Information and Communication Technologies (ICTs)
- the OLR program -
Life itself can be described as a ‘multimedia experience’. Students select and make various combinations of the components of multimedia daily. Our students are experienced consumers of the concept of sound, text, graphics, animation and video combined in a multiplicity of ways in the many varied media with which they interact daily.
It is common to find a youthful viewer with a glossy magazine on the lap, an iPod in the ears, a game machine in hand and a conversation with a peer in progress, either on a mobile phone, via a computer screen, or both, texting or blogging and all this could be in front of an active television screen! Yet, the viewer can provide information about the on-screen events despite the ‘noise’ evident in this scenario! This can be termed ‘grazing information’. Parents will relate to the scene.
To facilitate learning for today's students, we must meet them in this scene and utilise their passions and expertise with modern technologies. The OLR School community is committed to providing its students with the skills and understandings to live and participate in a multimedia world. We believe that the use of ICTs not only enhances the undertaking but also provides an excellent forum for developing the skills of lifelong learning. Working with ICTs provides many opportunities for students to be:
At OLR School it is recognised that the computer is a tool for learning and not an end in itself. Computing is not taught as a separate subject at OLR but computer technology provides tools that are used across the curriculum to improve student learning outcomes. Computer technology provides rich, interactive learning environments for students, not only through use of ‘exploratory’ programs which allow them to interact with information, but also with ‘constructive’ software which allows students to create and express their own creativity and develop their own information packages. Facilities extend from text only environments to an emerging growth in the use of multimedia. Multimedia provides opportunities for differing approaches to learning so that students’ wide range of individual learning styles is easily accommodated. Through multimedia formats, each student can receive instruction appropriate to his or her learning style.
While multimedia provides multiple learning stimulations, it also offers the opportunity to select the most appropriate medium for a particular message. Users must learn to be selective and not produce a ‘fruit salad’ presentation by utilising options simply because they exist. The practical, participatory nature of multimedia packages provides an excellent environment for the development of information skills. Students must decide, locate, select, analyse, synthesize and evaluate their information very carefully in order to present each aspect of their presentation in the most appropriate way, given the wide range of interrelated possibilities.
Success in computer-based learning at OLR results from a model which guides students to a familiarity with relevant technology through ‘scaffolding’ and ‘fading’. In the scaffolding process the teacher provides hints and comments and carries out parts of the task the learners cannot yet handle on their own. The teacher then gradually removes support. This is the process of ‘fading’. ‘Scaffolding’ structures are set in place at OLR in the form of instruction books written, in house, to provide a step-by-step guide to a particular process, set in context of a unit of study.
Students become familiar with computer and ipad techniques.
Years 1 and 2
Students become familiar with computer, ipad techniques and produce text and pictorial based presentations.
Students become skilled in text attributes and the draw component and combine these skills to develop presentations related to their class work.
Students develop skills of desktop publishing, using text, draw and paint programs to create original presentations which communicate information in a variety of ways.
Students are introduced to the development of multimedia through linear slideshows. They experiment with the interrelationship of text, pictures, sound, video and animation.
Students extend their multimedia experiences to the development of non-liner, interactive multi media authoring. Development of non-linear projects challenges learners to high levels of complex thinking and problem-solving.
Students continuing with the computer technology program to Year 6 at OLR have been shown to be highly accomplished in their secondary schools. They are able to confidently undertake computer projects put before them and are able to utilise the technology independently in other curriculum areas. They have the skills, understanding and experience to select from a range of presentation options and are thus not confined to the medium of text.