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ICT General Capabilities Continuum

posted 21 Sep 2011, 06:28 by Jason Zagami   [ updated 21 Sep 2011, 06:32 ]
ACARA. (June 2011). Draft Information and Communication Technology (ICT) competence Conceptual Continuum. Retrieved from http://consultation.australiancurriculum.edu.au/GeneralCapabilities/ICT/Continuum


Continuum


ICT competence is presented as a continuum of learning that describes the knowledge, skills and dispositions students can reasonably be expected to have developed at three stages of schooling (the end of Years 2, 6 and 10).


The continuum is based on the belief that students need opportunities to develop ICT competence over time and across learning areas. What is learned in the early years supports all subsequent learning. The continuum describes expected learning for each element of ICT at each of the three stages of schooling.

The continuum is presented in two formats: the first shows expected learning for each stage of schooling; the second shows expected learning across the three stages of schooling.




Elements of ICT competence



The continuum is structured into five interrelated elements of ICT competence:


  1. Applying appropriate social and ethical protocols and practices when using ICT

  2. Managing and operating ICT

  3. Investigating with ICT

  4. Creating with ICT

  5. Communicating with ICT



Applying social and ethical protocols and practices when using ICT


ICT competence develops within a context of social and ethical practice. This includes students developing an understanding of:


intellectual property such as copyright, acknowledging sources of information; referencing methods for text, images, music, video


information security and practices that violate the integrity of information such as hacking, spamming, fraud, advertising, viruses, scams, phishing, and computer protection when sharing information online, for example when peer-to-peer (p2p) file sharing personal security and their responsibility to:


  1. protect the rights, identity, privacy and emotional safety of online audiences

  2. avoid and prevent cyber bullying such as bullying through exclusion and malicious messaging

  3. consider the consequences of actions such blogging and uploading images

  4. ensure security (physical, mental, social) of self or other persons such as reporting online security concerns, being aware of ‘grooming or luring’ and cyberstalking

  5. respect audiences, known and unknown, for example in use of language, formality of style, type of content, forms of address

  6. be aware of the portrayal of self and identity of others.


the benefits and consequences of the use of ICT for individuals, groups and communities in society, such as:


  1. enhancing participation, functioning and equity, meeting special needs, improving civic participation, allowing accessibility, decreasing geographic isolation

  2. being drivers of ICT, for example having realistic attitudes, becoming positive creators not just recipients, creating a positive digital footprint

  3. understanding how changes in technology impact on and relate to changes in society, for example use of avatars, virtual worlds, chat rooms, gaming, online shopping, and seeking to balance digital relationships and time online with face-to-face relationships.



Managing and operating ICT


Students operate ICT to investigate, create and communicate. This involves applying the technical knowledge and skills that underpin the use of computers to work when and as required with information and use information classification and organisation schemes. This involves:


efficient and ergonomic use of hardware and software including:


  1. troubleshooting

  2. monitoring occupational health and safety issues such as eye strain, repetitive strain injury, and neck, shoulders and back injuries


selecting appropriate hardware and software from a range with increasing scope to match the needs of the user and the task


understanding ICT systems and transferability of knowledge and skills between systems and applications


using software to manage and maintain information in digital files, for example generic file and software functions such as opening and saving files in given locations, resizing images, copying and pasting text, naming and organising/managing files, file formats, security of files.



Investigating with ICT


Students use ICT to access data and information from a range of primary and secondary sources when investigating questions, topics or problems. To do this effectively and efficiently, students use processes of defining, planning, locating, accessing, selecting, organising and assessing information and data. This involves using ICT to:


define and plan information searches to:


  1. identify what students already know and what they need to know, such as posing research questions and using graphic organisers


locate and access data and information through:


  1. search engines, search functions and general and specialised directories

  2. navigation tools between and within documents, accessing documents that have some form of restriction such as password-protected files

  3. different file formats such as PDFs, negotiating user accounts, selecting information from within a document or website, and using peripheral devices

  4. organising data and information using a range of ICT tools.


select and evaluate data and information and apply criteria to:


  1. verify the integrity of data and information and their sources, for example for usefulness, credibility, reliability, validity, relevance, bias, timeliness, author, date.



Creating with ICT


Students generate ideas, plans, processes and solutions to challenges or learning area tasks. These may relate to learning a concept, completing an activity and responding to a need, and may be self-generated or requested. This involves using ICT to:


generate ideas, plans and processes to:


  1. clarify a task or the steps or processes required to develop responses to questions or solutions, such as using visualisation thinking tools, classification, pattern identification, filtering, graphic organisers, concept/mind maps and flow charts


generate products or solutions for challenges and learning area tasks to:


  1. develop, refine and present new understandings, for example a presentation incorporating an online tool, a report, a video, a podcast, a digital story

  2. create an input or a process to support an output (for example, collecting data or developing a design to be used in another product; programming to enable the control of traffic lights (control technologies) and modelling with spreadsheets and simulation packages)

  3. transform information, for example converting a set of instructions to a flow chart to represent a sequence of activities, converting a table of data to a graph or chart, creating animations for film, and taking static information and making it dynamic as in digital storytelling.



Communicating with ICT


Students use ICT to communicate ideas and information with others and collaboratively construct knowledge, in adherence with social protocols appropriate to the communicative context (purpose, audience and technology). They:


share, exchange and collaborate to enhance learning by:


  1. sharing information, such as on social networking sites

  2. exchanging information through reciprocal communication, such as by email, instant messaging, bulletin boards, online friends, public forums, blogs, video conferencing

  3. collaborating and collectively contributing to a product, such as using wiki project management tools, file management, online docs, interactive whiteboard software


understand and apply social protocols to:


  1. receive, send and publish taking into account characteristics of users, such as culture, gender, location, status, and expertise, and the permanence of digital histories


apply techniques or strategies to ensure security of information to:


  1. control levels of access to sites

  2. protect files

  3. block inappropriate users and report abuse.


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