Inquiring with ICT
Students explore, select and use ICT in the processes of inquiry across key learning areas.
By the end of Year 9 students:
Use ICT in the processes of inquiry and research; they:
- select appropriate and efficient sources of digital information in response to identified needs, inquiries and research questions
- understand that using ICT can enable broader inquiry, enabling access to a wide variety of information, opinions and perspectives
- locate information relevant to an inquiry by conducting an effective search using selected ICT resources
- interact as a member of an online community as an inquiry strategy to discuss, compare and clarify ideas and to discover specialised information
- critically evaluate data, information and sources for usefulness, credibility, relevance, accuracy, currency and reliability
- cite all sources used when presenting research
- use ICT to develop and implement project plans and processes for efficient information management such as note taking and summarising
Reflect on the value of selected ICT in the inquiry process; they:
- reflect on how interactive online communities present a wide variety of information, opinions and perspectives
- compare and evaluate information sources relating to a research topic
Use ICT in the processes of inquiry and research
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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| Research a musical era and compile a list of songs linked to that time. Discuss the musical selections, justifying why the selected songs are typical of the era - play samples of the songs via CD or MP3 files. Present a bibliography citing all sources used. | The Arts: Music
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| Create a data base to record gathered information. For example, a cemetery excursion. The focus question could be: Today, people of many nationalities live in our city/town, but what nationalities lived here in the 19th century? Other statements to prove or disprove: - There were fewer nationalities; People lived shorter lives; there were many deaths of children under twelve; People were much more religious.Gather information including: Name, Birth/death date, Age, Place of birth, Inscription. Use data to discuss hypotheses and draw conclusions. How accurate is our data? Did we collect enough records to draw valid conclusions? What data about modern life do we need to make comparisons? The database can be constructed using Microsoft Excel or Word, or using specific database software. | SOSE: Time, Continuity and Change |
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| Explore and use databases to gather information for a particular inquiry. For example, visit the Australian War Memorial to investigate the ANZACs. |
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| Conduct an Internet search to locate information about historical Queensland events that impacted on people's rights. Use this information to create a timeline of key dates such as women's voting rights or events that affected Indigenous rights. | SOSE: Time, Continuity and Change, Culture and Identity, Political and Economic Systems |
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| Gather information for use in a classroom debate. For example, research the importance of keeping original documents, paintings and artefacts now high-quality digital reproductions are available. Does it matter that we have Ned Kelly's original Jerilderie letter in the Victorian State Library? Why are certain items from the past preserved and valued? Who determines what items from the past should be kept? | English: Speaking and Listening |
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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 an online survey tool and compile the data into a spreadsheet. | Maths: Chance and Data |
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| Use digital resources to locate information to answer the following: 'What happened at Gallipoli in 1915?' Select at least five documents that contain evidence about Gallipoli. Critically evaluate the information and write a historical narrative. | SOSE: Time Continuity and Change |
Newspaper reports, soldiers' letters and diaries, documentaries and Australian War Memorial |
| Work collaboratively to present a formal debate about a current controversial issue. Use a range of resources to locate information and write an argument supporting a particular viewpoint. Record the presentation and replay as part of the adjudication process. Discuss possible strategies to improve or enhance future speaking presentations. | English: Speaking and Listening, Writing and Designing |
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| Refer to the National Library of Australia website and search a variety of the listed search engines and subject directories. Critically review each of the search engines and present a report featuring pluses, minuses and interesting points (PMI) for each. | English: Reading and Viewing |
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| Select a company listed on the Australian Stock Exchange (ASX) . Research the company and present a report using informative text and graphics. | English: Speaking and Listening, Writing and Designing |
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| Explore the Earth's rotation and Lunar cycles to understand the relationship between the sun, the Earth and the moon. Also, investigate the concepts of night and day, sunrise and sunset and the movement of the stars, moon phases and the Earth's glow. | Science: Earth and Beyond |
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| Browse the Internet with the aim of purchasing a car under $25,000. Select a car and present the choice car to the class promoting its features. Read favourable reviews and acknowledge reviewers. | English: Reading and Viewing |
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Visit Picture Australia - a National Library of Australia resource and view the history picture trail. Selecting an image featuring a person, write a diary for that person. Use a variety of sources to ensure realistic diary entries that are true to the era the photo was taken. |
English: Writing and Designing |
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| Conduct and record interviews asking people to nominate websites they regularly visit. Collate the information from the interviews and present findings as a newspaper report. | English: Speaking and Listening, Writing and Designing |
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Reflect on the value of selected ICT in the inquiry process
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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Examples of reflective statements made by students:
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