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Australian Teacher Professional StandardsAnd exploring the

ICT General Capability & Digital Technologies

http://www.teacherstandards.aitsl.edu.au/OrganisationStandards/Organisation

Teacher Professional Standards

ICT is clearly identified as part of Focus Area 2.6, 3.4 and 4.5 of the Australian Professional Standards for Teachers

Point 1

ICT and the Teacher Professional Standards

Examples

Illustrations of Practice

Focus Area 2.6, 3.4 and 4.5

Reference: http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

Reference: http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00182

Reference: http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00018

TASK 1

In pairs, briefly discuss how you could design a learning task for a year level that aligns with the ICT General Capability elements: investigating, creating or communicating.

Reference: http://bit.ly/wkdKpj

TASK 2

In pairs, search for the ICT General Capability icon in a year level subject Reference: e.g. English http://bit.ly/145rVhJ

TASK 3

In pairs, go to the ICT General Capability and choose an ICT Organising element and then identify the KEY IDEAS for this element. You will be asked to share your findings with the whole group.

The ICT capability learning continuum is organised into five interrelated elements:• Applying social and ethical protocols and practices when using ICT• Investigating with ICT• Creating with ICT• Communicating with ICT• Managing and operating ICT

Reference: http://bit.ly/PQnkJJ

TASK 4In pairs, choose a year level “Content Descriptor” from the Digital Technologies Scope and Sequence and write an appropriate activitye.g. Year 3 - 4Content descriptor: 4.7 Work with others to manage the creation and communication of ideas and information safely, applying agreed social protocolsActivity:• considering ways of managing the use of social media to maintain privacy needs, for

example activating privacy settings so as not to divulge personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)

• using a range of online tools to share information, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic

Reference: http://bit.ly/18XMGPV