Teacher's+Page

 ICT Integration Project  Our understanding of the project was, to design a series of tasks for our class that included at least four lesson plans. We were to present these four lesson plans in an innovative way utilizing ICT in the form of a Wiki page. Instead of presenting the class with a normal lesson plan we needed to break down the lessons and create a webquest, which includes the headings: task, introduction, process, resources, evaluation and reflection. These different sections will outline the lesson in a way that is easy to follow and understand but also very motivating and entertaining for students. [|Inspiration Document.isf]

Project Management Plan x2 - Jessica || Monday 30th March || Computers with internet access and Microsoft word. ||
 * TO DO: || DONE BY: || COMBLETED BY: || RESOURCES NEEDED: ||
 * Brainstorm ideas || Claire and Jessica || In class Monday 16th March || Inspiration ||
 * Project Management Plan || Claire || Monday 23rd March || Microsoft Word ||
 * 4x lesson plans || x2 - Claire
 * Home page || Claire || Monday 6th April || Computers with internet access. ||
 * Task page || Claire || Monday 6th April || Computers with internet access. ||
 * Introduction page || Jessica || Monday 6th April || Computers with internet access. ||
 * Process page || Claire and Jessica || Monday 6th April || Computers with internet access. ||
 * Resources page || Jessica || Monday 6th April || Computers with internet access. ||
 * Evaluation page || Claire and Jessica || Monday 6th April || Computers with internet access. ||
 * Reflection page || Jessica || Monday 6th April || Computers with internet access. ||

Dates to meet (at entrance to library): Monday 23rd March Monday 30th March Monday 6th April
 * bulk of the work can be done in our tutorials on Monday at 1.30pm

ICT and Learning Area Outcomes (LAO's)

The ICT integration project relates to the Society and Environment learning area. The outcome in focus is Time, Continuity and Change, the aspects in particular include;  The outcomes and aspects of Society and Enviroment relate to the ICT integration project as the project aim is to incorporate ICT into different learning activities. This has been achieved in our lessons by; using the interent as a research tool to discover information of our topic the ANZAC story. Also with students being able to use Microsoft PowerPoint, Paint and Inspiration programs to present their information in an interesting and creative manner. As well as Mircosoft Word as a template for designing worsheets that students can access and refer to throught the activities. The different ICTs used in our lessons, helps students to reach the required Society and Environment outcomes.
 * **TCC 2.1** **Understand the past,** Understands that there are similarities and differences in the activity and events in people's lives and that these past activities and events can be sequenced.
 * **TCC 2.2 Continuity and Change**, Understands that, over time, some aspects of people's lives change and some stay the same.
 * **TCC 2.3 Interpretations and Perspective,** Understands that people's life stories determine how they view the past.
 * **TCC 3.1 Understanding the past**, Understands that there have been significant events, people and ideas in comm unities and societies at particular times in the past.
 * **TCC 3.2 Continuity and Change**, Understands that at particular times there are various factors which result in change.

Three Integrated ICT tools We have chosen to utilise the three tools Microsoft power point, Inspiration and Paint. We chose these tools because they are very age appropriate for our students. They are also easily monitored and do not allow students to go off task. We found that on both of our classroom emersions (prac) our classes really enjoyed using these programs and our teachers said they were very effective and really allowed students to excel in different learning areas. We chose power point because we believe it is a program that can be utilised a lot throughout life and it is important a student understands how to use such a program in case it is expected of them in later years. We chose paint because it is great for learner diversity. It allows those extremely creative students who are strong on computers to draw something in great detail and use as many effects as they like but it also allows weaker students to draw something very basic with a select few effects. Inspiration again is another program that can be used a lot in later life and also allows for learner diversity. It is also great that students are able to hyperlink to other programs or to the internet. It allows for students to have as many or as little ideas as they like and students find it fun and entertaining. We chose to use Microsoft power point, Inspiration and Paint as our three ICT tools because they were age appropriate, allowed for learner diversity and were ICT applications that could be used later in our students lives. Lesson One: [|ICT Lesson_Plan one.docx] Lesson Two:

Lesson Three: [|ICT Lesson_Plan three.docx.doc]

Lesson Four: [|ICT Lesson_Plan four.docx]

Social Constructivist Classroom The elements of a social constructivist classroom that we considered when designing our lessons for our ICT Integration Project include the following; It is clearly evident that the elements of a social constructivist classroom have been incorporated in our lessons. Students will use the internet to research information on the ANZAC topic. They will use is to actively construct meanings through clicking and scrolling over information. Students will use Mircosoft Word & PowerPoint, Inspiration and Paint to reflect on both their physical and mental actions. That is reflect on physical using the different ICT's as well as mentally by reproducing information. Finally students will use their PowerPoint and Paint documents as a social process, that is discuse and explain to the teacher and other students within the classroom. Our ICT Integration Project has been designed around a social constructivist classroom so that maximum student learning can be achieved.
 *  Knowledge is actively constructed, not passively recieved.
 * Students construct new knowledge through reflections on physical and mental actions.
 * learning is a social process.