Inquiring with ICT
By Year 2, students explore and use ICT in the processes of inquiry across key learning areas.
By the end of Year 2 students:
Use ICT in the processes of inquiry and research; they:
- know that a search engine can be used to locate information on topics of interest
- identify, locate and retrieve textual and graphic information from a range of digital sources
- suggest key words for class Internet searches
- conduct simple Internet searches for information using a common search engine
- navigate digital resources relevant to an inquiry, record and classify textual and graphic information to show what is known and what needs to investigated
- use learning objects and simulations in the inquiry process
Reflect on the value of selected ICT in the inquiry process; they:
- reflect on the benefits of ICT in meeting the inquiry purpose
- evaluate the usefulness the information was to their purpose
Use ICT in the processes of inquiry and research
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
| Collaborative and independent planning for inquiry | ||
| Discuss the focus of an inquiry, possible questions and required information. Decide on suitable digital information sources and ways of gathering data. Use concept mapping software to record ideas and decisions. |
|
|
| Brainstorm key words that may be useful when conducting a search for information about a specific topic. Type these words into a search engine and compare the effectiveness of chosen words. | English: Reading and Viewing, Language Elements | |
| Gathering information for inquiry | ||
| Participate in a structured or directed Internet search to, for example, locate information for an animal information report. Use teacher-selected age-appropriate websites to answer specific inquiry questions about animal habitats, appearances, foods and movements. | Science: Life and Living, English - Writing and Designing | |
| Use online communication tools to chat with an expert to hear a different perspective on a particular issue. Prepare relevant and specific questions before the chat. Use chat transcripts to promote future discussions. | ||
| Use an online reference source such as Encarta to locate information about cloud types | Science: Earth and Beyond | |
| With support, locate information about a famous Queenslander. Present information as a digital poster including text and images. | SOSE: Culture and Identity | |
| Use the Bureau of Meteorology website to locate weather in specified areas. Students could take turns acting as class weather monitor to find and record daily weather information. | Science: Earth and Beyond Primary Connections - Weather in My World | Google Earth |
| Organising information gathered | ||
| With support, use concept mapping software to organise collected information. Use a program such as Kidspiration to classify information using main ideas and supporting details. Use this information to write an information report. | English: Reading and Viewing, Writing and Designing | |
| Capture and store digital images recording experimental set-ups and observations made over time. Photograph the steps involved while conducting a fair test. Use the images to explain the process and results. | Science | |
| Create a digital column graph to record and present data students gather on the number of different types of invertebrates (or other specimen) in a sample area. | Science: Life and Living, Primary Connections -Schoolyard Safari | |
| Interpret and evaluate information and data | ||
| Collaboratively create a poster showing agreed criteria to determine the usefulness of information. How old is the information? Is the information easy to read and understand, and is it useful to our inquiry? Can we put the information into our own words? | English: Reading and Viewing | |
| Use collected information to collaboratively establish a database about invertebrates and their characteristics. | Science: Life and Living, Primary Connections - Schoolyard Safari | |
| Use researched information to write a description of an invertebrate. | English: Writing and Designing; Science - Life and Living | |
| Communicate electronically with students from another school (at a geographically different location) to compare the types and numbers of specimens in the local area. | Science: Life and Living, Primary Connections - Schoolyard Safari | |
| Create digital maps of the schoolyard to show the locations of specimens and offer suggestions to explain these locations. | Science: Life and Living; SOSE: Place and Space | Scribblemaps |
| Sample investigations and inquiries | ||
| Use a handheld voice recorder to interview a staff member as part of a nutrition investigation. Collaboratively decide on appropriate questions such as, 'What is your favourite way to eat vegetables?' and 'What do you like to see students eating at morning tea?' Upload interviews into a podcast for storing, sharing and discussing. | English: Speaking and Listening; HPE: Health
|
|
| Use Internet source information about Indigenous seasonal calendars. | SOSE: Culture and Identity | |
| Take a virtual field trip or tour through a location to locate specific information. For example, visit the Australian War Memorial websiteto find specific information about the ANZACS. |
|
Australian War Memorial |
| Participate in a Web Quest to locate particular information from online sources, such as Investigating Butterflies, The Water Cycle, What's Hiding inside this seed?and What's your favourite season?. |
|
Investigating Butterflies, The Water Cycle, What's Hiding inside this seed?, What's your favourite season? |
| Capture digital images showing what students are wearing or doing to suit the day's temperature. Create a slide show depicting the relationship between the weather and clothing. | Science: Earth and Beyond, Primary Connections - Weather in My World | |
Reflect on the value of selected ICT in the inquiry process
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
Examples of reflective statements made by students:
|
