ICT in Education

It is impossible for learners today to engage in education without the influence of the internet and technology. Whether in remote parts of Cambodia where 'Smartphones' are now readily available, to the digitally innovative learning spaces within some of Adelaide's secondary collages, information and communication technology (ICT) is part of our every day (educational) lives.

As a result, ICT has become a key pillar within the Australian Curriculum to engage and support students in accessing technology as it becomes embraced and integrated within many areas of our communities.

It is critical that as ICT continues to evolve, students are able to develop and apply relevant important skills and social and ethical practices in the specific learning areas (Dept of Education, SA).

Integration of ICT in the Australian Curriculum

The Australian Curriculum and Reporting Authority (ACARA) has gotten behind ICT as not only a tool for learning but also a necessary skill-set for the future. ICT is covered in the Australian Curriculum as two learning areas (Design and Technology and Digital Technologies) and as a General Capability that spreads across all subjects.

In the Australian Curriculum, students 'develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.'

The Australian Institute for Teaching and School Leadership (AITSL) in its Professional Standards for Teachers (2.6), requires graduate teachers to "Implement teaching strategies for using ICT to expand curriculum learning opportunities for students" and further increases that requirement for higher levels.

It is critical, therefore, that all teachers must familiarise themselves not only with the utilisation and implementation of ICT and but also consider the opportunities for how it can be integrated within their pedagogy.

To best understand how ICT can be implemented into a learner's journey, is to consider ACARA's ICT Learning Continuum.

ICT Capability

The key ideas for ICT Capability are organised by the Australian Curriculum into five interrelated elements in the Learning Continuum, as described below:

Applying social and ethical practices when using ICT – recognising intellectual property, maintaining security and safety in online environments and identifying the impacts of ICT in society
Investigating with ICT – locating, generating and accessing data and information to investigate questions, topics or problems using ICT
Creating with ICT – generating ideas, plans and processes to create solutions to challenges
Communicating with ICT – sharing and exchanging ideas, information and solutions with different audiences
Managing and Operating ICT – applying technical knowledge and skills to use appropriate digital technologies to investigate, create and communicate.

ICT in Education

To identify with and understand ICT within education, it can be explained through the lens of hardware and software.

Simply explained, Hardware is physical (touch), and software is virtual (seen/heard).

Examples of hardware in ICT include (but are not limited to):

Desktop computer, laptops, mobile (smart) phone, projector, digital cameras (GoPro), printer, photocopier, tablets, iPads, iPods, mp3 players, web-boards, scanners, microphones, interactive whiteboards, smartboards, DVDs, CDs and USB flash drives.

While hardware is a critical mechanism in enabling the utilisation of ICT, it is the software that enables the learning.

There are many ways that software in ICT can be used to complement learning, which includes (but are not limited to):

Learning platforms to deliver information, assignments - Google Classroom, Blackboard
Cloud-Based files for live, collaborative work - Airtable, Google Drive, Evernote
Connect and collaborate with students with peers and mentors around the world - Who You Know
Videos to engage students, inspire actions and increase their awareness - YouTube, Vimeo, TED
Organise teaching management and grading - SEQTA, Additio
Connect schools with parents/carers - Skoolbag
Help students to organise their own goals - Asana
Virtual Tours can be an alternative to a hard to organise excursion - Virtual Excursions Australia
Presentations can liven up new information - Prezi
Mind-mapping tools to capture thoughts and investigation - Padlet, Popplet
Interactive and team-based quizzes - Mentimeter, Quizlet, Kahoot
Enhance opportunities for digital and graphic design - Canva
Learn new languages - Duolingo
Immerse in brain games - Lumosity, Peak
Photo, Video, Audio used to capture evidence of learning - Google Photos, Instagram, TikTok, Podcast

Based upon this list of hardware and software, there is no doubt that ICT can play a critical role in education, from improving the student experience, offering greater opportunities to a diversity of learners, assisting with community engagement especially parent-teacher communication and empowering a greater sense of agency in a student's learning experience.

ICT - Outdoor Education

ICT can also play a unique role in specific learning environments, notably outdoor education.

Outdoor Education (both in preparation and in the field) utilises a range of digital hardware including:

Digital Cameras
GPS devices
Mobile Phones
Tablets
Torches/Lanterns
Remote-Controlled Devices (Drones)
Communication Devices (Satellite Phone, UHF Radio)
Solar Panels & Batteries

Outdoor Education is therefore enhanced through ICT by:

Using digital technologies to better understand environmental systems and issues
Making navigation easier through complimenting printed maps with live information (Google Maps, Google Earth) or through the utilisation of GPS devices.
Identifying and using relevant applications for navigation (Trailsforks, Avenza), weather (Bureau of Meteorology, SunSmart, Sun Surveyor), astrology (SkyView, Star Walk) and recording data (Garmin, Strava, AllTrails)
Recalling First Aid advice and instruction (St John First Aid)
Capturing learning moments and experiences through digital cameras, action cameras (GoPro) or drones
Creating online journals or skills folios to collect evidence. For example - photos, movie clips, on‑screen recordings, blogs, vlogs, annotations
Enabling greater exploration of the wider world in more detail. For example - identifying wildlife outdoors, discovering further information about events in the local community, or notice and record the changing weather conditions.

ICT developing 21st Century Skills

By bringing outside resources into the classroom via the internet, students can better develop the so-called '21st Century Skills'.

The ‘New Basics Report’ by the Foundation for Young Australians (FYA) explains 21st Century Skills as transferable skills that enable young people to engage with a complex world and navigate the challenges they will inherit.

However, the meaning is clear - they are a set of skills and characteristics that enable young people to confront the challenges of change and navigate a complex future.

The FYA considers 21st-century skills to include:

Problem-solving
Communication skills
Digital literacy
Teamwork
Presentation skills
Critical thinking
Creativity
Financial literacy

All skills which can be enhanced through the utilisation and application of ICT.

Support for Students using ICT

Teachers must pay attention to aspects of online communication such as the students' privacy, online safety, cyber-bullying, and the credibility of online sources. But here too is an opportunity to develop their awareness and critical thinking skills, along with an armoury of coping strategies and a mindset of seeking assistance when it is needed.

The Department of Education in South Australia encourages us all to help young people develop ICT capability by:

Taking an interest in what a young person is doing with ICT and asking them to show you how it works.
Talking about safety and security issues relating to online activities.
Talking about the positive ways ICT is used in all elements of their life (family, friends, school etc.) and how decisions can be made about its use.
Considering how ICT contributes to a young person's problem solving and thinking skills.

Personal Reflection

Undeniably, the presence of ICT in education is continuing to evolve, grow and diversify as technology develops. Its influence and contribution is both reason for excited appreciation but also cause for concern. When harnessed in a way that builds and develops our learning communities, ICT plays a phenomenal role for good. However, when misused or exploited, ICT can pose significantly damaging consequences.

ICT is appealing because above all else, it is enabling more and more people the opportunity to undertake education in ways that are both accessible and applicable to them. Whether they're geographically remote, overcoming a physical or mental disability, unable to financially afford or any other form of marginalisation, while technology isn't always the solution, it certainly can and is helping many.

ICT enables education to think far beyond traditional approaches. To undertake projects with an innovative endeavour, pursuit outcomes with creativity, appreciate the opportunity to take risks and ultimately, explore new ideas and concepts. Evidence of learning is also no lopnger limited to an assessed essay but can come in the form of a video, a blog, a podcast or a website (to just name a few...).

ICT is entrenched in our every daily life, it will continue to develop as technology advances and education is best placed to enable all learners, young and old, the opportunity to immerse themselves in what can and should be a key component of our society. ICT has both the potential and the purpose to make our communities safer, innovative, supported, empowered and informed.