ICT Learning Design

The ICTs below have been linked to the Year 9 and 10 band of the Australian Curriculum for Media Arts with a Year 10 cohort in mind.

ICT	Who Will Use It?	Where Will It Be Used?	Underpinning Pedagogy
QR Codes	Students	Most students nowadays have access to their own smart mobile phone, meaning they have the means to access a whole wealth of information just sitting in their pockets. QR codes can be used in a wide variety of ways to provide students with access to resources, links, or forms with a wave of their phone. Presenting these codes for students can also be provided in a number ways, such as through information posters around the school or classroom which link to further information on a topic, attached to student learning pages, or 'hidden in plain sight' as a way to pique student curiosity. They can also be used by students to share links to content they have created, or to share a resource with their teacher or peers. Students can be naturally inquisitive, and the use of a modern information sharing platform such as QR codes can create links for students between their personal learning and their lives outside and beyond school.	​Links to Bloom's Taxonomy - understand, apply, evaluate, create Links to the Arts framework General Capabilities - AC9AMA10D01: experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies AC9AMA10P01: present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice SAMR: Modification The introduction of QR codes into the classroom as a learning resource allows for significant modification of how students are able to access and share information. It brings the knowledge to their fingertips and provides opportunities to further their learning without needing to access a computer.
Digitisation, restoration and colourisation of found footage or images	Students	While this is not a series of processes that are new in any way, it is a form of digital processing that is not used very often anymore. Within media arts, the digitisation, restoration and colourisation of imagery can be used to teach advanced digital processing techniques to students at the higher end of technological understanding to extend their knowledge. When used as a series of learning activities in a senior secondary setting, this reintroduction of an older technique reimagined with technological advancements available to students and teachers alike can push the scope of learning beyond the standard realms.	Links to Bloom's Taxonomy - understand, apply, analyse, create. Links to the Arts framework General Capabilities - AC9AMA10E01: investigate the ways that media artists use media arts concepts to construct representations in media arts works and practices across cultures, times, places and/or other contexts. AC9AMA10D02: reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process. AC9AMA10P01: present media arts works to audiences and plan approaches for creating relationships with audiences if/when media arts works are distributed in selected personal, community and/or institutional contexts using responsible media practice. SAMR: Redefinition As a technique not often taught in a classroom setting, the introduction of activities that utilise these techniques provides a whole new stream of learning for students to explore.
Website - create and develop	Students and teacher	Website design and creation can be introduced early in a unit either as a preliminary assessment task or as a series of lesson plans for student learning and development. This website can then be used as an assessment support resource to track student progress throughout task completion, with embedding of mini checkpoint tasks along the way to gauge engagement, such as blog posts, creation of forums, etc. The use of a website allows for the inclusion of written components to be submitted online alongside supporting documentation such as WIP images or videos, research and links to resources, and links to references from the planning and development stages of their assessment.	Links to Bloom's Taxonomy - apply, analyse and create. Links to the Arts framework General Capabilities - AC9AMA10C01: design and structure media artworks that examine and communicate ideas, perspectives and/or meaning. AC9AMA10D02: reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process. SAMR: Modification Previously, all assessment tracking had to be done in person and/or on paper. Through the use of a website created and maintained by the students from the beginning of a unit, the teacher is able to increase their ICT knowledge and create an assessment modification that puts their developed ICT knowledge into practice as a support for further learning.

Image source: Jonathan Brubaker. Published 26/11/2013. http://techtipsedu.blogspot.com/2013/11/samr-model-metaphor-mistakes.html