: 

Background knowledge.

Cultural Knowledge.

Knowledge Integration 

Inclusivity

Connectedness 

Narrative 

I believe that ICT, impacts each to a much looser extent than the other two aspects. ICT can be used as a research tool for students to access information on other cultures different to their own, and gives them a tool to share about their own cultural background and familial experiences. Inclusivity can be included within this style task, as students are required to value and respect the views of others in their classroom. The use of ICT in the classroom, such as computers, laptops, ipads and cameras demonstrate a connectedness to real-life learning. I see Connectedness as being impacted the most by ICT, within the Significance heading. Students see their parents/teachers using such devices and have a connection to the device outside of the school sphere. Students are also able to share information to public (with the guidance of the teacher). This increases the engagement and motivation of the student as they are no longer just creating work for the teacher. An example of this would be creating a website, blog or video call. 

Students may use devices to create their Narratives, however, instead of just using the device as a replacement for paper - why not try something different! Have student put their writing into a website, speak their narrative to a student in a different country, or record it in a video. The possibilities are endless. 

Some teachers are intimidated with the inclusion of ICT in the classroom and tend to push it aside, or use it as a paper replacement. How do I know? (I AM ONE OF THOSE TEACHERS!). There are so many resources online that can assist teachers like us in turning our scared feelings into success. Give it a try today!

Below I have posted a collection of ICT resources that you could try implementing in your class to aid in your Significance area.

- http://www.teachhub.com/20-amazing-ipad-apps-educators

- http://www.teachthought.com/the-future-of-learning/technology/the-55-best-best-free-education-apps-for-ipad/

- http://elearningindustry.com/7-practical-tips-show-online-students-learn-start-teaching

- http://www.teachthought.com/the-future-of-learning/technology/52-of-the-best-apps-for-classrooms/

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Quality Learning Environment 

If you thought that ICT fit perfectly with the first area of QTM (Intellectual Quality), then wait until you see how aligned it is will The Quality Learning Environment! ICT can have a huge impact on the learning environment of the classroom if Teachers are open to using technology and know how to use it effectively. 

The Quality Learning Environment is all about Explicit quality criteria, student engagement, high expectations, social support, student self-regulation and student direction. 

When using ICT in the classroom it is ESSENTIAL that teachers set clear expectations and requirements for tasks and assessment. If students do not know what is required of them, and/or the way they need to behave when handling a device, they will take matters into their own hands - resulting in chaos! Know each student and how they learn. When using ICT, students also are given a significant responsibility to care for their device, whilst also self-regulating their learning. By explaining expectations and responsibilities, teachers can give their students a chance to develop self-regulation skills that are sometimes pushed aside, by the ‘traditional’ or ‘old-school’ teacher. Technology also provides students to direct their learning to their interests. 

I also believe that technology aids in social support to a significant extent in the classroom. On internet connected devices, students cannot only share information with their teacher, but can share among other students. This proves to be increasingly successful when conducting group work in the classroom. Sites such as GoogleDocs and Google Drive allow for students to work collaboratively as a team. Each child has the opportunity to contribute their own thoughts into the one document. Teachers do, however, need to monitor this sharing of tasks and information quite closely to minimise the risk of misbehaviour and bullying. 

The quality of the learning environment is really up to how much effort you put in as a teacher!

For more information of document sharing and other tips, see bellow:

- https://www.google.com/docs/about/

- https://www.google.com.au/drive/

- http://www.bbcactive.com/BBCActiveIdeasandResources/iPadsintheClassroom.aspx

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I believe that ICT has the ability to impact and enhance each aspect of the Quality Teaching Model. In particular, the subsections within INTELLECTUAL QUALITY:  - Deep knowledge: The knowledge being address is focused on a number of key concepts identified from the syllabus and on the relationships between and among these concepts. - Deep understanding: Students demonstrate a profound and meaningful understanding of key concepts and the relationships between and among those concepts. - Problematic knowledge: Students are encouraged to address multiple perspectives and solutions and to recognise that knowledge has been constructed and therefore is open to question. - Higher-order thinking: Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse generate ideas and evaluate information, processes and ideas. - Metalanguage There are opportunities in design projects to explicitly identify and analyse the specialist language, and provide frequent commentary on language use and various contexts of differing language uses. - Substantive communication: Students are regularly engaged in sustained conversations about the concepts and ideas they are encountering. These conversations can be manifest in oral, written or graphical forms. ICT provides students with an almost infinite amount of tools to address each section of the Intellectual Quality umbrella. I visualise it as cycle or a flow diagram in which students can: - Find information - Organise Information - Create information. Students are able to access a diverse range of perspectives and solutions (Problematic Knowledge) from people all over the world. Students are able to access a multitude of perspectives, solutions and ways of achieving an outcome by accessing online tools such as Youtube, search engines (Google & Bing), blog posts and credible websites/journals or books. ICT gives students a greater access to content and as a result a ‘Deeper Knowledge and Understanding’. Not only does ICT provide efficient research tools, but it allows students to organise, analyse, generate and evaluate information that is obtained (Higher Order Thinking). Students are able to create graphs, tables, spreadsheets, videos, documents, folders, THE LIST GOES ON! ICT allows each student to pick their desired form of organisation tools, enhancing differentiation and student-directed learning. Students are subject to unlimited Meta-language from different sources. This has the ability to enhance vocabulary. I believe most importantly, however, is the ability students are given to create and share their own ideas to a local, National and Global level. Students become more engaged in their learning, because they’re no longer just writing for the teacher. They’re writing to ‘the world’. Motivation is increased and school becomes fun and more realistic, whilst still meeting curriculum outcomes. ICT and Intellectual Quality work hand in hand!

E. Hartigan 

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Newcastle University (NSW) explains how the Quality Teaching Model has assisted teachers and students in achieving equity in Australian schools. 

(Video Source: https://www.youtube.com/watch?v=LdrGFGPcJrA)

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(Image Source: athene.riv.csu.edu.au)

The Quality Teaching Model includes 3 major aspects. These are: 

Intellectual Quality.

Quality learning environment

Significance

Within the next few blog posts I will share my viewpoint on how ICT can be used efficiently within the QTM framework. 

STAY TUNED! 

For more info on this model, check out this link: http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/7_10/technology/prog_tool_template/tm_pedag_design.pdf