BBC Bitesize KS3 ICT

Apply social & ethical protocols & practices

Learning Continuum:

identify the impacts of ICT in society

URL: http://www.bbc.co.uk/education/guides/zbxbkqt/revision

Description & Purpose: BBC Bitesize KS3 ICT is a free online study support resource that gives students the opportunity to think about the use of ICT at work, school, for online shopping, for entertainment, and health and safety issues. By reading the seven mini pages and watching the video, students can complete an online test and be able to recognise and discuss the positive and negative impacts of ICT on their lives.

Platform: Accessed via the web interface and platform independent

Cost/Licensing: Free

Age Group Suitability: Upper Primary

Explanation for inclusion:

This resource relates to the sub-area identify the impacts of ICT in society; specifically, to Learning Continuum Level 4:

Critical Assessment of value

Thinking and problem solving are facilitated (Shepard & Cooper, 1982; Mayer & 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.

References:

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

SmartCopying

Apply social & ethical protocols & practices

Learning Continuum:

recognise intellectual property

URL: http://ar2c.smartcopying.edu.au/

Description & Purpose: SmartCopying - 'All right to copy' is a resource designed to teach students about copyright, and how it impacts them as both users and creators. It outlines what can and cannot be done when using the work of others and informs students about appropriate use of the different types of media. This includes text, images, film, music and websites.

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 recognise intellectual property; specifically, to Learning Continuum Level 5:

Critical Assessment of value

Interactive dynamic visualisations are used. Students can adapt the form and content to their individual cognitive skills and needs, providing intuitive use without increasing cognitive load, leading to more efficient forms of learning (Schwan & Riempp, 2004). Interactive features help adapt the pace of the video demonstration and choice includes text or video options.

A constructivist method of learning is employed: it is 'visual and experimental' and allows students 'more flexibility in how they learn and demonstrate competence' (Roblyer & Doering 2013, p45).

Concerns include the habitual 'switching (of) tasks and becom(ing) unaccustomed to sustaining attention (Ritchell, 2010) with too much information, presented too fast, which can be overwhelming (Begley, 2011).

References:

Begley, Sharon. "The Science of Making Decisions".Newsweek 27 Feb. 2011. Web. 14 Mar. 2011.

Ritchel, Matt. Growing up Digital, Wired for Distraction. The New York Times. 21 Nov. 2010.

Roblyer, M., & Doering, A. (2013). Integrating Educational Technology into Teaching: International Edition, 6th Edition, Pearson.

Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293-305.

StudyLadder

Apply social & ethical protocols & practices

Learning Continuum:

apply digital information security practices

URL: https://www.studyladder.com.au/games/activity/apply-digital-information-security-practices-1-27160

Description & Purpose: Studyladder offers a sequential learning program with videos, interactive activities, worksheets and assessments about applying digital information security practices. This includes personal information when using computers, playing online games, online chat, using photographs, passwords, text, emails or online messages.

Platform: Accessed via the web interface and platform independent

Cost/Licensing: Free

Age Group Suitability: Upper Primary

Explanation for inclusion:

This resource relates to the sub-area apply digitial information security practices; specifically, to Learning Continuum Level 4:

Critical Assessment of value

Constructivism is fostered; the teacher can help students construct knowledge rather than reproduce a series of facts. Scaffolded, problem-solving and inquiry-based learning activities are presented, reducing cognitive overload and developing a soft skill of self-directed learning (Hmelo-Silver, Duncan & Chinn, 2007). Cognitive development is a focus (Fosnot, 2013).

Concerns include students distracted by avatars and the points system. Problem based and self-directed learning should be limited, especially with regard to 'promoting academic achievement as measured by traditional exams' (Albanese & Mitchell as cited in Prince, 2004).

References:

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.

Prince, M. (2004). Does active learning work? A review of the research.Journal of engineering education, 93(3), 223-231.

BrainPop - Email/IM

Apply social & ethical protocols & practices

Learning Continuum:

apply digital information security practices
apply personal security protocols

URL: https://www.brainpop.com/technology/communications/emailandim/

Description & Purpose: Brainpop is an interactive web site that uses flash animation to introduce students to email and IM. Students discover how computers read, write, and receive mail; understand what SMTP and POP mean; learn where the addresses of computers are stored on the Internet; learn the differences between email and instant messaging, and safety tips for all online communication.

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: Upper Primary

Explanation for inclusion:

This resource relates to the sub-areas of apply digital information security practices and apply personal security protocols; specifically, to Learning Continuum Level 4:

Critical Assessment of value

Videos can tap verbal/linguistic and visual/spatial, and even musical/rhythmic (Gardner, 2000; Veenema & Gardner, 1996 as cited in Berk, 2009, p. 3). Interactive activities and learning games help monitor student understanding, providing feedback to improve teaching and learning. The multimedia mode of learning affirms Gardner's Multiple Intelligences theory (Gardner, 1999).

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:

Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21.

Gardner, H. (1999) Intelligence reframed: Multiple intelligences for the 21st Century. New York: Basic Books.

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