ABCya
Manage & operate ICT
Learning Continuum:
-
understand ICT systems
URL: http://www.abcya.com/input_output.htm
Description & Purpose: ABCya provides computer games and mobile apps that help students understand the uses of standard input, processing, output and storage components and the use and role of system and application software.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Middle Primary
Explanation for inclusion:
This resource relates to the sub-area understand ICT systems, specifically, to Learning Continuum Level 3:
Critical Assessment of value
Incorporates a growth mindset or 'incremental theory of intelligence' providing students with concrete and immediate feedback (Dweck & Molden, 2005 as cited in Granic, Lobel, & Engels, 2014). This feedback can reward continual effort and keep players within Vygotsky's 'zone of proximal development' which gives students a balance of challenge with sufficient success, gained due to existing scaffolding (Wood, Bruner, & Ross, 1976).
Concerns include the prevalence of ads; experienced on the homepage and banner ads during gameplay.
References:
Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.
BrainPop - Cloud
Manage & operate ICT
Learning Continuum:
-
manage digital data
URL: https://www.brainpop.com/technology/communications/cloudcomputing/
Description & Purpose: Brainpop is an interactive web site that uses flash animation to help students discover that "cloud computing" is a network of powerful data centers connected by the Internet. Students learn how any device with an Internet (or even cellular) connection can access this network from anywhere in the world. They explore the multiple uses of the cloud, from storing huge amounts of data to running computer programs on many devices at once.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: School Access for use by teachers and students throughout a single school site (USD $995). Classroom Access for use by a teacher and students in a single classroom on up to 3 computers (USD$195)
Age Group Suitability: Middle Secondary
Explanation for inclusion:
This resource relates to the sub-area manage digital data, specifically, to Learning Continuum Level 5:
Critical Assessment of value
Words and pictures used so the brain processes more information in working memory (Sweller, 2005) and uses narration and video, even better for working memory (Mayer, 2005). The multimedia mode of learning affirms Gardner's Multiple Intelligences theory (Gardner, 1999), seeking to engage learners with different learning styles and strengths.
Concerns inlcude students can become highly dependant upon the scaffolds used and if the scaffolds have errors within them, it is difficult for students to build correct information (Perkins, 1993).
Depth of material is limited.
References:
Gardner, H. (1999) Intelligence reframed: Multiple intelligences for the 21st Century. New York: Basic Books.
Mayer, R.E. (2005) Introduction to multimedia learning. in R. E. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
Perkins, D. (1993) American Educator: The Professional Journal of the American Federation of Teachers; v17 n3, pp. 8,28-35, Fall 1993. http://www.exploratorium.edu/ifi/resources/ workshops/teachingforunderstanding.html
Sweller, J. (2005) Implications of cognitive load theory for multimedia learning. in R. E. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
BBC Bitesize GCSE ICT
Manage & operate ICT
Learning Continuum:
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understand ICT systems
URL: http://www.bbc.co.uk/education/guides/zm4dmp3/revision
Description & Purpose: BBC Bitesize GCSE ICT is a free online study support resource that gives students the opportunity to understand ICT systems and their usage; implement a new computer system; and evaluate hardware and software.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Upper Secondary
Explanation for inclusion:
This resource relates to the sub-area understand ICT systems, specifically, to Learning Continuum Level 5:
Critical Assessment of value
Thinking and problem solving are facilitated (Shepard and Cooper, 1982; Mayer and Gallini, 1990 as cited in UQ 2016) and 'active viewing' is promoted (Galbraith, 2004 as cited in UQ, 2016). Students are inspired and engaged (Willmot, Bramhall, & Radley, 2012).
Concerns include some content needs to be updated. The international version features advertising and BBC Worldwide use online behavioural advertising cookies. Concerns about incorrect content with confusing questions and poor English (Clark, 2016).
References:
Clark, Donald. "BBC Bitesize: Warning – May Damage Your Child’S Mind!". Donal Clark Plan B 2006. Web. 2 Feb. 2016.
UQ, (2016). Video for Teaching and Learning: Pedagogical Benefits. http://www.uq.edu.au/teach/video-teach-learn/ped-benefits.html
Willmot, P., Bramhall, M., & Radley, K. (2012) Using digital video reporting to inspire and engage students http://www.raeng.org.uk/education/hestem/heip/pdf/Using_digital_video_reporting.pdf
GCFLearnFree
Manage & operate ICT
Learning Continuum:
-
select and use hardware and software
URL: http://www.gcflearnfree.org/technology-buying-guide
Description & Purpose: GCF Learnfree - Technology Buying Guide is an on-line tutorial that helps users learn how to buy a smartphone and tablet: choose between a tablet and laptop; explain what a chromebook and ereader are; and helps students select the right device. It also helps students understand product life ycles.
Platform: Accessed via the web interface and platform independent
Cost/Licensing: Free
Age Group Suitability: Secondary
Explanation for inclusion:
This resource relates to the sub-area select and use hardware and software, specifically, to Learning Continuum Level 5:
Critical Assessment of value
Discovery Learning method of inquiry-based instruction is used where the student discovers facts and relationships for themselves. Constructivist learning is enhanced as the student draws on his or her own past experince to discover facts and are more likely to remember concepts and knowledge discovered on their own (Bruner, 1967).
Concerns include the need to recognise and remember to use resource as a supplement to classroom instruction (Byrne). Students who have 'deficits in their ability to monitor or control study', will require 'direct instruction or experience in metacognitive monitoring and allocation strategies' to 'improve student's choices and learning' (Finley et. al, as cited in Tullis & Benjamin, 2011).
References:
Bruner, J.S. (1967). On knowing: Essays for the left hand. Cambridge, Mass: Harvard University Press.
Byrne, Richard. "GCF Free Learn - Free Math, Reading, And Technology Lessons". Free Technology for Teachers 2011. Web. 2 Feb. 2016.
Tullis, J. G., & Benjamin, A. S. (2011). On the effectiveness of self-paced learning. Journal of Memory and Language, 64(2), 109-118. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079256/
