Group+10+Assessment+Task+3

ASSIGNMENT IS ON THE DISCUSSION BOARD!! CONGRATS EVERYONE!! :)

Hey guys, check the discussion board to arrange our next meetup! Mel :) Aha! A means to communicate as a group! Yippee. Based on the posts Sharon put up regarding assessment three, I have put this up to start, following the sequence she has provided. I have yet to listen to the presentations but I hope to do that this afternoon. Based on the other groups doing this, I think it's a great way to collaboratively work as a group. So, add, delete, rearrange and lets get cracking! We can add notes above the description of cohort of any thoughts, so we can then leave the rest as the assessment.

Group 20 had a great idea on using colours for all of us to know what we have changed/added (Thank you for that idea) so I'll be this colour (obviously). Cheers Yasmin Hi all, I (Christine) will obviously be blue! I'm a bit concerned that the assessment criteria need to be re-worded, they don't actually sound like criteria to me, (unless I'm just missing the point, feel free to let me know if I am) They sound a bit like objectives I think. Also, maybe we could re-do the question, I have a daughter in grade 6 and I feel that a more clear wording suited to this age group would be appropriate. Perhaps we could say: __**Question**__: What are the effects of water pollution on the environment and how can we help to prevent it? Back with more to add soon Cheers Christine

Hey guys! Ill be red (Mel). Well done on setting up the wiki Yasmin good thinking! Will post my lesson plan (very rough copy!) just below in the space for it, please edit it everyone, and correct me. I really like the way you have worded the cohort Yasmin, well done :) I also feel we may need to change the wording on the assessment criteria, but am a bit stuck thinking about it right now!Perhaps it will come to one of us tomorrow! Mel ☺  29.09.09 - Great team work! I'm very happy with how everyone is going :) Positive comment to continue our great work :)  Hey everyone, I'll be green. Jono :) I have only just had the chance to read through all Sharon's Assessment three posts which clarified the learning sequence from lesson plans. Is everyone happy sticking to the lesson plans or would they like to change to a sequence which would save some words? I'm happy with either. Will talk it over in the chat room tonight anyway :)

Ok team. I thought this could be a space to write down any thoughts about the Task Description for this assessment task so that we can brainstorm upon comments and ideas - and to ensure that we take every step to stick to what we are to do. I've put in lines to separate our ideas with our actual assignment too. 28.09.09


 * Our reflection is a really important aspect and each of us could write about 100 words with it, addressing criterion 3 of the task description. That way we are all contributing :)
 * Understand the place of ICT in enhancing student learning - address this question within our learning sequence (why are we using these ICT tools?)



 This inquiry-based learning sequence is designed for Grade 6 students who attend a Catholic school in a middle socio-economic community. The students consistently use technologies as a part of their leisure and school activities. They are competent computer users with experience in online publishing on Wikispaces and with Microsoft Office programs. The majority of students' literacy skills are average, while few are above and below average in accordance with the //Tasmanian Curriculum//'s assessment stages//.// The students have regular input onto the classroom wikispace where they publish educational, sporting and social activities throughout the year. Generally, their abilities with Information and Communication Technologies (ICT) are a reflection of their social context: their socio-economic status and their generation. Their social context indicates the availability of computers and internet at home, which reflects a general level of competency with ICT and computer functions. While this is a generalising diagnosis, their are no individual exceptions which will require personalised instruction or attention.
 * __Description of Cohort__ **

Hi all- I tried to make the cohort as succinct at relevant as possible. I think by including a student with an intellectual learning disability will just take up words and make it harder than it is already. On the other side, if we address this in the implications for teaching it could act as a good illustration of our understanding about the implications... whether we need the words elsewhere I'm not sure? Yasmin I don't know about referring to 'above average' computer skills when there's no reference to what 'average' actually is. Also, in one of Sharon's posts on the assessment task three discussion board, I noted she advised against having a curriculum focus as this is limiting- you can't have science without including literacy (for reading), maths (for counting/measuring), etc. So instead, make the inquiry question the focus, and have different parts of the curriculum relate to it. These are just things I've picked up after reading Sharon's posts.  This inquiry project is designed for a Grade 5/6 class of 24 students constituting of 15 boys and 9 girls. Their school has a computer station in each classroom where there is access to 10 computers. All the students have access to the computers in the school environment and their computer skills are above the minimal acceptable standard. The students have a good understanding of the ICT tools in this learning sequence, and have regulary used them both at home and in the school environment. 20 of those students have computers at home and their computer skills and knowledge are above average. There is one student who has an intellectual learning disability and has a teacher aid 15 hours a week. There are 3 parents who come in to help 2 mornings a week with art activities. There is the capacity for students to work in groups of 3 collaboratively for the inquiry project, as well as whole class activities. The class has their own wikispace where they regularly upload news, photos, information, and is an inclusion of activities and projects throughout the year. All students have an equal participation to the wikispace. The curriculum focus is Science.

What are the causes of water pollution and how can we prevent it?
 * __Question__**

Students are to mainly work in groups of three (allocated by the teacher) to construct a powerpoint presentation that addresses water pollution. There would be three slides that will incorporate both causes and prevention strategies of water pollution. The first three lessons will be researching into the causes and prevention strategies, with the fourth lesson being the presentations. //Moved this bit from lesson two:// Any students not confident with ICT will have been grouped with students with strong ICT skills in order to facilitate peer support in during the activities. If we decide to use my words for the cohort, could we perhaps group the students with high and low level literacy skills as an alternative? - Wouldn't that mean that there is a difference in learning outcomes and student performance? A group who has low literacy skills may not be able to perform as well as they could if they had the support of peers with high literacy skills. If I was a student, I would rather be put in a group with others who could help with my literacy skills rather than feeling glum at my work while there are other groups appearing to do 'better' or can research in more depth. 30.09.09 I think you misinterpreted that Yasmin, sorry it was probably the way I worded it. What I meant was, as an alternative to grouping the students according to their ICT skills, could we group the students according to their literacy skills- because my cohort suggests that their ICT skills are similar. So yes, we would be grouping the lesser-abled students (with regard to literacy) with those who have higher level abilities. Ah... I think I did misinterpret what you said. And if we suggest that their ICT skills are similar, then grouping lower literacy skilled students with higher is a great idea. I like the idea of grouping them according to their literacy skills, great idea!
 * __Lesson Sequence__ **

Lesson One: 1. Introduction to the topic 2. Brainstorming: As a class, students are to be asked the following question: What are the causes of water pollution? Under the heading "Water pollutants" the teacher will add the various water causes on the whiteboard. 3. Students are to be divided into their groups groups and asked to research the question: What chemicals can pollute water? They will record their findings, and include those on the whiteboard, as a wordle (www.wordle.net), and begin working on a group presentation by articulating their knew knowledge onto a powerpoint document. I like it! Thanks Jono :) __Lesson Two: Effects__ (On reflection this lesson needs to be 'causes', this is not really about effects) In this lesson the students will work in their previously allocated groups of three on The Learning Federation resource 'Save the lake'. 1. Explanation from teacher to ensure all students are aware of expectations and features of the resource. 2. Students collaborate within their groups to work through 'Save the lake'. 3. When the students have completed the 'save the lake' activity they will contribute to the class wiki, under the appropriate heading, one cause of water pollution and where that cause originates. They will also add to the wiki a brief explanation of what their recommendations were in the 'save the lake' activity and what the outcome of these recommendations were. You could also include blogging, and invite other classes to contribute? Some groups could do one thing (such as blogging) other groups inviting classes, a group could use a class twitter and students can update what their class just did, etc. This way we are utilising more ICT tools - what do you think? Just a thought. This is a cool idea Yasmin, it would give the students opportunities to choose how to publish their new knowledge. However, it makes things a little messy, whereas by using the class wiki everything is kept consistent and collaborated. If we were to introduce new 2.0's, either the students would need a tutorial on how to use them or alternatively, we could neautralise this as an issue in the student cohort, by saying the students have experience with the mentioned 2.0's. We can't assume that students will know how to use them. If we state it in the cohort, then it shouldn't be an issue - and it means we are utilising many more ICT resources for the students to broaden their learning experiences. I don't know how this will broaden their learning experiences though? Surely by using the class wiki would have the same result as if we used a range of 2.0's? I think for the sake of extending the list of ICT's we use, it's not worth it, unless it is exercising their ability to articulate in a different context. Remember we have to discuss how __each__ of the resources enhances student learning, we don't want to repeat ourselves in this discussion with the limited word count..? well by just having wikis i'll be happy with that, because we are using other ICT tools If they just use wiki then it wont require any more explanation or implications for the teacher, as the teacher would have to set up the blog and teach them how to use it (and our word count can have more space!). 4. Student groups will add to their powerpoint presentation to complete one slide showcasing what they consider to be the major causes of water pollution in Australia. ICT -powerpoint presentation, using wikis, keyboard and mouse skills Literacy- reading and comprehension - publishing - vocabulary
 * During this lesson the teacher will be observing the groups to note their proficiency with the 'save the lake' activity, offer assistance if required and encourage the students to fully engage with the concepts involved in this resource.
 * Curriculum links: **

Collaborative learning //Any suggestions for this lesson would be appreciated :)//

__Lesson Three: Prevention__ **Procedure:** As a whole class, students listen to a brief introduction of the lesson (5 minutes) and watch a short video from the internet about water pollutionwhich is played through the <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">school's projector (5 minutes). While the video is on, students take notes on the tpes of water pollution and their prevention. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">I really like that youtube clip Jono! <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Students move to the computer lab (5 minutes) and in their groups of three, collaborate their findings from the video. Based on their findings, they research further into water pollution on delicious and google. Students type their findings onto the school wikiand copy their information onto another slide on their powerpoint presentation (15 minutes). I would think we have global implications for classroom practice down further the page. I've just been adding onto the list.
 * Resources:** Youtube, delicious, google, wikispaces, projector, computer lab, powerpoint.
 * Curriculum links:** ICT, literacy (maybe curriculum links should be a global element like the student cohort, because they will probably be repeated.. same with the resources) <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">- I agree with you there Jono, we are using similar curriculum links, and have a spot for resources where we can put it all under one heading, and just state what resources we will use within our lesson procedure. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">I agree too, lots will be repeated if we don't make it global <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">. <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Awesome, thanks. What about the implications for learning? Do you think, given that this is a learning sequence we could have global implications as well? So, one list for one sequence as opposed to one list for each lesson? We could each do our own implications and just add them onto the list.. this would also act as a precaution to 'doubling up' as well :)

<span style="color: #008000; font-family: 'Comic Sans MS',cursive;">__Lesson Four: Reflection__ Presenting Power Point presentations-Lesson Four Time 50 minutes (total) Within this lesson, students will present the power point presentations that they have constructed over the course of the previous three lessons, explain briefly about each slide and reflect on what they have learned. Activity: Presenting power point presentations to the class, and orally reflecting on what students have learned. Transitions: 5 minutes to get organised at the beginning of the lesson. Procedure: In their previously allocated groups of three, students present their power point presentations to the class, briefly explaining each slide, and what they now know and understand about water pollution. Each group is allocated approximately 4 minutes for their presentation. After the presentations, students sit in a circle, and each student has a chance to share something interesting they learned. Throughout the presentations and reflections, teacher makes notes about students oral presentations, group work, and information portrayed. Curriculum Links for learning objectives: Speaking and listening-literacy ICT Thinking

- Computers - Class wikispace - Wordle (www.wordle.net) - "Save the Lake" - Powerpoint function of Microsoft Office - Search Engines from the internet - Videos from Youtube - Class Twitter
 * __Resources__**

//We have to address the point: Describe how you will use each of these resources to enhance student learning// The "Save the Lake" resource will enhance student learning because it is a fantastic way to utilise students' favourite tool (computer technology) with their learning on this inquiry based project. The class wikispace gives the opportunity for the students to collaboratively share their activities and information with the world wide web, providing social opportunities online. The wikispace can also be viewed at home, which parents can view what their students did during school. The communication between the home and school environment is enriched through the means of utilising ICT in the classroom. This inquiry project is a cost effective and engaging learning resource that, because it is user friendly, can develop students' learning. Teachers are broadening students' learning experiences by incorporating a variety of different learning materials to engage students in the activities. Utilising Microsoft Office and its word and powerpoint functions will allow students to become digitally creative to present their presentation. Their imagination and capabilities to extend their learning is developed through the use of ICT tools. Delicious enhances student learning by giving students a place to store all the information and resources collected and share them with others, as well as access any like-minded individual's resources relating to the same subject.
 * __Enhancing Student Learning__**

The 'save the lake' resource is visually appealing and will encourage the visual learners in the class to more fully engage with the topic. <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">The powerpoint function from Microsoft Office will allow students to utilise their creative imagination to construct a digital representation of their research findings and bring in awareness of technological advantages to learning. This is done by utilising multiple intelligences that will enhance student learning through the use of this resource. It is a fantastic way for teachers to extend student knowledge by bringing in an ICT tool because it links curriculum areas into student learning. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Wikis give students the opportunity to work collaboratively and share their new understandings with the class and the wider world <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">. **__Implications for our Classroom Practice__** The implications for my classroom practice when utilising the 'save the lake' resource are:
 * __Reflection on Resources__**
 * I would need to be proficient and familiar with the resource before attempting to explain to the class how to use it and what the features of the resource are, (such as the explanations of underlined words which are available when you click on the word).
 * I would need to be familiar with the level of ICT skills of each student in the class in order to group the students so as to facilitate effective peer support for those students who may require it.
 * My own ICT skills would need to be at a higher level than the students. This would ensure that I would be able to assist students experiencing technical difficulties during the lesson.
 * I would need to ensure that my knowledge of the subject matter was sound in order to provide sound guidance to the students during the brainstorming session. //This is my interpretation of the implications requirement, if I am on the wrong track I would be happy to be redirected. Thanks.(This was just a few ideas to see if I'm on track)// - they seem great! I added my changes if you like them or not.
 * I would need to set up the computers with the correct resource for ease of transition. I will need to allocate a particular computer to each group so their work is on one computer.
 * Provide teacher aid support for the student with a learning disability and to have separate work as his comprehensive, literacy and computer skills are well below average . Are we still including the learning support student?
 * I would need to take notes and assess student progress and achievement throughout the lessons.
 * I would need to set up the class wiki before the unit begins.

30.09.09 Had a chat with Christine and we thought that a) if we contribute to two/three resources and our reflection, and add it into our "reflection on resources" heading as a dot point. b) Not including curriculum links, because if we have read the readings, listened to the presentations and posts, then it will be clear through the lesson sequence what the curriculum links are. c) Under the heading "Enhancing student learning" //We have to address the point: Describe how you will use each of these resources to enhance student learning// - Maybe add any points we may have. d) Should we include time restrictions? e) Should we include quotes and references?

I included below an updated version of our assignment without the comments, and it came to be about 1600 words. So we have enough room to shape up our allocated lessons, give them a fix up if necessary, and allow us to develop our other headings (which link to the criteria for this assessment task). - Am I getting to ahead of myself...? <span style="color: #008000; font-family: 'Comic Sans MS',cursive;"> Hi all I think we may as well include some timing. I know it's a lesson sequence and not a plan, but writing the time for each intro/activity/transition doesn't take up too many words and illustrates the fact that we have considered timing when each lesson is only 50 minutes. If we decide to include timing, how would you like to go about it- for means of consistency. We could either have a small table at the start of each lesson in the sequence with timing outlined, or have the time in brackets like this: After the introduction, the students move to the computer lab (5 minutes). Thoughts? <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">I think that sounds good, that way we are also showing that all we have chosen to do can be completed within the lesson <span style="color: #008000; font-family: 'Comic Sans MS',cursive;"> As for references, I don't imagine they would be necessary- especially in the sequence. Having said that, if we make any claims in the reflection then they'll need to be referenced. It's a possibility that we will be making claims when describing how we use the resources to enhance student learning..

This inquiry-based learning sequence is designed for Grade 6 students who attend a public school in a middle socio-economic community. The class has 24 students constituting of 15 boys and 9 girls. Their school has a computer station in each classroom where there is access to 10 computers. 20 of those students have computers at home. There is one student who has an intellectual learning disability and has a teacher aid 15 hours a week. There are 3 parents who come in to help 2 mornings a week. The students consistently use technologies as a part of their leisure and school activities. They are competent computer users with experience in online publishing on Wikispaces and with Microsoft Office programs. The majority of students' literacy skills are average, while few are above and below average in accordance with the //Tasmanian Curriculum//'s assessment stages//.// The students have regular input onto the classroom wikispace where they publish educational, sporting and social activities, photos and projects throughout the year. Generally, their abilities with Information and Communication Technologies (ICT) are a reflection of their social context: their socio-economic status and their generation. Their social context indicates the availability of computers and internet at home, which reflects a general level of competency with ICT and computer functions. The curriculum focus is based on the Science strand, and incorporates all aspects of the curriculum areas through the inquiry-based approach.
 * __Description of Cohort__ **

I think there is some word count wasted on the description of irrelevant aspects in the cohort. For the purpose of the assessment task, I don't think it's important to include the sex of the students or the parent help. Yasmin- do we have to include a student with a learning disability in the class? It has so many implications which we could discuss, but I think it acts as a word waster in an already complicated assessment task. Mel, Christine and I would have to review our lessons to include the student. Then we would have to consider whether s/he has to do the presentation, if we have to plan the task for when their aide is in the classroom, would we be lenient towards assessing the group with the disabled student, etc? For the purpose of the task, I think it would be easier (with regard to word count) to disclude the student. I can't imagine how it would benefit our assessment piece? Based on Sharon's posting on what to include in the student cohort, that is what I included. Here is Sharon's post (posted 27th september 2009) You include the following: As for word count, we have 1740 - we are well under. plenty of room to move (and more to fill in). I would personally add the student with special needs because it is unlikely that classrooms wouldn't have one, and it shows that if there were to have a student with an intellectual disability, we have discussed appropriate measures in meeting their needs (benefiting our assessment). It would only take a couple of sentences in each lesson to address their needs. That's my opinion, but if everyone else doesn't want to have it then I'm not going to argue :) I would also like to include references as it will strengthen our reflections.
 * grade
 * number of students in the class
 * number of boys/girls
 * access to computers and other technologies
 * experience with computers and other technologies
 * children with specific learning needs (what they are and how those learning needs impact on the rest of the class)
 * children with specific behavioural needs (what they are and how those behaviours impact the rest of the class)
 * the number of adults in the classroom and their roles (teacher aide, integration aide, parent help, prac student ...)
 * capacity for students to work in a range of groupings (pairs, small groups, whole class, individually)
 * general (not specific) curriculum focus (this cannot be ICT) - NOT standards/outcomes

As for timing, how about at the beginning of each numbered point put how many minutes in brackets? <span style="color: #169a52; font-family: 'Comic Sans MS',cursive;">Okay, I'm happy with that.. I'll have a look over my lesson today and make some changes to include the disabled student. See you Wednesday!

Also, for the sake of making it easier I've changed it back to a private school- the student context is more predictable and indicates a more consistent social class, which reflects the availability of computers at home. Could the cohort look like this:

This inquiry-based learning sequence is designed for a class of 24 Grade 6 students who attend a private school in a middle socio-economic community. The school has a computer station with 20 computers and internet access. All the students have computers at home. The students consistently use technologies as a part of their leisure and school activities. They are competent computer users with experience in online publishing on Wikispaces and with Microsoft Office programs. The majority of students' literacy skills are average, while few are above and below average in accordance with the // Tasmanian Curriculum //'s assessment stages//. // The students have regular input onto the classroom wikispace where they publish educational, sporting and social activities, photos and projects throughout the year. Generally, their abilities with Information and Communication Technologies (ICT) are a reflection of their social context: their socio-economic status and their generation. Their social context indicates the availability of computers and internet at home, which reflects a general level of competency with ICT and computer functions. The lesson sequence is cross-disciplinary in nature, however it focuses on the Science strand of the // Tasmanian Curriculum //.

What are the causes of water pollution and how can we prevent it?
 * __Question__ **

Students are to mainly work in groups of three (allocated by the teacher) to construct a powerpoint presentation that addresses water pollution. There would be three slides that will incorporate both causes and prevention strategies of water pollution. The first three lessons will be researching into the causes and prevention strategies, with the fourth lesson being the presentations. Groups will incorporate students with both low literacy levels to those with higher literacy levels in order to facilitate peer support in during the activities __Lesson One:__ 1. (5 mintues) Introduction to the topic on water pollution and the outcomes associated with this learning sequence. 2. (10 mintues) Brainstorming: As a class, students are to be asked the following question: What are the causes of water pollution? Under the heading "Water pollutants" the teacher will add the various water causes on the whiteboard. 3. (30 minutes) Students are to be divided into their groups and asked to research the question: What chemicals can pollute water? They will record their findings, and include those on the whiteboard, as a wordle), and begin working on a group presentation by articulating their knew knowledge onto a powerpoint document. The student with the intellectual disability can work on a wordle with the assistance of a teacher aid within the allocated group (flexibility to do singluar work if problems arise). They would write down words off the whiteboard associated with causes of water pollution. 4. (5 mintues) At the end of the lesson, students will save their work while the teacher assesses their progress. __Lesson Two:__ In this lesson the students will work in their previously allocated groups of three on The Learning Federation resource 'Save the lake'. 1. Explanation from teacher to ensure all students are aware of expectations and features of the resource. 2. Students collaborate within their groups to work through 'Save the lake'. 3. When the students have completed the 'save the lake' activity they will contribute to the class wiki, under the appropriate heading, one cause of water pollution and where that cause originates. They will also add to the wiki a brief explanation of what their recommendations were in the 'save the lake' activity and what the outcome of these recommendations were. Students are to incorporate different mediums of communication through wikispaces such as blogging, invitations of other classes to the page, interesting facts they found, reflection on the resource, and incorporate twitter. 4. Student groups will add to their powerpoint presentation to complete one slide showcasing what they consider to be the major causes of water pollution in Australia. During this lesson the teacher will be observing the groups to note their proficiency with the 'save the lake' activity, offer assistance if required and encourage the students to fully engage with the concepts involved in this resource.
 * __Lesson Sequence__ **

__Lesson Three: Prevention__ 2. Students work on the computers in their groups of three, collaborate their findings from the video. Based on their findings, they research further into water pollution on delicious and google. 3. Students type their findings onto the school wiki and copy their information onto another slide on their powerpoint presentation (15 minutes).
 * 1. ** As a whole classs, students listen to a brief introduction of the lesson (5 minutes) and watch a short video from the internet about water pollutionwhich is played through the school's projector (5 minutes). While the video is on, students take notes on the tpes of water pollution and their prevention.

__Lesson Four: Reflection__ 1. In their previously allocated groups of three, students present their power point presentations to the class, briefly explaining each slide, and what they now know and understand about water pollution. 2. Each group is allocated approximately 4 minutes for their presentation. After the presentations, students sit in a circle, and each student has a chance to share something interesting they learned. 3. Throughout the presentations and reflections, teacher makes notes about students oral presentations, group work, and information portrayed. Formative and summative assessments will be based on the students’ engagement with the learning sequence on water pollution (including ICT resources), their articulation, visual arrangement and presentation with their powerpoints, capacity to work in groups and demonstrate an understanding of causes and prevention strategies regarding water pollution.

- Computers - Class wikispace - Wordle (www.wordle.net) - "Save the Lake" - Powerpoint function of Microsoft Office - Search Engines from the internet - Videos from Youtube - Class Twitter - Delicious - Google - Projector - Blogging
 * __Resources__**

ICT technology plays a crucial role in enhancing student learning because the numerous computer-based tools or items within classrooms provide students with greater opportunities to broaden their knowledge and skills in their self. Computers can play a powerful tool in enhancing students' literacy skills and utilises a form of socialising in a virtual sense. "With advances in technology and the inclusion of technology in educational settings students are reading and viewing in increasingly complex and diverse range of multimodal texts" (Lê & Lê, 2007, p. 49). It is important, then, to incorporate ICT into classroom practice as it will allow the enhancement of student learning across all learning areas. The resources chosen for this integrated unit of work will enhance student learning by addressing the diverse learning styles of the students outlined in the cohort. The "Save the Lake" resource will enhance student learning because it is a fantastic way to utilise students' favourite tool (computer technology) with their learning on this inquiry based project. The class wikispace gives the opportunity for the students to collaboratively share their activities and information with the world wide web, providing social opportunities online. The wikispace can also be viewed at home, which parents can view what their students did during school. The communication between the home and school environment is enriched through the means of utilising ICT in the classroom. This inquiry project is a cost effective and engaging learning resource that, because it is user friendly, can develop students' learning. Teachers are broadening students' learning experiences by incorporating a variety of different learning materials to engage students in the activities. Utilising Microsoft Office and its word and powerpoint functions will allow students to become digitally creative to present their presentation. Their imagination and capabilities to extend their learning is developed through the use of ICT tools. Delicious enhances student learning by giving students a place to store all the information and resources collected and share them with others, as well as access any like-minded individual's resources relating to the same subject. As teachers, we can utilise ICT within classrooms and “take advantage of their capabilities to bring about the kind of future education systems our society wants and our economy needs” (Roblyer & Doering, 2009, p. 22).
 * __Enhancing Student Learning__**

- It is important to give students the greatest experience utilising ICT technology, and using a wide range of resources assists students to reflect and devleop themseves as learners. - The 'save the lake' resource is visually appealing and will encourage the visual learners in the class to more fully engage with the topic. - The powerpoint function from Microsoft Office will allow students to utilise their creative imagination to construct a digital representation of their research findings and bring in awareness of technological advantages to learning. This is done by utilising multiple intelligences that will enhance student learning through the use of this resource. It is a fantastic way for teachers to extend student knowledge by bringing in an ICT tool because it links curriculum areas into student learning. - Utilising computers will enhance students computer skills (hand eye coordination when utilising mouse functions and capacity to develop touch typing skills). Using computers can allow students who have no computers at home confidence and a chance to use this rapidly growing resource that is implemented more in people's daily lives. Computers are important for social networking and can increase multiple intelligences and learning styles because it uses a different approach to using the body and mind. - Wordle can stimulate students' artistic development by creating a visual representation of the causes of water pollution and incorporating digital technology in their learning. - Search engines are a powerful drive for students to incorporate in researching units and topics, and can assists teachers in locating many learning opportunities and resources. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">- Wikis give students the opportunity to work collaboratively and share their new understandings with the class and the wider world <span style="color: #800080; font-family: Arial,Helvetica,sans-serif;">. - Blogging allows both teachers and students to incorporate a different medium of communication (with the casual use of words) to respond and reflect on their learning and learning of others. The implications for my classroom practice when utilising the 'save the lake' resource are: The learning sequence allows a follow through approach for students to grasp an insight into water pollution causes and how we can apply procedures to eliminate the causes. As there is a large emphasis of incorporating ICT skills within this learning sequence, it will provide students with the means to broaden their communication skills and allow to engage with a meaningful inquiry topic within the digital dimension. The
 * __Reflection on Resources__**
 * __Implications for our Classroom Practice__ **
 * I would need to be proficient and familiar with the resource before attempting to explain to the class how to use it and what the features of the resource are, (such as the explanations of underlined words which are available when you click on the word).
 * I would need to be familiar with the level of ICT skills of each student in the class in order to group the students so as to facilitate effective peer support for those students who may require it.
 * My own ICT skills would need to be at a higher level than the students. This would ensure that I would be able to assist students experiencing technical difficulties during the lesson.
 * I would need to ensure that my knowledge of the subject matter was sound in order to provide sound guidance to the students during the brainstorming session.
 * I would need to set up the computers with the correct resource for ease of transition. I will need to allocate a particular computer to each group so their work is on one computer.
 * Provide teacher aid support for the student with a learning disability and to have separate work as his comprehensive, literacy and computer skills are well below average.
 * I would need to take notes and assess student progress and achievement throughout the lessons.
 * I would need to set up the class wiki before the unit begins.

References Lê, T. & Lê, Q. (2007). Using computers to promote literacy development. In Sigafoos, J. & Green, V.A. (Eds.). //Technology and teaching.// New York, USA: Nova Science Publishers, Inc. Roblyer, M., & Doering, A. (2009). //Integrating technology into education// (5th ed.). Boston: Pearson Education.

My part of the table

Resource Wordle ([|www.wordle.net])

Enhance student learning Wordle can stimulate students' artistic development by creating a visual representation of the causes of water pollution and incorporating digital technology in their learning. Selecting a rich experience where students can generate visual illustrations of their work will greatly increase student learning as they are in charge of their learning outcomes for this aspect of the lesson sequence. Their work is unique to their personal learning abilities, and teachers can view a diverse range of student capabilities. Wordle exercises linguistic creativity. Teachers can assist students, through scaffolding, to develop their learning by helping them find their talents and strengths though ICT technologies merging with artistic possibilities. Reflection on resource Wordle incorporated within lesson planning can promote excitement and confidence in presenting their research in a new concept of a ‘word cloud’. Ensuring that all students have equal opportunities to create their work on Wordle, teachers can build a colourful display of the students’ work. Reflecting upon this resource, Wordle allows students to build upon their own ICT knowledge and create interest in new topics and units. .

Reflection on classroom practice I would need to ensure that I have provided teacher aid support for the student with the learning disability, and to provide opportunities for them to create their own Wordle of the causes of water pollution. The student will then have a product of his work that can be displayed in the classroom, promoting assurance and self esteem in his learning abilities. As there is a large emphasis of incorporating ICT skills within this learning sequence, Wordle will provide students with the means to broaden their literacy skills and allow to engage with a meaningful inquiry topic within the digital dimension.

Microsoft powerpoint Microsoft power point enhances student learning by allowing them to creatively present the information they have found using ICT. The use of power point can help to encourage and develop students’ public presentation skills.

The powerpoint function from Microsoft Office will allow students to use their creative imagination to construct a digital representation of their research findings. It can encourage students to develop their presentation skills and confidence. Using powerpoint requires students to utilise their literacy, as well as ICT skills and has the potential to enhance these skills.

The implications for my classroom practice are: I would need to be proficient and familiar with Microsoft functions to help students with any technical issues and be able to explain and understand it. I would need to ensure my students are familiar with and able to use Microsoft powerpoint, this is to ensure not overly much time is used on explanations. Save the lake' resource : this resource will be used to encourage the students' understanding of some of the causes of water pollution and ways in which to prevent or treat this problem. Appropriateness of resource: This is an appropriate resource because of its visual appeal which encourages the visual learners in the class to more fully engage with the subject. This resource encourages the students' awareness of environmental issues and has the ability to incite the students' continued personal interest in this area. Implications for teaching practice: I would need to be proficient and familiar with the resource before attempting to explain to the class how to use it and what the features of the resource are, (such as the explanations of underlined words which are available when you click on the word) I would need to be familiar with the level of ICT and literacy skills of each student in the class in order to group the students so as to facilitate effective peer support for those students who may require it.My own ICT skills would need to be at a higher level than the students. This would ensure that I would be able to assist students experiencing technical difficulties during the lesson. I would need to set up the computers with the correct resource for ease of transition. I will need to allocate a particular computer to each group so their work is on one computer.

(in conjunction with a projector and laptop or computer) || This resource is used as a tool for introducing water pollution prevention strategies. It is used with the intention to initiate the students’ reflection on how to prevent water pollution, in preparation for stage 2 of the lesson. || It has the capacity to engage students with visual representation and music (Academic Conferences Limited, 2007), statistics, facts about water, water pollution and prevention. The video is appropriate for initiating thoughts of preventing water pollution and its duration is consistent with the lesson plan and duration. || To use this resource as described in the lesson outline requires an understanding of how to prepare the laptop to play through the projector. It also requires an internet connection and the availability of [|YouTube] (ensure this website has not been blocked by system administrators). ||
 * [|YouTube] video ‘ [|Water Pollution’]
 * [|Delicious] and [|Google] || Groups use these resources to search for information about preventing water pollution. || Using ICT as a tool for inquiry develops new understandings and skills (Curriculum Corporation, 2006). These resources have been chosen with the intent to facilitate opportunities for inquiry. Their endless and constantly updated information make them appropriate for inquiry-based learning. || The use of these resources requires both the teacher and students to have experiences with search-phrases and an understanding of the operations of social bookmarking sites. This should be established prior to the lesson. ||