Teacher's+Page

Joint Statement:
The ICT Integration Project’s major outcome is to successfully produce a WebQuest that has a main topic and includes four challenges for students to complete. The WebQuest needs to incorporate at least three different sources of ICT; this does not include use of the internet or interactive whiteboard. WebQuests are an important teaching tool. Webquests improves teachers’ use, integration and knowledge of several different technologies. It also exposes and develops students’ knowledge of using ICT. WebQuests can help cater to Gardner’s multiple intelligences by implementing technologies that are attuned to a diverse range of learning styles such as, musical, mathematical and visual intelligences. Integrating ICT can make tasks more challenging by catering to different learning needs. The purpose of the ICT Integration Project is to understand how ICT can enhance a lesson by providing valuable learning experiences for students and teachers. Utilising ICT to complete tasks can foster higher order thinking and creativity within students. The ICT Integration Project must be inquiry-based so it offers problem-based issues and actively engages students to find solutions. Inquiry-based WebQuests fosters constructivist learning.

Firstly, as pairs we need to plan the structure of the WebQuest. Planning for the Integration Project involves designating jobs; planning the sequenced lessons; planning what ICT will be implemented into the WebQuest; the learning outcomes of the WebQuest; and how it all links in with the curriculum documents.

Secondly, in pairs we need to present a micro lesson from one of our four sequenced lesson plans. Our presentation needs to showcase how the types of technology we have chosen to integrate into the lesson have effectively enhanced the learning experience. The presentation is also being conducted so we can practise our teaching skills and use of technology in the lesson. The presentation needs to promote debate with peers about how the technology was used in the lesson and whether it was an effective tool for students’ learning.

Finally, the last assessment of the ICT Integration Project is to produce a teaching and learning resource that integrates several different types of technologies to enhance learning experiences. A WebQuest must be created in pairs and published on the web. The WebQuest must include an introduction, the four challenges, evaluation, conclusion and a teacher’s page which will include all the planning documents that have gone into constructing our WebQuest.

**ICT used in the ICT Integration Project:**
The four ICT tools we have planned to use in our completed WebQuest are //Microsoft Publisher, Paint, Garageband// and //Spiderscribe. // //Microsoft Publisher// is being used as students are familiar with the key features of Word programmes. //Microsoft Publisher// is being used by students in Challenge Two to type up the final draft of a well-crafted professional letter. This is useful for students as it makes students aware of the basic structure and proper etiquette of professional letters. This will help assist students for the future for example, when they will need to write professional letters for job vacancies. //Microsoft Publisher// is also being used in Challenge Three to complete a newsletter article. //Microsoft Publisher// is being used for this task so students use the proper layout of an article. //Paint// is being used for Challenge Three. //Paint// is a useful programme as it utilises simple shapes and colour designs and is relatively easy to navigate and student friendly. By designing a poster in //Paint// it is cultivating students’ artistic ability as well as getting students to use their higher order thinking for effective marketing skills. For example, coming up with catchy slogans and thinking about suitable colours, shapes and pictures that can convey their environmental messages effectively. //Garageband// is being used in Challenge Three. Students use Garageband to upload a Podcast of a jingle or ad promoting their environmental message. //Garageband// is a useful ICT tool because it is a great programme that offers the ability to add music, change voices and offers creative license. //Spiderscribe// is being used throughout the WebQuest and is the main ICT tool used in Challenge One and Four to complete a mind map. //Spiderscribe// is being used because it is a student friendly programme for creating mind maps. //Spiderscribe// is an interactive ICT tool that will enable students to logically organise and layout their final submission of their mind map. //Spiderscribe// offers creativity to students as they can add links, pictures and show the teacher how they have linked their main ideas.

** Statement of Evidence-based Learning Theory: **
EnviroWebQuest is a project that underpins a constructivist approach to learning. A focal point of constructivism is about people constructing their own understanding and knowledge of the world through experiences. The EnviroWebQuest follows this principle of constructivism as the challenges allows students to build on prior knowledge and experiences. This is demonstrated through the ICT challenges, which encourages creativity, empowerment and critical thinking. Our project underpins the five major attributes of constructivism:
 * Active ** : Students are actively involved in the EnviroWebQuest learning experience through:
 * Creating a mind map that links all their major ideas and completed tasks
 * Creating and completing a professional letter on Microsoft Publisher
 * Designing a poster using Paint
 * Creating an ad or jingle using Garageband
 * Searching the internet to access and compile appropriate information
 * Taking, accessing and uploading photos for their challenges
 * Writing and completing an article that addresses a major environmental issue.
 * Constructive ** : Students will be building on their prior knowledge on environmental issues by facilitating a class brainstorm using the interactive whiteboard. Students already have prior knowledge of the environmental policies already in place at the school and through media such as, television and advertising. They will use this knowledge to set up their major goal of trying to improve the school environmentally by promoting one environmental message related to waste management.
 * Authentic: ** The EnviroWebQuest has an outcome that is a relevant issue in today’s society. The WebQuest provides a real life scenario which empowers students to become more aware of their environmental impact. The EnviroWebQuest helps students address important issues to the public that need to be acted on and shows the varied methods of being proactive to try and make a change.
 * Cooperative: ** The EnviroWebQuest requires students to work effectively with partners. The EnviroWebQuest utilises the importance of communicating with the local community, school and public to address and promote a major environmental issue. Students support and learn from each other’s projects. Teachers assist with students’ learning and the progression of students’ projects.
 * Intentional: ** The four challenges are effectively communicated through clear instructions and lead to the final major objective and goal. The main objective of successfully promoting an environmental waste issue/solution in reinforced across the four challenges.

**Resources**
waterwise education resources

survey monkey

Earth Day Printable worksheets

Clean up Campaign- lesson resources

Rethinking waste in schools- Keep Australia Beautiful resource

[|The green calender] - dates throughout the year that focus on being green