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Example – Minecraft Game for Year 3 History Class:
Content
Theories:
The relationship between the theories and practices outlined is critical for successful use of ICT in the classroom.
Practices:
The practices are; PBL (Project Based Learning), gaming, coding, Applications (computer software, Apple/Android for phones/tablets). These practices both assist and include students in their learning.
Evidence of Student Engagement:
Students of today rely on technology throughout the day for numerous reasons. Since students are used to using technology it seems obvious to repurpose it for use in the classroom to keep students engaged in their learning. It has been proven by (Heiberger and Harper (2008) and the Higher Education Research Institute (2007) that using social networking sites helps engage students. (Ellison, Steinfield, and Lampe (2007)) found that Facebook helped engage students and (Junco 2010) found that twitter helped engage students.
Conclusion:
ICT plays an important role in successful teaching. Students of today thrive in familiar environments such as where technologies they use on an everyday basis are present. If used correctly the technologies will engage students in their learning both in an assistive and inclusive manner and therefore enhance their learning outcomes.
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ICT enhances student learning outcomes in many different ways and to different levels of success. These ways include; engaging, assisting and including students in their own learning, allowing the student/s to work at a pace that they are comfortable with and using applications to suit each individual need, as each student is different.
Throughout the course (1299EDN) many theories and practices concerning the enhancement of student learning outcomes have been covered. The theories included are; TPACK (Technology, Pedagogy, Content, Knowledge), SAMR (Substitution, Augmentation, Modification, Redefinition), instructionalist (divides the learning activities into smaller units with use of positive/negative feedback for corrections, teacher centred)/constructivist (individual learners construct mental models in order to understand the world around them, student centred, discovery learning where students use information they already know to acquire more knowledge) ways of thinking and knowledge beliefs; dualistic (right-or-wrong knowledge handed down by authority)/relativistic (most knowledge as tentative and contextual and generated by the self).
Example – Minecraft Game for Year 3 History Class:

The technology utilised in this example was the Minecraft game (software) that was used in a local year 3 history class. This is a great tool to use as it successfully connects theory and practice. The pedagogy in this instance is learning whilst playing Minecraft. They used the software to build replica communities based on information given to them by the teacher. By using Minecraft the students had fun whilst learning, therefore reinforcing their learning by actively engaging in the content. As Minecraft is not traditionally used for education, using it in this context was a repurposing. The content being taught was year 3 level history in Australia. It was constructivist because the students built physical models (on Minecraft) based on prior knowledge and it was mainly student centred. The beliefs about knowledge were relativistic as by building the objects in their Minecraft worlds they learnt about specific content “generated by the self”. The Minecraft software is both assistive and inclusive as the students use the game to create objects, engaging the students which in turn assist them in their learning.
The technology utilised in this example was the Minecraft game (software) that was used in a local year 3 history class. This is a great tool to use as it successfully connects theory and practice. The pedagogy in this instance is learning whilst playing Minecraft. They used the software to build replica communities based on information given to them by the teacher. By using Minecraft the students had fun whilst learning, therefore reinforcing their learning by actively engaging in the content. As Minecraft is not traditionally used for education, using it in this context was a repurposing. The content being taught was year 3 level history in Australia. It was constructivist because the students built physical models (on Minecraft) based on prior knowledge and it was mainly student centred. The beliefs about knowledge were relativistic as by building the objects in their Minecraft worlds they learnt about specific content “generated by the self”. The Minecraft software is both assistive and inclusive as the students use the game to create objects, engaging the students which in turn assist them in their learning.
Example – Minecraft Game for Year 3 History Class:
ICT Used Throughout The Course:
In the 1299EDN Understanding ICT For Teaching And Learning course we used many ICT tools to stay engaged in our learning, such tools include; PADLET (collaboration website), SCOOTLE (Australian curriculum digital sources), Wikispaces (wiki creator, used to collaborate), PINTEREST (virtual pinboard, extremely helpful to find and share teaching resources) used in our second assessment item and I continue to use it, Glogster (Presentation Software), Scratch (simple coding software) used in a tutorial, youtube videos used throughout the course and we also had a twitter page dedicated to the course. These tools enabled the 1299EDN students to have an interesting experience in the course and therefore become more engaged in our learning.
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