Within the
Information and Communications Technology (ICT) domain in VELS it states that students should ‘
learn to use ICT efficiently to capture, validate and manipulate data for required purposes’ and the ability for students to do this contributes to developing new understanding, not only within the subject area, but also with ICT itself. It is the learning of these skills that is something that needs to be explicitly taught throughout each subject. Although it
should be explicitly taught, shouldn’t there also be ICT classes that help students learn these skills more efficiently? I completely agree that students should be involved in a rich and flexible learner-centered environment that allows students to experiment and take risks when developing new understanding and ICT gives them the tools to do that. However for some students basic ICT skills, especially for students that come from a refugee background or those with a learning disability, are not as developed. This means that when other students are developing new understandings of efficiently using ICT for a required purpose these students could be left behind.
Not only do we have to look at the students that could potentially be left behind if basic ICT skills have not been developed but also look at developing student understanding of the legal implications of using ICT. VELS states the students should ‘examine the ethical and legal implications of using ICT in a range of settings such as the home, school and the workplace’. This means that not only should we be giving students an environment where they can experiment and take risks but also explicitly talk about the legal implications of the misuse of ICT for the students, and the school itself. This is not just for the students but for the teachers as well.
Many schools provide students with an internet code of conduct which students much sign at the beginning of the year to show that they understand what is expected of them when using the computers and in particular, the internet. Although most schools use programs which blocks unsafe or inappropriate sites for students, self-regulation should also be taught. If students are able to learn the skills on how to self-regulate themselves on the internet, then when it comes time for them to use the internet in an unrestricted setting, such as a workplace or at home, they can do so in a safe and ethical manner. This could also be incorporated into an explicit teaching of ICT for students.
Although it is a Utopian ideal that ALL teachers be up-to-date on the latest changes in ICT and be able to teach the skills necessary for students to develop their abilities, this may not be the case for many teachers. However the introduction of a short sequence of lessons focusing directly on developing and building on basic ICT skills and the ethical and legal implications at the beginning of the school year would be of great benefit to both the student and the teacher.
Reference: Victorian Essential Learning Standards- ICT
