ICT Capabilities vs 21st Century Fluencies
The Australian Curriculum ICT General Capabilities | 21st Century Fluency Project |
Introduction: In the Australian Curriculum, students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. | Introduction: Today, it's essential that all of our students have a wide range of skills beyond those that were needed in the 20th century, a range that includes the skills needed to function within a rapidly changing society. These skills are not about technological prowess. The essential 21st Century Fluencies are not about hardware, they are about headware! Critical thinking, problem-solving, creativity, innovation, and so much more. |
ICT General Capability | Description | 21st Century Fluency | Description |
1. Applying social and ethical protocols and practices when using ICT | This element involves students in developing an understanding of intellectual property for digital information, and applying appropriate practices to recognise the intellectual property of themselves and others. Students use appropriate practices for the physical and logical storage and security of digital information, and apply appropriate protocols when using ICT to safely create, communicate or share information. They gain an understanding of the benefits and consequences of the use of ICT by individuals, groups and communities and the impact of the use of ICT on the fabric of society. In developing and acting with information and communication technology capability, students:
| A. Global Digital Citizen | All the 21st Century fluencies are learned within the context of the Global Digital Citizen, using the guiding principles of leadership, ethics, altruistic service, environmental stewardship, global citizenship, digital citizenship, and personal responsibility. |
2. Investigating with ICT | This element involves students in using ICT to define and plan information searches of a range of primary and secondary sources when investigating questions, topics or problems. Students use ICT to locate, access, generate, organise and/or analyse data and information and apply criteria to verify the integrity and value of the digital data, information and sources. In developing and acting with information and communication technology capability, students:
| B. Information Fluency C. Media Fluency | The ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance. There are two components: Firstly, the ability to look analytically at any communication to interpret the real message, and evaluate the efficacy of the chosen medium. Secondly, to create original communications by aligning the message and audience though the most appropriate and effective medium. |
3. Creating with ICT | This element involves students in using ICT to generate ideas, plans and processes that clarify a task or steps in order to respond to questions, realise creative intentions and create solutions to challenges and tasks. Students use ICT to generate and manage digital solutions to challenges arising from learning activities or responding to a need or creative intention. In developing and acting with information and communication technology capability, students:
| D. Creativity Fluency E. Solution Fluency | The process by which artistic proficiency adds meaning through design, art and storytelling. It is about using innovative design to add value to the function of a product though the form. The ability to think creatively to solve problems in real time by clearly defining the problem, designing an appropriate solution, delivering the solution and then evaluating the process and the outcome. This is about whole-brain thinking - creativity and problem solving applied on-demand. |
4. Communicating with ICT | This element involves students in using ICT to communicate and share ideas and information to collaboratively construct knowledge and digital solutions. Students develop an understanding of the context when communicating using ICT, including a sense of the audience, the form of communication, the techniques used and the characteristics of the users and the technologies. In developing and acting with information and communication technology capability, students:
| F. Collaboration Fluency | Team working proficiency that has reached the unconscious ability to work cooperatively with virtual and real partners in an online environment to solve problems and create original products. |
5. Managing and operating ICT | This element involves students applying technical knowledge and skills to select, use and troubleshoot appropriate digital technologies when investigating, creating and communicating. Students develop an understanding of hardware and software components, and operations of appropriate ICT systems, including their functions, processes, procedures and devices. They apply technical knowledge and skills to efficiently and securely manage and maintain digital data. In developing and acting with information and communication technology capability, students:
| Applies to all Fluencies |
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