Inquiry Blog Post 3: Supporting Teachers’ ICT Curriculum and Pedagogy

When thinking about ICT Curriculum and Pedagogy I immediately thought back to the Australian School Library Association’s Future Learning and School Libraries in which “10 Skills for The Future Workforce” are outlined. They are as follows:

1. “Sense-making: ability to determine the deeper meaning or significance of what is being expressed.
2. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions.
3. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based.
4. Cross-cultural competency: ability to operate in different cultural settings.
5. Computational thinking: ability to translate vast amounts of data into abstract concepts and understand database reasoning.
6. New-media literacy: ability to critically assess and develop content that uses digital forms, and to leverage these media for persuasive communication.
7. Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines.
8. Design mindset: ability to represent and develop tasks and work processes for desired outcomes.
9. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximise cognitive functioning using a variety of tools and techniques.
10. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team” (ASLA 2013).

I would like to use these skills as a basis for facilitating inquiry-based collaboration with the classroom teachers at my school. As educators, we often seek out learning opportunities to improve our practice. One of the best ways in which to do this, is by collaborating with one another. I hope that the classroom teachers at my school can assist me with the subject related knowledge and in response I can help them incorporate digital resources and technologies (as well as the appropriate skills needed to make use of them) in the classroom. Providing information on various devices, applications, systems, and online databases, are just a few of the examples I must explore when it comes to ICT proficiency.

At the moment, I do not consider myself to be a techie, and often find the idea of being a facilitator of technological training somewhat nerve-wracking. While I am confident in my abilities to provide relevant and useful resources related to the ASLA’s skills, I am still uncomfortable with my current knowledge of the digital tools available to educators today. I know that I need to start somewhere, and I think that one of the best places for me to begin is by creating a library webpage linked to the school website. I can dig around and compile a list of relevant resources for staff and administrators at my school. These could be links to help students cite sources, links to subject-related reference resources, or information about and links to information literacy. Including links to helpful videos, slides, readings and webpages will grant my colleagues access to desired information whenever and wherever they need them. My ultimate goal would be to create a virtual library learning commons that my library users could navigate with ease. Although some may see this as simplistic, it is a huge step for me in my pursuit to meet the ICT needs of my colleagues.

I understand that a large portion of my role within the school will be designated to helping staff and students develop new skills and make use of digital technologies. Rather than shy away from information and communications technologies, I must embrace the opportunities they provide within the learning process (risk taking, creativity, problem solving etc.). If students see me experimenting with various applications and systems, they will more than likely be inclined to do the same. I must let go of my inhibitions and embrace the failures that are bound to take place.

ICT is ideal for all learners as it takes into account the various learning styles and can be used by even the most inexperienced of operators. In addition to this, it encourages users to be creative, collaborate with one another, and work to solve problems along the way. These skills reflect that of Tucker in Will Richardson’s book Why School?: How Education Must Change When Learning and Information Are Everywhere. These developing skills are what will allow our students to thrive as lifelong learners. They are what the Australian School Library Association outlines as the “10 Skills for The Future Workforce” (2013).

Below I have linked some resources for further reading:

• What is ICT?  https://www.youtube.com/watch?v=5PDQKu2-bAc
• Leading Learning Standards of Practice for School Library Learning Commons in Canada: Appendix 6 Building a Virtual Learning Commons https://llsop.canadianschoollibraries.ca/appendix-6-building-a-virtual-learning-commons/
• Canadian School Libraries Journal: Exploring Digital Horizons within the Culture of the New Learning Commons https://journal.canadianschoollibraries.ca/exploring-digital-horizons-within-the-culture-of-the-new-learning-commons/

References:

Australian School Library Association (2013) Future learning and school libraries (Links to an external site.), ASLA, Canberra, ACT.

Eye on Tech, 2020. What is ICT (Information and Communications Technology)? Available at:< https://www.youtube.com/watch?v=5PDQKu2-bAc> [Accessed 29 July 2020].

Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere. [E-book] TED Talks.