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ICT Assignment 3A

Statement indicating how your project is underpinned by established learning theory (multiple intelligences,
social constructivitsm and cognitive theory)
Class and Task Overview
For the purpose of this assessment task we decided to create a project-based inquiry for a Year 6 Geography class. From
the first stages of planning, our four lessons had to fit within the framework that the inquiry process follows. The reasons
for choosing inquiry process for this task is that the Australian Curriculum requires these skills to be taught in the subjects
of Science, History, Civics and Citizenship, Economics and Business, and Geography. The principle focus of our Year 6
unit of work is Asia and Australias engagement with Asia. Our students learning is guided by a central question: How do
places, people and cultures differ across the world? Through the use of digital technologies, we aim to facilitate student
centered learning, find answers to guiding questions, and foster higher order thinking skills through the inquiry process.
Inquiry Learning: What is it?
Inquiry learning is founded on the theories and research of Piaget and Vygotsky. These researchers developed two
complementary theories that underpin the notion of inquiry learning: individual constructivism and social constructivism.
Essentially, as Volkert (2012) succinctly explained in her article, inquiry based learning is collaborative, student centered
and directed, authentic, constructivist and allow students to learn the skills to become life-long learners. In their research
Chang, Sung and Lee (2003) stated that Inquiry learning is a strategy about student exploration of knowledge. The
strategies and stages of inquiry learning that we incorporated into this unit of work are: engage, explain, explore,
elaborate and evaluate. There are numerous geographical inquiry skills that are mandated by Australian Curriculum
documentation, that help students to make meaning from the world around them. These skills developed as students are
guided in their learning by key inquiry questions. A list of the geographical inquiry skills are as follows: observing,
questioning, planning, collecting, recording, evaluating, representing, interpreting, analyzing, concluding, communicating,
reflecting and responding. (ACARA. (2014), Geography Overview)

ICT and the OZ Curriculum. How can ICT help Inquiry Learning?
Information and Communication Technology (ICT) Capability is one of the general capabilities in the Australian
Curriculum. This capability specifies that students must access, create and communicate information and ideas, solve
problems and work collaboratively in all learning areas at school, and in their lives beyond school. (ACARA. (2014),
General Capabilities)

The ICT capability must be implemented across all learning areas, in our case it must be embedded within our Geography
unit of inquiry. The inclusion of ICT into student led inquiry adds a depth and richness to the entire learning process. It
allows students to learn and present their new knowledge in a way that is meaningful and engaging to them. Mobile
devices such as iPads, video cameras, etc., allow students to learn in the style that suits them best; whether this is
visually, aurally, and kinesthetically.
The activities and assessment tasks that we have created for our students make use of a wide range of digital
technologies. These technologies provide opportunities for students to investigate information, communicate their ideas
with others, and create new bodies of work. Throughout this Geography inquiry we have integrated a range of digital
technologies into the learning process. The technologies will support and facilitate student centered learning and provide
scaffolds and frameworks in which students will organize their learning and present their findings.
Table Demonstrating the Presence of Learning Theories
For the ease of the reader, we have created a table below that identifies the following in each task:
a) Where ICT is incorporated
b) Which learning theory underpins each task
c) Which aspect of each learning theory applies to the task
Task using ICT
In a small group create a Mind Map
using Spider Scribe. This task aims to
assess a students prior knowledge.


Multiple Intelligences
Logical Mathematical

Social Constructivism
Creative thinking

Identify and locate the correct location of

countries within the Asia region using the
Asia Jigsaw Puzzle mapping tool.


Logical Mathematical
Bodily kinesthetic - manipulate and
move the correct piece into the
correct position

Skype Indonesian buddy class and

compare similarities and differences
between Asian and Australian culture.
(Cultural, social, geographical, etc.)


Visit the interactive Time for Kids

website and explore the historical,
cultural, geographical aspects of one
Asian country.

Applying to a different

Verbal linguistic- a prepared script
for the skype buddy session with
prepared responses typed out.
Bodily kinesthetic- Skype session
dance/national anthem to each other.
Logical Mathematical - quizzes and
map reading
Visual spatial students will access
the interactive website

Using a mobile device access Book

Creator to create a virtual passport that
highlights the similarities and differences
between yourself and one of your Skype
buddies. Students will analyse and
evaluate key points and then present
their findings in an individually created
virtual passport. One half will be about
themselves, the other half about their
Skype Buddy.


- using book creator
students will input pictures, movies,
images, sounds, of the world in which
they live, and share this information
with their skype buddy
Verbal linguistic,
- the virtual
passport is similar to a biography.
Students could include a wordle
image containing words that describe
Visual spatial using book creator
to create a virtual passport.

Critical thinking
Problem solving
Critical thinking
Creative thinking
Collaboration Globalisation,
Critical thinking
Problem solving
Collaboration Globalisation,
Critical thinking
Creative thinking
Problem solving

Bodily kinesthetic- use of mobile

devices such as ipads and cameras
to record visuals and sounds for the
virtual passport.
Musical students will record
themselves singing the national
anthem of their country. This will be
stored in their virtual passport. They
will share/listen/play the music that
they like to listen to with their Skype
background music to their virtual

Why we chose these ICT Tools

There is a large body of research that highlights the benefits of embedding ICT into teaching and learning programs. For
the purpose of our Year 6 Geography inquiry unit we have selected a range of ICT programs, devices and learning tools
to enhance students learning and facilitate the inquiry process. When selecting these ICT resources, we ensured that the
various learning preferences of our students were taken into consideration (whether they are aural, visual or kinesthetic
learners) as well as catering to the needs of students who require educational support. Throughout the selection process
we checked the quality of the resources and tested them to see whether they were suitable as ICT learning tools; rather
than substitutions for pen and paper tasks. What we particular liked about some of the programs is that they require
students to be actively engaged in the tasks, which were often situated in authentic settings. Each ICT learning tool has
been carefully selected to support the students as they progress through the various stages of inquiry learning.
To conclude, the skills required for ICT and geography inquiry within the Australian Curriculum naturally compliment and
align with one another. The integration of ICT within our inquiry unit fulfills the expectations of the Australian Curriculum,
and is underpinned by established learning theories such as Social Constructivism, Blooms taxonomy and Multiple
Intelligences. This is evidenced in the lesson planning, the student tasks and activities, as well as the assessment and

evaluation of learning. We have selected ICT programs and digital devices that can be used as cognitive tools, upon
which our Geography inquiry program provides a scaffold for student learning. The aim of the use of ICT in this setting is
to support the students with their learning and enable them to learn and present their knowledge in ways that suit their
particular learning styles or abilities. The ICT allows the students to construct meaning from their learning and practice
their 21st century skills such as creating, problem solving and decision making; whilst the teacher facilities and assists
students where necessary.

ACARA. (2014). General Capabilities. Retrieved from:
ACARA. (2014) Geography Overview. Retrieved from:- )
Chang, K., Sung, Y., & Lee, C. (2003). Web-based collaborative inquiry learning. Journal of Computer Assisted
Learning, 19(1), 56-69. doi:10.1046/j.0266-4909.2003.00006.x), p. 56
Volker, D. (2012). Inquiry Based Learning. Nevada Rnformation, 21(3), 15.