Rationale

The design process of this unit has been informed and influenced by 21st century frameworks and theories such as the TELSTAR inquiry model, Blooms Taxonomy, Technological Pedagogical and Content Knowledge ( TPACK), 8 Learning Management Questions (8LMQ) and Engagement, Constructivism and Connectivism theories. These contemporary approaches have been used in conjunction with the Australian Curriculum, English and Essential Learnings, SOSE documents. Technology skills recommended by Education Queensland and a range ICT tools have been the focus element in combining critical literacy knowledge and skills that will achieve the intended learning outcomes.

The TELSTAR inquiry model has given the learning sequence structure and allowed the students to participate in scaffolded learner centred tasks to achieve the intended learning outcomes. Inquiry based learning assists learners to develop analytical thinking skills (Gordon, n.d.) In addition, the use of Blooms Taxonomy has been integrated at each stage of the inquiry which will stimulate higher order thinking and learning practices. Bloom (1956, as cited in Churches, 2012) believes one of the most important aspects in creating good learning experiences is to know what type of thinking the teacher is requiring the students to use. Therefore, this taxonomy has had a major influence in this design process and pedagogy used in this unit. Asking students to analyse, evaluate or create allows them to develop their own understanding of the content, students may go back and forth within Blooms categories as they extend and refine their knowledge (Churches, 2012). Furthermore, Blooms Taxonomy fits perfectly with the TPACK framework, supporting each other’s base line hypothesis, to develop higher order thinking skills in learners.

The TPACK framework has allowed the Learning Manager (LM) to not only integrate technology, but to use technology as an integral component into the acquisition of the intended learning outcomes. Teachers that are aware of these types of 21st century pedagogies are able to marry the learner’s skills in a union that motivates the learner and enhances learning outcomes (Churches, 2012). This highlights TPACK as a valuable pedagogical tool that facilitates learning for the digital natives in society’s contemporary classrooms. Koehler (2011) believes the TPACK framework shows that high-quality teaching necessitates consideration of how technology communicates with the pedagogy and content. As such the TPACK framework has guided the LM to embed this pedagogy in order to support and engage the students and cater for a diverse range of learning styles.

Lynch’s 8LMQs were used to profile learners in order to establish prior knowledge, cater for different learning styles and diversity. This process also guided the intended learning outcomes and directed the LM to curriculum documents and ICT standards targeted to the Year 3 cohort. The 8LMQ framework is said to have the capabilities to achieve desired learning outcomes for a variety of learners (Lynch & Smith, 2006). Collaboration and reflection pedagogies and resources were established to engage the learners and encourage Constructivist and Connectivism approaches. Using ICT tools in learning caters to a range of learners with an engaging learning approach. Education Queensland (2008, p.3) states that “ Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world". ICT tools such as wikispaces are a collaborative and engaging online environments stimulating learning to take place. Vygotsky (1962, as cited in Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler, 2009) believes that social interaction gives the learner access to different perspectives and in turn influences learning. Furthermore, participation in the class wiki, individual blogs and group work has scaffolded learners to reflect and share information which champions both the Constructivist and Connectivism theories. The engagement theory recommends opportunities to relate and create, relating in online environments and creating in authentic structured contexts (Kearsley & Shneiderman, 1999). The learning experiences and the real life context culminating task have provided these opportunities.

** In conclusion: ** This unit has sought to offer technology, pedagogy and content which extends and refines knowledge through an authentic problem based inquiry. Therefore t his unit has provided a foundation for meaningful learning in a situated context. This is what Mishra and Koehler (2006) reiterate that the TPACK framework provides. Furthermore, the inclusion of collaborative and cooperative learning experiences and ICT tools has given the learners ownership for their work and learning (Bruner, 1985). The lesson sequences and assessment design processes have been guided by Blooms Taxonomy Levels. This has ensured that the learners are extending and refining new knowledge, in a higher ordered thinking manner (Churches, 2012), as they work through the various stages of this unit. The design stage in the summative task provides a real life context for the learners to display their newly acquired and extended knowledge. McInerney and McInerney (2010) recommend that authentic assessment should include real life learning contexts to make them more engaging. As such the summative task has been based on solving a real life problem. Authentic assessment contexts help the learner to construct knowledge and instil learning that goes beyond the classroom (Wiggin, 1997, 1998 as cited in McInerney & McInerney, 2010, p. 372). The learning sequence has been purposefully designed using e-learning to extend, transform and enhance the students learning.

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