The role of the Digital Artefact. (EDUC1751)

The Digital Artefact supports and facilitates quality teaching and learning by indirectly allowing students to demonstrate higher order thinking, social support, high expectations and engagement (DET Professional Support & Curriculum Directorate, 2003) This is achieved  in every activity and learning component of the resource.

Higher order thinking can be achieved within the task at every activity where students must comprehensively show their deep knowledge and understanding of the subject matter in order to successfully complete the activity (DET Professional Support & Curriculum Directorate, 2003). This is achieved by ensuring that only just enough information is shown at each activity, requiring students to rely on their deep knowledge.

Social support is the most evident in this resources because it forces students to often perform activities in groups or against each other competitively (DET Professional Support & Curriculum Directorate, 2003). This means students will be actively engaged in social activities during the entire lesson.

Because the content is revision focused, it is explained that this should not be new content to the students. This is followed by stating that by now they must have demonstrated high levels of intellectual quality. As such, high expectations are communicated across the class (DET Professional Support & Curriculum Directorate, 2003).

The technology, activities, and subject matter enforce engagement, as students must be actively engaged to keep up. If a student is not engaged this will be easily demonstrated if it becomes their turn to complete an activity (DET Professional Support & Curriculum Directorate, 2003).

Resources:

DET Professional Support & Curriculum Directorate. (2003). Quality Teaching in NSW public schools: A classroom practice guide. Sydney: NSW DET.

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