EDUC3651 Lecture Notes - Lecture 8: Online Analytical Processing, List Of Fables Characters, Shaun Tan

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2 Jun 2018

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Week Eight

Lecture Eight: Differentiating the Curriculum through Multi/Digital Literacies

Definition:

- Differentiation

o Equity

o Suitability to needs

- Multi/digital literacies

Curriculum links

- General capabilities

o Students develop knowledge, skills and dispositions around ICT and its use, and the

ability to transfer these across environments and applications. They learn to use ICT

with confidence, care and consideration, understanding its possibilities, limitations and

impact on individuals, groups and communities.

o ICT capability is based on the assumption that technologies are digital tools that

enable the student to solve problems and carry out tasks. That is, the ICT system needs

to suit the student and the task, while the student needs to develop an understanding

of what the machine can do and an appreciation of the limitations under which it

operates. In this way, students come to perceive ICT systems as useful tools rather than

feeling that they themselves are the tools of the machine (Maas 1983). The latter

often occurs when users have little information about how ICT systems operate and

simply follow set, standard procedures, determined for them by the system.

o Therefore, the ICT capability needs to take account of the types of tasks that provide

authentic contexts for learning. The range of tasks is categorised into three sets:

▪ Investigating with ICT,

▪ Communicating with ICT

▪ And Creating with ICT

o Students also need the knowledge and skills to use ICT based on an understanding of

the ‘nature of the machine’. T

Literature

- Opens ‘the eyes of the mind’ and can take us places all over the world – and out of it.

- Shaun Tan : “ Great books become part of our map of experience…through reading we

grasp the power and unit of our own thought and feeling. We are invited to empathise with

others, to see the world from alternative angles, to wonder what it would be like to live

differently and to not feel alone when we constantly ask: What if?

Messages from the curriculum

- Three Strands of the English Curriculum

- Literature is the core element of the Australian Curriculum and the study of English.

- Literature produced for children is a dynamic and fertile resource for expanding practices

and experiences of language and literacy in the 21st century

ACARA: Literacies

- across a range of cultural contexts

- valued for their form and style and recognised as having ‘enduring or artistic value’

- dynamic and evolving

- have personal, social, cultural and aesthetic value and potential for enriching lives and scopes

of experience

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Lecture eight: differentiating the curriculum through multi/digital literacies. General capabilities: students develop knowledge, skills and dispositions around ict and its use, and the ability to transfer these across environments and applications. They learn to use ict with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities. Ict capability is based on the assumption that technologies are digital tools that enable the student to solve problems and carry out tasks. That is, the ict system needs to suit the student and the task, while the student needs to develop an understanding of what the machine can do and an appreciation of the limitations under which it operates. In this way, students come to perceive ict systems as useful tools rather than feeling that they themselves are the tools of the machine (maas 1983). The range of tasks is categorised into three sets:

Related Questions

For many of us, smartphones have become indispensable, but they have also come under fire
for their impact on the way we think and behave, especially among children. Two of the largest
investors in Apple Inc. are urging the iPhone maker to take action against smartphone addiction
among children over growing concerns about the negative effects of technology. An open letter
to Apple on January 6, 2018 from New York-based JANA Partners and the California State
Teachers’ Retirement System (CalSTRS) stated that the firm must do more to help children
fight smartphone addiction. These two shareholders together control about $2 billion in Apple
stock. The investors’ letter urged Apple to offer tools to prevent smartphone addiction and to
provide more parental options for monitoring children’s smartphone usage. The iOS operating
system for Apple smartphones and tablets already has limited parental controls for restricting
Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
felt Apple needs to do more—for example, enable parents to specify the age of the user of the
phone during setup, establish limits on screen time, select hours of the day the phone can be
used, and block social media services.
The average American teenager who uses a smartphone receives his or her first phone at age
10 and spends over 4.5 hours a day on it (excluding texting and talking). Seventy-eight percent
of teens check their phones at least hourly and 50 percent report feeling “addicted” to their
phones. The investors’ letter cited a number of studies on the negative effects of heavy
smartphone and social media use on the mental and physical health of children whose brains
are still developing. These range from distractions in the classroom to a higher risk of suicide
and depression. A recent survey of over 2,300 teachers by them Center on Media and Child
Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
growing. Seventy-five percent of these teachers think students’ ability to focus on educational
tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
to have a risk factor for suicide than those who spend less than 1 hour. This research also
showed that eighth-graders who are heavy users of social media have a 27 percent higher risk
of depression. Those who spend more than the average time playing sports, hanging out with
friends in person, or doing homework have a significantly lower risk. Additionally, teens who
spend 5 or more hours a day on electronic devices are 51 percent more likely to get less than 7
hours of sleep per night (versus the recommended 9).
Nicholas Carr, who has studied the impact of technology on business and culture, shares these
concerns. He has been highly critical of the Internet’s effect on cognition, and these cognitive
effects extend to smartphone use. Carr worries that excessive use of mobile devices diminishes
the capacity for concentration and contemplation. Carr recognizes that smartphones provide
many useful functions in a very handy form. However, this extraordinary usefulness gives them
too much influence on our attention, thinking, and behaviour. Smartphones shape our thoughts
in deep and complicated ways, and their effects persist even when we aren’t using the devices.
Research suggests that the intellect weakens as the brain grows dependent on the technology.
Carr points to the work of Adrian Ward, a cognitive psychologist and marketing professor at
the University of Texas at Austin, who for a decade has been studying how smartphones and
the Internet affect people’s thoughts and judgment. Ward has observed that using a smartphone,
or even hearing one ring or vibrate, produces distractions that make it harder to concentrate on
a difficult problem or job. Divided attention impedes reasoning and performance.
A study published in Applied Cognitive Psychology in April 2017 examined how smartphones
affected learning in a lecture class with 160 students at the University of Arkansas at
Monticello. It found that students who didn’t bring their phones to the classroom scored a full
letter-grade higher on a test of the material presented than those who brought their phones. It
didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

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EDUC3651 Lecture Notes - Lecture 8: Online Analytical Processing, List Of Fables Characters, Shaun Tan

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