Assessing „ICT for Communicating‟
in the LOTE classroom
Lauren Kenny and Claire Feely
kenny.lauren.m@edumail.vic.gov.au& feely.claire.d@edumail.vic.gov.au
Berwick Secondary College LOTE Centre of Excellence
Company
LOGO http://www.bsclotecoe.vic.edu.au/
Focus of the session
1. WHY WE ARE FOCUSING ON ‘ICT FOR COMMUNICATING’
2. EXAMPLES AND EXPLANATIONS OF TECHNOLOGIES
• ONLINE CARTOONS
• MOVIE MAKER
• BLOGS
• PODCASTS
• WEBQUESTS, WEBHUNTS AND USING FRONT PAGE
3. QUESTIONS AND DISCUSSION
We have aimed to provide you with links to further information and resources
wherever possible.
„ICT for communicating‟
Working towards level 5 VELS –
ICT for communicating
At Level 4, students use email, websites and frequently
asked question facilities to acquire from, or share information
with, peers and known and unknown experts. When emailing,
they successfully attach files and they apply protocols for
sending and receiving electronic information. They
successfully upload their work to a protected public online
space. Using recommended search engines, students refine
their search strategies to locate information quickly. They
evaluate the integrity of the located information based on its
accuracy and the reliability of the web host.
ICT Progression Points
Progression point 4.25 Progression point 4.5 Progression point 4.75
location of websites, using location of websites, using location of targeted websites,
collaboratively determined general nominated specialised search using general and specialised
search engines such as Google engines such as search engines and limited
and Yahoo, and search strategies www.searchindonesia.com, Boolean logic search strategies to
including keywords and a filtering www.asiadragons.com/indonesia, broaden or narrow searches
technique such as date filtering www.searchasiaco.com/indonesia/
www.yellowpages.co.id/
and search strategies including
(Webquests) keywords and filtering techniques
selection of information contained selection of information selection and justification of
within websites, using criteria from contained within websites, using information contained within
a given list collaboratively determined criteria websites, using self-generated
(Webquests) criteria
experimentation with formats application of appropriate formats application of formats,
designed to enhance the and nominated ICT conventions collaboratively determined ICT
organisation of information when using contemporary conventions and nominated
contained within contemporary communication tools such as protocols, as appropriate, to
communication tools- blogs interactive websites particular contemporary
communications tools such as
(Blogs Wikis
Cartoons
Movie maker
Podcasts
Front Page)
Online Cartoons
WHAT ARE ONLINE CARTOONS:
• Interactive websites that allow students to use provided characters, objects
and speech bubbles to create their own digital cartoon in LOTE
WHERE TO FIND GOOD ONLINE CARTOONS:
• Make sure you check out the site you plan to use before entering the
classroom – some don‟t allow you to save or have inappropriate images
• Try: Learning Fed Release1 – English – Writing (CAW0029) – Comic Creations
HOW WE HAVE USED ONLINE CARTOONS FOR ASSESSMENT
• Year 7 written assignment 1 – “Mau apa?” cartoon based on Bagus Sekali! 1
text and workbook
THEY ARE QUICK…
Have
a look at this
example:
Movie Maker
HOW WE HAVE USED MOVIE MAKER IN ASSESSMENT:
• Year 7 role-play (example)
• Year 8 students doing documentary of school
• Year 10 students doing documentary of „Ibu Kota‟
FURTHER IDEAS:
• Di rumah saya
• Melihat-lihat di daerah wisatawan
• Sayembara film
• Documentary exchange with sister school
• Iklan (obat dll)
MORE INFORMATION AT: http://www.bsclotecoe.vic.edu.au/ICTFilm.htm
(under software heading)
Movie Maker
HOW TO USE MOVIE MAKER
• Take your video using a digital video camera. (Use a tripod. Avoid background
Text
noise and light. Use mains power if you can. Consider using a microphone)
• Copy the video to a shared folder which students can access using a fire wire.
(Other methods may take longer but still work)
• Open Movie Maker and import your video
• View your material (You may need to take more footage and repeat steps 1-3).
• Cut your material. Drag and drop into the story board.
• Add effects and transitions to your video as desired.
• Add titles, captions and credits as desired.
• Add sound as desired. (This requires music or sound files to be saved into a
shared folder, or the use of a USB device such as an iPod.)
• Save your movie
• Burn your movie to CD or store on the network.
• Considerations: Privacy laws, self conscious students and isolates.
Some benefits of digital
filmmaking
cutting and
Genuine
adding
communicative editing creates
subtitiles opportunities
teaching opportunities for
excellent language for authentic
learning audience and
exchange
increased
motivation
Producing and
video incentive for
more precision
interactive
of a process
good high
alternative relevance
to poster or
artistic
work for
some
students
on a topic
as a teaching
resource
Blogging
KEY FEATURES OF A BLOG:
• Personal editorship
• Frequent updates
• Free public access to the content via the Internet
• Archived postings (Paquet 2003)
SAMPLE CLASSROOM BLOG:
• http://bsc7l.globalstudent.org.au/
• http://bsc12indo.blogspot.com/
USING BLOGS FOR ASSESSMENT:
• Field notes and journals (record of travel or exchange trip)
• Research Journal (record of the research process, to show scaffolding of learning)
• Learning Journal (reflection of learning)
• Blogs can be used to suit many different types of classroom learning
(e.g. Year 12 Detailed Study)
(From Blogging to Learn, Anne Bartlett-Bragg, University of Technology, Sydney, 2003)
Blogging
HOW TO SET UP A BLOG:
Victorian Education Channel (Schools) for blogs supported by DoE
(http://www.education.vic.gov.au/schools/default.htm)
Global Teacher – need to email them to receive relevant details and resources
(http://globalteacher.org.au/)
THINGS TO REMEMBER:
• Students need to be trained and very aware of privacy (consider letter home)
o They need to know not to use full names
o They need to know not to give out personal information in any form
o They need to know not to post any photos without that person‟s
explicit permission
• You need to monitor their posts and edit any inappropriate comments or
information
MORE INFORMATION: http://www.bsclotecoe.vic.edu.au/ICTInternet.htm
Podcasting
WHAT IS A PODCAST?
• A podcast is where you create content (video or audio files) that reside on a
website.
• You can download commercial podcasts from radio and television stations.
TEXT TEXT TEXT TEXT
HOW WE USED PODCASTS FOR ASSESSMENT:
• Groups of our year 8 students completed an online research module which guided
them to research information on Indonesian in religions (in English)
• Each group then used this information to write up a script
• Audacity was (http://audacity.sourceforge.net/) installed on required computers.
• The students connected microphones to their computers and used audacity to
record their broadcast (very simple – stop and start process)
• The students then use Audacity to edit their broadcast and add Indonesian music.
They then saved their final product as a wave file.
TASK ONLINE: http://www.bsclotecoe.vic.edu.au/ReligionTask/index.html
TECHNOLOGY: http://www.bsclotecoe.vic.edu.au/greenlush/index.html
Webquests and Webhunts
WHAT IS A WEBQUEST?
• A webquest is a tool that involves students interacting with online resources.
• A webquest assists with student motivation and creativity, developing thinking
skills and cooperative learning.
• Designed to follow a similar structure, including Introduction, Task,
Background, Process & Resources and Conclusion.
• Webquests often involve individual research, with students combining to
in groups to complete the final task.
SOME OF OUR WEBQUESTS:
• Indonesian webquest on the Spice Trade (Year 12 Detailed Study) at:
http://www.bsclotecoe.vic.edu.au/Indo/index.htm
• Year 8 webquest on Bali (Cultural Assessment Task) at:
http://www.bsclotecoe.vic.edu.au/Bali%20Webquest/index.htm
MORE INFORMATION (background, design and building webquests):
http://www.bsclotecoe.vic.edu.au/greenlush/index.html
Using Front Page
WHEN TO USE FRONT PAGE:
• Front Page is the easiest software to use to create a webquest (the link below
is an online PD module that shows you how to use Front Page)
• Front Page is also a great tool to use in the classroom – especially for
presentation of assignments
TASK IDEAS: TEXT
• A family tree or their own website on cultural information
• Anything which could involve more than one page (map of house with links to
other pages that have information about each room)
TEXT
HOW HAVE WE USED FRONT PAGE? TEXT
• Year 8 Written Assessment Task based on the family. They created a family
tree similar to this one (example task)
• Year 10/11 online magazine (example)
HOW TO DESIGN AND BUILD A WEBSITE IN FRONT PAGE:
http://www.bsclotecoe.vic.edu.au/greenlush/index.html
Thank You
ANY QUESTIONS?
For further information:
visit the links we have provided;
come and have a chat to us after the session;
email us (feely.claire.d@edumail.vic.gov.au and
kenny.lauren.m@edumail.vic.gov.au);
visit the BSC LOTE Centre of Excellence website
(www.bsclotecoe.vic.edu.au);
arrange to visit our Centre in action.