week 8 extended e- learning

Here is the table I have made up of computing following the task for this week.

Information and Communication Technology – Year 9
Context Curriculum Sections
Software and Programs	Unit focus: involves the understanding of; what program/software to use for an intended outcome; how to install programs/software; how and when to update programs/software; how to use different programs/software individually and together (sending project to other programs to add, manipulate work etc.); saving, moving and finding work and changing file formats when needed. This knowledge will be used to decide what is needed to create projects for class tasks and assessments and answer queries on modern technologies and their uses.
	What does it look like? Students will… ·         Identify what is a program and what is software. ·         Be able to give examples of programs and software and their uses. ·         Understand what requirements are needed to run programs and software and how to check if their device meets requirements. ·         Be able to install, update, and remove programs and software. ·         Understand how to use programs and software of different media types and apply prior knowledge of program use to new programs encountered. ·         Identify file formats and when it is necessary change the format. ·         Raise questions concerning prior knowledge and usage of programs and software. ·         Explore new concepts and ideas concerning programs and software on their devices. ·         Connect their learning to real life activities they have taken part in and to prior knowledge of topic.
	What does it not look like? ·         No discussions taking place. ·         No questions being asked. ·         No computer use. ·         No mistakes being made to learn from. ·         No exploration and research of subject and topic. ·         No hands on application of learning. ·         No linking to real life activities. ·         No connection to prior learning.
Hardware	Unit focus: involves the understanding of what computer hardware is; monitors, keyboards, tower and mouse for example. Understanding of what peripheral devices are; printers, routers and usb hubs for example. Learning about how to identify hardware, when it is needed and how to connect it to the main computing device –desk top or laptop for example-. Links to software and programs in learning how to install hardware objects once connected to main computing device.
	What does it look like? Students will… ·         Understand what hardware devices are. ·         Locate and explain what different hardware devices are. ·         Be able to connect and install devices. ·         Locate and decide if a device is needed, for example uploading images from cameras. ·         Have hands on experience in setting up a desk top computer device. ·         Be able to access the hardware on the computer to ensure it is connected and working properly. ·         How to correctly remove devices from the computer without harming the device, the computer or any data on the device. ·         Discuss how devices have changed in look and use over the years. ·         Explain how they use devices in their own lives and have real life uses. ·         Use and expand their prior knowledge of the topic.
	What does it not look like? ·         No hands on activities and experience. ·         No discussions of the topic. ·         No chances for students to use their prior knowledge. ·         No opportunities to learn from mistakes. ·         No computers and hardware to explore. ·         No linking to real life. ·         No questioning of topic.
Online use of websites and resources	Unit focus: involves the exploration of the internet and its’ content. Understanding how to find reliable and relevant information and content. Learning how to search and what engines to use to find information and content. What resources, information and content that is Education Queensland approved. Internet safety, personal safety and information safety. Security needed when creating online areas or joining sites. Internet protection software, for example virus programs and firewalls- their uses and how to set them up correctly.
	What does it look like? Students will… ·         Be shown examples of correct and incorrect use of; the internet, searching for content, joining sites, uploading and downloading content. (unsafe practices will be shown with images and explanations and safe practices demonstrated) ·         Have discussions on the use of the internet at school and home. ·         Discuss prior knowledge and experiences of good and bad internet use. ·         Be able to go online and try search engines and advanced searches using for example Google scholar in finding quality content. ·         Access sites that can be used in assessment and class tasks safely. ·         Go through the steps of installing and setting up firewalls and virus protection programs. ·         Discuss internet safety and its’ impact on them and their lives at school, work and home- now and future implications of different internet uses on their lives. ·         Explore online learning capabilities for the class, such as places like Wikispaces to collect class information and works on a topic.
	What does it not look like? ·         No internet use. ·         No examples shown of the hazards of the internet. ·         No discussions to take place. ·         No learning how to keep themselves safe online or off with personal content. ·         No understanding of how the internet and its resources could be used to supplement and expand their learning in the classroom. ·         No chance to implement prior knowledge. ·         No relation between topic and real life experiences.
Copyright laws and ethics in the off/online world	Unit focus: involves student understanding ownership of materials and copyright laws. Learning about common use options on material. Understanding why things should not be used- copyright but also the appropriateness of the material to be used in a project. Learning about target audiences and their preferences. Looking at where to go to ask permission for use of content that is copyrighted and where to go to access content that is not copyrighted and can be used legally. How laws and ethics are not just online but offline too and how it can impact on their school career if the rules are not followed.
	What does it look like? Students will… ·         Research what copyright is and how to get it. ·         Look at sites that offer common use on material that is uploaded to them. ·         Find and Explore places that that offer common use materials for relevance for use in tasks. ·         Learn, understand and explain about plagiarism and the affect it can have of them and their schooling career now and into the future. ·         Learn how to apply for copyright on materials. ·         Understand how and why to reference materials used whether permission is given for copyrighted materials or for common uses materials or even for personal material such as a photo of a sibling for example. ·         Discuss and understand the why and what to use for what audience a project is for. ·         Understand and discuss what a target audience is and their wants and needs. ·         Look at themselves and how products are aimed at them and why.
	What does it not look like? ·         No computer and internet use. ·         No discussions to take place. ·         No exploring of material the topic is about. ·         No researching about topic. ·         No chance to use prior knowledge. ·         No self-analysis and research of advertising targeted at them for target audience understanding. ·         No relation to real life.
Applications of programs	Unit focus: involves taking all prior knowledge and learning of this subject and combining it to create materials needed for class tasks and assessments. Utilises the understanding of programs, software and hardware and peripheral devices in the creation and completion of projects.
	What does it look like? Student will… ·         Have access to and use different kinds of hardware and peripheral devices, such as; desk top computer, laptops, cameras, iPods, microphones, printers and many others. ·         Will be able to actively participate in collaborative learning and peer tutoring. ·         Have access to many programs and software to create and manipulate Medias, such as; Photoshop, PowerPoint, Illustrator, Paint, Audio convertors, Word, Excel and many, many others. ·         Have access to the internet and websites for both presentation and material download, such as; Wikispaces, Weebly, Cool text, Flickr, Picnik, bubbl.us and many, many others (only if it is able to be accessed with approval from Queensland Education) ·         Have class discussions. ·         Seek clarification on topics and outcomes. ·         Use multiple hardware devices, programs and sites to create a project or item.
	What does it not look like? ·         No computer access. ·         No hardware access. ·         No software access. ·         No internet access. ·         No room for creativity. ·         No room for student collaboration. ·         No questioning. ·         No class discussions.
Care and Maintenance of Hardware and Software (programs).	Unit focus: takes place throughout the other components of this subject. Understanding of how to store, move, clean, install and update all hardware, peripheral devices and software, programs used in this subject and others used in different subjects or outside of school. Is a continuing learning topic but can be applied to new material with basics known.
	What does it look like? Students will… ·         Have care and maintenance explained and demonstrated on each item as it is introduced to the student. ·         Demonstrate and explain care and maintenance and why it is to be done. ·         Be responsible for all equipment they use. (unless it is a problem above what is expected of the student, such as; server and school network problems and the dismantling of equipment for professional work) ·         Learn responsibility for items under their care. ·         Notify teacher of problems before attempting to fix them.
	What does it not look like? ·         No demonstration and explanations given before attempting care and maintenance of equipment. ·         Students attempting to fix problems that should be done be a professional. ·         Not understanding that responsibility of equipment falls to the student using it.

Using pedagogies for e - learning

In this topic I am still learning many things that are required of a teacher to compile and create lesson that will be engaging for students but still enable them to learn the material that is put to them.

Personally I use Bloom's Taxonomy often as it is a thinking process that I follow unconsciously as do most people. It is also easy to implement in a lesson since most learning requires analyzing information, researching and thinking on what you have learned before presenting it to others. Also since I am in Computers using TPACK is a valuable resource as a pedagogy and framework to use. 

However I have found that incorporating other pedagogies and frameworks quite easy once you look at what it is you wish the students to take from the lesson. Such ones as de Bono's thinking hats is great to get people thinking in a different direction, especially if the class seems to be stuck on a certain aspect of a topic. Habits of Mind in another I regularly incorporate as most students if not the whole class can benefit from one of them. Such as letting the students know that a focus of the lesson will be using the Habit of Mind of Striving for Accuracy. Explaining the Habit of Mind and letting students explore it as part of their lesson will help many to strive for more in their learning.

So far I guess I have learnt and understand to a degree that learning with technology is vital to students in this day and age, and will continue to expand and contribute to learning more and more as time goes by. Therefore it is necessary of educators to learn about it and how to use pedagogies to make ICT use integral to the students learning. As a student learning to become and computer teacher it is a given that ICT and its use will be and integral part of my lessons, however, it is important that I learn how to use ICT in a way that gives my students the learning that they need to complete the tasks in school and that will aid them in their learning journeys throughout their lives.

E - Learning is an area that will expand for many years to come. At the moment more research is needed into what works well and what doesn't. However, in saying that much of teaching requires us to take on board many pedagogies, frameworks, ideas and concepts and plan lessons to the best of our knowledge and ability. Therefore it is important for all of us now in education or planning to be that we continually reflect on our students and their learning; that we take the best of our plans and lessons and expand on them. We need to not be afraid of trying new things and reading research or even being a part of a research project to improve the learning we provide.

Overall I guess it can be said that E- Learning is only beginning and that we need to embrace it, learn it, try it, expand it and share it; to improve the learning of who will teach now and into the future.