Technology and Teaching Standards (The Australian Curriculum)

The Australian Curriculum has been formulated to encompass seven various areas known as general capabilities. The general capabilities assist with the development of knowledge, skills, and behaviours, enabling students to live and work successfully in the 21st century. (Australian Curriculum, Assessment and Reporting Authority [ACARA]), n.d).

These capabilities include literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding (ACARA, n.d). There are both benefits and challenges of Learning Management Systems (LMS’s) for learning in schools and incorporating ICT capabilities for student centred learning.

The Digital Education Advisory Group (DEAG) states that there is a change in the nature of work and shift towards technology-rich workplace environments, requiring multidisciplinary teamwork and greater levels of innovation and creativity (Digital Education Advisory Group [DEAG], 2013, p. 20).

To accommodate these changes within the educational landscape, there needs to be a change in the delivery of curriculum content. Coates, James & Baldwin (2005, p. 19) define LMS’s as a course administration tool or pedagogical focus that has the capacity to create virtual or online learning environments for students. These administrative and educational tools provide an online platform that enhances an educator’s ability to develop, assign, and track student learning. These systems are generally internet-based systems such as Blackboard, Moodle, Google Classroom, Desire to Learn and Edmodo.

Reference

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/languages/general-capabilities/

Coates, H., James, R. & Baldwin, G. (2005). A Critical Examination of the Effects of Learning Management Systems on University Teaching and Learning. Tertiary Education and Management, 11, 19–36. Retrieved from  http://uait.pbworks.com/w/file/fetch/53312706/A%2520critical%2520examination%2520of%2520the%2520effects%2520of%2520learning%2520management%2520systems.pdf

Digital Education Advisory Group (DEAG). (2013). Beyond the classroom: A new digital education for young Australians in the 21st century. Retrieved from https://docs.education.gov.au/system/files/doc/other/deag_final_report.pdf

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One thought on “Technology and Teaching Standards (The Australian Curriculum)”

  1. This is a good summary of the ‘ideas’ around Learning Management Systems, but I find them hard to ‘visualise’ in practice. So, can you give an example of an LMS, what it would have for inputs, content, workflows/processes & outputs? I guess we are currently getting experiential learning inside one…

    From this student perspective, it ‘feels’ easier because we have prescribed tasks, but as an educator I think it is important to acknowledge that the more traditional and well-defined domains of educational achievement become blurred and recombined by embracing LMS methods. I still don’t know whether I think one needs to ‘impose’ traditional structures onto these new methods, or if this is even possible. How then, do we ‘assess’?

    I like the idea that a class’s progression through a topic becomes like a piece of qualitative research, where ideas can be gathered until nothing new is being presented – saturation – and the ‘body or work’ that represents the totality of what that class can have learned, has been elaborated. I’m just not sure I am qualified to do this aggregation, and how individual students contributions to the whole, can be assessed! It would seem to favour the ‘passive learner’ in the end, who benefits form everyone else’s work, without necessarily contributing their own ideas. Interesting though.

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