Operating with ICT
The following relates to the QCAR cross-curriculum priority: Students use a range of advanced ICT functions and application across key learning areas to inquire, create, collaborate and communicate, and to efficiently manage information and data.
By the end of Year 9 students:
Efficient, safe and ergonomic operation of ICT ; they:
- independently select and operate input, output, processing and storage devices for specific curriculum purposes
- understand the concept and functions of a network, e.g. using shared printers and saving to network drives
Navigate software and virtual environments; they:
- independently select and use navigation features within learning objects, software programs and websites
- use spreadsheets to collate and manipulate data and create graphs from multiple sets of data
- use the features of presentation, word processing and publishing software to automate processes to increase efficiency including using templates, headers, footers and page setup
Use ICT to manage, store and retrieve information and data; they:
- use logical naming conventions to save digital files, routinely backup files and protect personal information from unauthorised use
- understand the purpose of databases and use these to organise, store and retrieve data
- identify the function of a file type by its extension
- understand how to compress and decompress files
Reflect on operating ICT; they:
- recognise the need to compress files
- articulate the advantages of good file management
- identify ways to improve the efficiency and effectiveness of their ICT practices
Operate ICT efficiently and safely
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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| Independently follow a set of operational steps to create a short movie/documentary. Edit, and save as a movie file onto a hard drive and DVD. | The Arts: Media |
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| Create and manipulate digital sound files for use as the background audio of a movie. For example, produce a promotional video about the target country capital city. Browse the Internet for access to royalty free music. | The Arts: Media; LOTE |
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| Use a digital camera, sound recorder and digital thermometer to investigate the water quality of a local creek. Collect data, record observations, sounds, temperatures and pH. Develop a multimedia scientific report to accurately record the aim, methods, results and conclusions. | Science: Life and living |
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| Create a short video demonstrating scientific skill for younger students. For example, Using a thermometer accurately using a Newton meter. | Science: Science as a human endeavour |
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| Use digital and electronic effects to create distortion, echo and reverberation. | The Arts: Music |
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| Change the dynamic levels and expression of music using digital and electronic devices. For example, alter MIDI track preferences to change the volume and attack of sound. | The Arts: Music |
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| Use data sensors to capture data points as part of environmental monitoring or an experiment. | Science: Earth and beyond |
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| Use electronically stored data from data loggers and digital meters to manipulate and explore relationships between scientific information to identify patterns. This could be done by collecting temperature change, oxygen saturation and monitoring light levels in a class aquarium | Science: Life and living |
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| Make a video compilation of dances performed by peers. Use the recorded footage to critically review and refine dance routines. | The Arts: Dance |
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| Use Global Input Method Editions for Mandarin and Japanese to input text into documents. Experiment with the accent keys to type French, German and Italian. | LOTE |
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| Use MP3 players to download target language conversations and music. | LOTE: Intercultural investigations |
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| Use web cams and web-conferencing tools to communicate with target country students. |
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| Maximise GPS devices and GIS technology to identify topography of an area and create maps to support an environmental investigation. | SOSE: Place and space; Science |
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| Participate in an environmental impact study. Use GPS devices and GIS software to locate and map specific animal habitats within the local area. Use GIS systems to provide spatial dimension to environmental data. | Science: Life and living; SOSE: Place and space |
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| Record a speech or radio segment using a digital recording device. For example, assume the role of a shearer in 1891 and deliver a speech portraying one perspective of those involved in the Great Shearers Strike. | SOSE: Time, continuity and change; English: Writing and designing |
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| Demonstrate capacity to record, edit and compose music. Compare different production suites, such as Hitsquad Musician Network and discuss the different ways that integrated software applications are beneficial to musicians. | The Arts: Music |
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Meeting Diverse Learner Needs:
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Navigate software and virtual environments
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
| Create a digital portfolio of personal artistic creations and products. For example, share artworks with others in a teacher created virtual classroom. | The Arts: Visual arts |
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| Utilise the 'Seeing with sound' learning object to explore how sound travels as a wave. Examine diagrams and simulations to identify how sound waves compress particles and transmit using a range of tools. | Science: Energy and change |
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| Consolidate Chinese and Japanese language skills using the 'Mystery Objects' series of found in the Learning Objects. | LOTE |
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| Use a spreadsheet to compare and contrast data sets in relation to ecological surveys collected in different locations and times. | Science: Life and living |
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| Explore a range of tools and instruments used by scientists in the field. For example, examine geologists' tools by the 'Tools of Trade' Learning Object to explore tools used by geologists. | Science: Science as a human endeavour |
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| Use the 'Graph investigator' series available through The Learning Federation learning objects to investigate different types of graphs. | Maths: Chance and data |
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| Interact with The Learning Federation's 'Triathlon' series learning objects to increase understanding relating to data analysis, distance-time graphs, distance, gradients, line graphs, number patterns and speed. | Maths: Chance and data HPE: Physical Activity |
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| Examine the 'Catch a Thief' series of The Learning Federation learning objects, considering oral, written and visual evidence, skimming, scanning and making notes to predict who committed a crime. | English: Reading and viewing |
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Use ICT to manage, store and retrieve information and data
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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| Write scripts using online script templates. | The Arts: Drama |
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| Edit movie scenes to heighten audience's emotions. | The Arts: Drama; English: Writing and designing |
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| For example, rewrite a scene from a class production adding a dramatic climax. |
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| Use simulations to create an environmental circumstance to match a particular scientific context under investigation.Record data in spreadsheets or databases to facilitate manipulation, interpretation or presentation. | Science: Science as a human endeavour |
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| Use spreadsheets to assign line of best fit to experimental data and to identify patterns and trends. | Science |
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| Use the Learning Object, It's a drag to record data on breaking distance - when changing one variable at a time. Use this object to generate a plan for a scientific investigation using toy vehicles. | Science: Energy and change |
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| Conduct an Internet search to locate information about Queensland historical 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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| Integrate the advanced features of PowerPoint to create a professional presentation. Change backgrounds, use the animation features, and insert sound and hyperlink to other documents or WebPages. |
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| As part of a maths or science investigation, use a spreadsheet to create a visually appealing data presentation. | Maths: Chance and data: Science |
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| Use the features of an image editing program to create an effective and appealing visual display. For example, write a biography about a significant person and capture still and moving images of the subject; interview subject using a voice recorder and share the finished product as multi-media presentation. | English: Writing and design: The Arts: Media |
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| Maximise the use wizards or online tutorials to learn how to operate a GPS device. | SOSE: Place and space |
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| Interpret distance-time graphs using the Elite Triathlete Learning Object. | Maths: Chance and data |
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| Use the Learning Object series Fashion Design Studio to explore methods used in texts to communicate meaning, including print and visuals. | Technology: Technology as a human endeavour; English: Writing and design |
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| Explore the features of CAD software to design a product. | Technology: Information, materials and systems |
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| Create a class newsletter and apply editing processes to published documents. | English: Writing and designing; Technology: Technology as human endeavour |
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| Use concept mapping software to plan projects and manage timelines, resources and budgets. For example, work collaboratively to design and create an environmentally friendly shopping bag. | Technology: Information, materials and systems |
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| Use Windows Movie Maker to create a promotional video, such as an advertisement designed to attract tourists to a specific country. | The Arts: Media; LOTE |
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| Design a brochure for a marketing campaign, using publishing software |
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| Explore online dictionaries to locate new words, double-check the meaning of a word or phrase or to find out how to use the word in the correct context. | LOTE; Literacy opportunity within all key learning areas |
Reflect on operating ICT
| 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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