Strategically identified the pedagogical context of the digital artefact and how it supports the chosen curriculum outcomes within a clearly presented pedagogical framework.
The teaching approach is focused on computer-assisted cooperative learning, i.e. using computers in a classroom through pair work. The strategy is considered to be effective as computers can be used as a tool to enhance cooperation between students, provide a shared workspace or point of reference for obtaining information and the development and exchanging of ideas (Killen, 2009).
The effective use of ICT through this teaching approach also encourages more student interaction related to the task. For example, the SMARTBOARD lesson has been designed for students to assist each other when playing the interactive games. There is room for them to run through certain answers with each other before confirming them. Thus, the SMARTBOARD lesson can help pupils scaffold each others' learning. This also provides a safe and less pressurizing environment for the pupils to apply the knowledge learned, as opposed to teachers getting pupils to give the answers in front of a class (Daiute, 1985, cited in Christie, 1991).
The snake and ladder game adds a competitive edge to the lesson since it allows up to four players. Furthermore, the games offered has an automatic check function for the correct answers, allowing learners to receive immediate response and improve on their comprehension as opposed to having to wait for a marked assignment.
The syllabus document is from the Stage 4 and 5 Years 7-10 syllabus. The lesson also meets the outcomes below...
Outcome 3.10: Technologies, software and their functions appropriate for particular tasks in English Outcome 9.11: Film & media techniques used in representing people, places & events.
Outcome 11.4: Uses the language of the subject when engaging in learning.
Outcome 11.18: Appropriate technology for different purposes, audiences & contexts.
These outcomes support the metalanguage (specialist terminology), higher-order thinking (synthesizing of information and application it into the activity) and student direction (students exercise control over certain aspects of the task) elements of the QT framework.
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