Tasks in the digital artefact have been designed to gauge maximum engagement from the students in the classroom. The tasks afford learners the opportunity to examine the topic of identity and self from a variety of theoretical and practical perspectives, rather than allowing a single perspective that learners must imitate to be successful in understanding the concept presented. This has been a deliberate choice in designing Authentic Learning activities (Reeves, 2002), as we come to realise that the idea of learning by rote may no longer be effective in modern learners. As technology rapidly changes, students have access to a wide range of information in a quick period of time, and therefore are coming to expect that they have access to information and the software required to use the information, at their fingertips. These types of learners, known as “Digital Natives” are native speakers of the digital language of computers, video games and the Internet.(Prensky,2000) Therefore it makes sense to design activities which utilise these skills, and therefore allow students a deeper conceptual understanding. This Generation is more accustomed to the use of technology, and video games and therefore the Games Generation now lives much more in an interactive world—with the emphasis on the active. (Prensky, 2000).
Students are provided with the opportunity to challenge themselves in a range of different ways, as each activity encourages students to think from different perspectives. They are encouraged to use their background knowledge and cultural knowledge in the majority of tasks in the artefact. These components are part of the Quality Teaching Model, which focuses on giving students a deeper understanding of the task, and connecting that understanding to the world outside of the classroom. (Ladwig and King, 2003).
According to Amosa and Ladwig (2004) the Cultural Knowledge component of tasks is often overlooked. “Cultural knowledge focuses on the extent to which non-dominant cultural knowledge is legitimised in classrooms. The use of the term “legitimised” is crucial here, noting that meaningful cultural knowledge requires more than acts of inclusion or assertions of appreciation.” They also believe that “understanding of Australia’s cultural diversity is imperative for Australia’s Future.” Thus it is important to properly include these children in the classroom content and this artefact fulfils this task.
Students are provided with the opportunity to challenge themselves in a range of different ways, as each activity encourages students to think from different perspectives. They are encouraged to use their background knowledge and cultural knowledge in the majority of tasks in the artefact. These components are part of the Quality Teaching Model, which focuses on giving students a deeper understanding of the task, and connecting that understanding to the world outside of the classroom. (Ladwig and King, 2003).
According to Amosa and Ladwig (2004) the Cultural Knowledge component of tasks is often overlooked. “Cultural knowledge focuses on the extent to which non-dominant cultural knowledge is legitimised in classrooms. The use of the term “legitimised” is crucial here, noting that meaningful cultural knowledge requires more than acts of inclusion or assertions of appreciation.” They also believe that “understanding of Australia’s cultural diversity is imperative for Australia’s Future.” Thus it is important to properly include these children in the classroom content and this artefact fulfils this task.
References:
Amosa.W and Ladwig. J.G (2004) Examining Non Dominant Cultural Perspectives in Pedagogical Practise. Newcastle NSW: The University of Newcastle.
Ladwig, J. G., & King, M. (2003). Quality teaching in NSW public schools: An annotated bibliography. Sydney, NSW: professional Support and Curriculum Directorate.
Prensky . M (2000) Digital Game-Based Learning ,Mcgraw Hill
Reeves. Thomas. (2002). Authentic activities and online learning. HERDSA 2002. P.564.
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