Communicating with ICT
Students experiment with, select and use ICT across key learning areas to collaborate and enhance communication in local and global contexts for an identified purpose and audience.
By the end of Year 9 students:
Use ICT to collaborate, share and exchange ideas and information; they:
- use email for ongoing communication with individuals and groups for specific tasks or inquiries
- use online environments to seek information, exchange ideas, formulate critical opinions and learn
- collaborate locally and globally, distribute information, participate in online challenges, influence public opinion and behaviour and create digital products
- select and use a variety of digital media to communicate ideas and present information
Apply standards and conventions when using ICT to communicate; they:
- manipulate and edit text, sound and graphics and use a variety of word processing features and styles to improve the effectiveness of communication
- apply suitable presentation and communication conventions when creating digital products
- know appropriate levels of personal information disclosure for specific online environments
- follow school policy and protocols and apply netiquette when communicating in online spaces
- follow an appropriate course of action in response to inappropriate messages conveyed online
Reflect on their use of ICT and identify ways to improve their effectiveness of communication; they:
- reflect on the use of online learning spaces to collaboratively complete projects and investigations
Explore different digital media to communicate and collaborate
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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| Work collaboratively to design and create an interactive game suitable for 12-14 year-old students. Communicate ideas and suggestions within a class blog. Share the game with others and invite feedback - use this to refine future creations. | Technology: Technology as a human endeavour; English: Writing and designing |
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| Reflect on the issues surround civil disobedience and share reflections within a class blog. For further reference see the Q150 online unit: Rights and Power, Social Change in Queensland. | SOSE: Time, continuity and change, culture and identity |
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| Participate in The Learning Place's Online Literature Festival and interact with special guests through collaborative project spaces. | English: Reading and viewing, writing and designing |
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| Contribute to shared data sets in collaborative investigations. Access and manipulate second-hand data to compare and contrast with local investigations. For example, students could access Australian meteorological data and compare it with their own, local investigations. | Science; Maths |
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| Use simulation programs to experiment with materials, including chemicals that are not able to be used in the classroom for safety reasons. | Science |
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| Experiment with online communication tools to connect with students/schools around the world. Also, locate information for a specific inquiry which may be used for future international action, online exhibitions or student exchange programs. For example, conduct a web-conference or email discussion with international students to ask questions about various cultural events, migrant experiences and histories of local areas. | SOSE: Time, Continuity and Change, Culture and Identity |
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| Use an online writing space such as a wiki to collaboratively write the script for a contemporary play/television soap opera. Invite peers to contribute to writing dialogue, editing and proof reading. | English: Writing and Designing |
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| Contribute to a state wide discussion about whether Queensland is a fair place to live and suggest improvements. Refer to Q150 online unit Rights and Power: Social Change in Queensland'. | SOSE: Political and economic systems |
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| Participate in an online debate within a forum via The Learning Place. Investigate a current environmental issue or concern. | Science: Life and Living, Science as a Human Endeavour |
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| Visit the Bureau of Meteorology website to check the weather forecasts, current temperatures and weather warnings. Use the global link to compare weather in another country and communicate online with a person who lives in that country to find out if adaptations have been made due to local weather. | Science: Earth and beyond |
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| Use concept mapping software to sequence scenes within a class movie. Email scene sequence to peers and invite feedback using programs such as Inspiration 8. | The Arts: Media |
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| Produce a video commercial to promote healthy eating for an audience of Year 8 students. | The Arts: Media |
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| Use media technologies, techniques and practices to market, promote, deliver and exhibit media artworks. For example, use publishing software to create a brochure advertising a piece of music or a song. | The Arts: Media |
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| Participate in peer moderation via a wiki. As an audience members view a performance and provide feedback following set criteria. | The Arts: Drama |
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| Write a feature article outlining a variety of online communication tools and spaces such as email, blogs, formus, chat rooms, virtual worlds and social networking sites. Consider their features including, purpose, preferred users, positives and negatives. | English: Writing and designing |
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| Use a digital recording device to capture short dialogues in a specific language. Edit and share with peers in order to experiment with tone and intonation and review the impact on meaning. | LOTE |
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| Use a digital recording software, such as Audacity to produce the transcript for a radio advertisement. | English: Writing and designing |
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| Students participate in an online community or virtual world to investigate and debate a topical environmental issue and develop a reasoned solution or alternative. Useful tools can be found on the Learning Place. | SOSE: Place and space |
Apply standards and conventions when using ICT to communicate
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
| Create a short film or documentary manipulating text, audio and graphics in order to engage and persuade an audience. Demonstrate how language elements and other aspects of text position viewers, by establishing and maintaining roles and relationships with the audience. | English: Writing and Designing
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| Deconstruct digital media texts to establish conventions and reconstruct texts by planning and organising subject matter according to that structure. | English: Reading and Viewing, Writing and Designing |
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| Design a website with the aim of promoting a public health initiative to the public. | Health and Physical Education: Health |
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| Use concept mapping software to create a site map for a website. | All key learning areas |
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| Use electronically stored data to manipulate and explore relationships between scientific information from various locations and times - identifying patterns. | Science |
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| Investigate factors affecting the rate of reaction and contribute to shared data sets as part of a collaborative class investigation. | Science Maths: Chance & Data |
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| Access and manipulate second-hand Australian meteorological data and compare and contrast with their own, local investigations. Use spreadsheets to compare and contrast data sets in relation to ecological surveys collected in different locations and times. | Science: Life and Living, Earth & Beyond |
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| Use spreadsheets to assign line of best fit to experimental data in relation to investigating friction. |
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| Participate in a maths investigation. Estimate the amount of money your school's students spend on mobile phones each year. Frame questions for data analysis such as, boys spend more money on mobile phones compared to girls. Conduct data collection using online survey tool and compile the data into a spreadsheet. | Maths: Chance and data |
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Reflect on their use of ICT and identify ways to improve their effectiveness of communication
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Examples of reflective statements made by students:
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