Module 9 Activity 8 - Learning Area Vision

As a school, my vision is that teachers would use technology in a way that it fully supports the pedagogy in every learning area. It is intended that the following benefits of using ICTs will be derived:

1. Learning becomes more interesting, authentic and relevant.
2. Students will be exposed to more opportunities for observation, discussion and analysis.
3. Students will be able to communicate and collaborate more with each other and the teacher.

These benefits can be maximized if 

1. Teachers are clear on how the use of ICTs will support lesson objectives.
2. Teachers use ICT as a tool, not just an information resource.
3. Teachers give students give students greater autonomy in the lessons.

MATHEMATICS
ICTs in mathematics include

1. Portable devices for students to collect data, and manipulate it using spreadsheets and databases for work in numeracy. It further enables the study of math to extend into fieldwork investigations (Moseley & Higgins, 1999).
2. Graphic calculators and computerized graphing to accelerate graphing, thus allowing students to analyze and reflect on the relationships between data (Hennessy 2000; Clements 2000; Hennessy et al. 2001).
3. Specialist software like Computer Algebra Systems, Dynamic Geometry Systems and Math curriculum software will help to improve students' skills in understanding algebra, allow them to manipulate and measure shapes. 

PHYSICAL SCIENCE
The purposes for which ICT is used in science may be divided into four broad areas: data handling, information, communication and exploration.
Each of these areas covers a range of software and hardware, including:

1. Digital video cameras for data capture.
2. Spreadsheets and graphing tools for data handling and analysis.
3. Animations and virtual environments for simulations and modelling.
4. Internet and CDs/DVDs/Blueray discs as information resources.
5. Portable ICTs (laptops, tablets) for general ICT applications.
6. E-mail and discussion groups for communication and collaboration.
7. Presentation technologies such as digital projectors, interactive whiteboards, and presentation software.

MUSIC
ICTs can be used to improve learning experiences in music by:

1. Having students compose music on computers.
2. Engage students in listening to music
3. Conducting assessments online, or having assessment material available in media such as CDs, DVDS, or mp3s.
4. Exposing students to various music software.

ARTS

Brown (2002) posits that ICT presents unique opportunities for supporting creativity and extending visual arts “beyond clay, crayons and paint” (Stankiewicz, 2004: 88). Further,  Crowe (1988) commented that
ICT could assist with exploring design problems, enhance artistic decision making and
provide new opportunities for learning. These are some ICT resources that could be used to improve the learning of visual arts in my school:

1. Drawing and painting software, 
2. Digital still and video cameras, 
3. Electronic portfolios,
4. Scanners, 
5. Colour laser printers, 
6. Image manipulation, 
7. Video editing, 
8. 3D animation, 
9. Web page construction 

All of the above play a role in supporting students’ artistic expression (Ashford, 2002; Brown, 2002; Neylon, 1996;Taylor, 1999). Furthermore, as a medium for exploring solutions to design problems
students are able to record and save ideas quickly, manipulate line and colour, modify and incorporate images and employ motion (Hubbard & Greh, 1991). ICT can allow students who might not possess skills
with traditional media to focus more on the message and less on execution of art works, thus enhancing self expression (Long, 2001; Wang, 2002; Wood, 2004). Mistakes can be easily corrected, resulting in decreased anxiety and promotion of experimentation, which lies at the heart of creativity.

LANGUAGE
As a compulsory learning area, the language learning would web-based and used for supporting student-centred learning. It is geared towards increasing student motivation, individualization and co-operation in creating the study materials.

The following modes are proposed:

1. Online data-bases for research topics
2. Powerpoint presentations 
3. On-line dictionaries
4. On-line publishing of students' work
5. Blogging for students and class
6. Brainstorming using mind maps and similar software
7. Newsletter and magazine production.

SOCIAL SCIENCES

In'this area, ICTs would be used to facilitate students' thinking about real-world issues:

1. Word processor and on-line search to brainstorm assigned topics.
2. Photo analysis to develop students' sense of observation, to encourage them to formulate questions and make interpretations, and to sharpen their critical faculties.
3. Use print media sites to get students to think about current events.
4. Exposure to on-line encyclopedia to offer brief descriptions or definitions that aid students in their exploration of the topic they are investigating.
5. E-mail and on-line forums for students to clarify questions, gauge the level of student interest in an issue and facilitate discussions about real-world issues among peers and other people. 
6. Use WebQuests to engage students in problem solving.

HOME ECONOMICS

1.  Interactive web link to facilitate simulations.
2. Use of digital pictures, clip art and Microsoft publisher for the creation of posters on nutrition, kitchen safety or hygiene.
3. Use of excel to create profiles or present ideas from research or questionnaires.
4. Conduct on-line research on topics related  to Home Economics issues.
5. Conduct on-line surveys on health.
6. Make presentations on health, clothing, time/labour saving equipment.
7. Create leaflets or brochures using word processor.
8. Record evidence of practical work using digital camera.
9. Create cooking show via either video or animation.
10. Write reports and e-mail to teacher.