WebQuest
Internet Safety
Teachers' Page
RATIONALE The Australian Curriculum, Assessment and Reporting Authority (ACARA) defines Literacy as, "A flexible, sustainable mastery of a set of capabilities in the use and production of texts and new communications technologies using spoken language, print and multimedia". Also ACARA defines 'texts' as "the way we communicate in written, spoken or multi-modal and in print or digital/online forms" (2015a). This definition highlights the multi-modal literacy, which is beyond traditional notions of literacy. The latest definitions of literacy have further expanded and have attributed literacy as a social practice. Lian (2017), further considering its changing nature, defines "Literacy is the ability to use increasingly diverse meaning-making practices in order to participate informed and effectively in the contexts of life". Thus, the ability to use language purposefully and skilfully in different situations/purposes has become a need of the global society today. Accordingly, the Australian curriculum recognizes literacy as a powerful life skill that enable individuals to become active members of the future society. Thus, literacy teaching needs to aim for developing children's competence not only in language based processes but also fluency in using digital tools to read, create and share multimedia text, and use this competency to build cross-cultural connections and attend ethical responsibilities as active members of the society. This unit intents to give students an opportunity to explore subject area content in digital technologies subject, and improve language processing and literacy skills specified in English subject, while achieving general capabilities. In this unit, students will use texts in different modes to explore about internet safety, create multi-modal texts on how to be safe online and share them in the school community for the purpose of reducing cyber crimes. |
CONTEXT |
PRINCIPLES OF LESSON SEQUENCE DESIGN The lesson sequence was designed based on the Dialogic model of learning (Lian and Norman,2017). To integrate ICT into school curricula, they suggest that the lesson could be organized in three phases; engagement, exploration and project design. In this unit, students design the project and do the design and development by themselves. The unit consists of five lesson, out of which, two lessons included in the engagement phase, one lesson under the evaluation phase and two other lessons under the project design and implementation phase. The student is oriented in the project and the topic is introduced at the first phase. In the next phase, student is given the responsibility of finding a solution by himself and he has to work collaboratively with the group to complete the task. The discussion and evaluation occuring in the next phase help students to compare, critique the reading text and select required information. Here, while the student read to find the information, he unintentionally practices ICT integrated reading strategies. In the next phase, the student uses his knowledge and skills to create a document for a community purpose. This model provides students to engage in the dialogue which allow the student to develop a number of learning dispositions. The gradual release of independence and ICT integrated reading strategies help to improve learning dispositions. |
LESSON SEQUENCE AND PLANS |
Standards
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning
Digital Technologies
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used. Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
Credits
REFERENCES:
ACARA. (2016). Digital Technoloiges. Retrieved June 21, 2017, from Australian Curriculum v8.3: ttp://www.australiancurriculum.edu.au/technologies/digital- technologies/curriculum/f- 10?y=3-4&s=DIKU&s=DIPPS&c=1&c=4&c=5&c=7&c=6&p=1&p=2&p=3&layout=1
ACARA. (2016). English. Retrieved June 21, 2017, from Australian Curriculum: http://www.australiancurriculum.edu.au/english/curriculum/f-
10?y=4&s=LA&s=LT&s=LY&c=1&c=2&c=3&c=4&c=5&c=7&c=6&p=1&p=2&p=3&layout=1
Aukerman, M. (2013). Rereading Comprehension Pedagogies: Toward a Dialogic. Dialogic Pedagogy: An International Online Journal , A1-A31.
Aukerman, M.(2012): “Why Do You Say Yes to Pedro, but No to Me?” Toward a Critical Literacy of Dialogic Engagement, Theory Into Practice, 51:1, 42-48
Lian,A., Norman A. (2017). A framework for integrating technology into school curricula. An extract from: A Dialogic, Evidence-based Framework for Integrating Technology into School Curricula.
Mills, Kathy A. (2006) Critical Framing in a Pedagogy of Multiliteracies. In Proceedings Australian Literacy Educator's Association/ Australian Association of the Teaching of English National Conference 2006: Voices, Vibes, Visions, Darwin.
Oddcast. (2017). Text-to-Speech [Mobile application software]. Retrieved from http://oddcast.com/home/demos/tts/tts_example.php
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