Overview+of+ICT

To organise the following descriptions of how students use ICT as a tool for learning, five broad aspects are used: These are used to clearly present the scope of ICT across curriculum areas. However in the classroom, and in any real-life use of ICT, these five aspects work together in a variety of ways and are interdependent. They cannot be dealt with in isolation and need to be used flexibly rather than as ways to structure curriculum.
 * Overview of ICT across curriculum areas **
 * 1) Inquiring with ICT
 * 2) Creating with ICT
 * 3)  Communicating with ICT
 * 4)  Operating ICT
 * 5) Ethics Issues and ICT

**Inquiring with ICT** Students use ICT to process information and data in many ways. They identify information and data needs and plan actions to locate, access and retrieve information and data. They acknowledge and use information and data from a variety of sources and critically assess their quality. They organise, manipulate, structure and refine information to improve their interpretations and abstract knowledge. They process data and information into other formats to visualise and communicate knowledge, constructing new insights. They design and implement information products and systems to store data, query data, manipulate, data, and produce reports and charts. They use information tools as modelling tools to understand concepts, predict trends, deduce logical conclusions, substantiate reasoning and model real world systems and practices.

Students create a range of innovative ICT solutions using a variety of software packages and online environments often combining information and media components to produce ICT products. They use ICT to make thinking processes visible and clarify concepts and plans. They share understandings with peers and authentic audiences, demonstrating their depth of understanding, creativity, project management and problem-solving capacity. They analyse problems, needs and opportunities, explore ideas, develop concepts and evaluate ICT learning solutions. They use processes to select appropriate ICT, generate ideas and plans, express themselves, and monitor and reflect on their learning.
 * Creating with ICT **

Students use ICT to develop or enhance their communication and also as a medium to transmit communication. They share, interact and develop relationships in applying ICT to present information and data, engage with audiences and collaborate in meaningful ways. They use ICT to communicate face-to-face and remotely with individuals and local and global communities for learning and citizenship development. They use and personalise/construct online community portals and tools, ELearning spaces and networked environments to communicate an online identify and offer knowledge and understanding to others. Students experience alternative views, construct new understandings and empathise with others. Students use a variety of media, forms and genres to portray messages to defined audiences. Students use project-management processes and digital tools to work on complex projects.  **Operating with ICT** Students effectively operate a range of ICT functions, applications and systems for creating, communicating, inquiring and to manage, store and retrieve information and data. They design and implement systems for managing data, online services and content between home and school, to prepare them for portable productivity, to be able to work and learn wherever they are, at any time. They competently perform operational sequences with a range of ICT and use the distinctive characteristics of technology and technological processes to achieve curriculum outcomes, work productively and deepen knowledge of ICT. Students consistently apply standards and conventions when using ICT. Students develop the confidence to learn to master new tools and environments demonstrating both independent digital competence and the capacity to share digital expertise with others. They apply preventative strategies for maintaining and solving basic ICT-related problems as network participants and personal owners of ICT devices and environments. Students work digitally, to harness the significance of processing information and creating products and processes in digital form  .
 * Communicating with ICT **

**Ethics, Issues with ICT**
Students understand the increasingly prominent role of ICT in society and its impact on self, work and others in personal and global applications. They value working, learning and communicating digitally. They have an appreciation of the roles and responsibilities of people working with ICT and are discriminating, ethical, legal, responsible and safe users of ICT. Students use safe practices to protect financial and contact information and develop strategies for handling unwanted communication and mobile phone or internet sales schemes, auctions and services. They protect personal information, especially in online communities to prevent unwanted sales and approaches. They acknowledge the intellectual property and copyright associated with digital products. They reflect on ICT issues in the past and explore the impact of future ICT development. = =

 //As Taken from ICT and Essential Learnings www.education.qld.gov.au//


 * Click on the link to view Essential Learnings**