ICT mini-tasks

ICT Mini Tasks

In Nauru ICT tasks are part of  a TVET program. Rather than take a traditional pathway of teaching menus and other skills in isolation and using tutorials and exercises as pedagogy, the Department of Education and particularly Corine Jaram decided on a holistic tasks-based approach. Developing longer lasting conceptual knowlege in the content of authentic tasks was an obvious extension of the Rich Task model experiences by Nauruan Students in early years and primary education. 

The context

There are 3 ICT mini-tasks which are taught in conjunction with 4 TVET tasks in year 9. The following edited extract from the ICT curriculum plan for TVET provides the context in which Nauruan teachers work .  There was a deliberate focus on design skills and thinking skills and a determination not to focus on the software manipulation skills as an end in themselves. It was also important that the tasks be practical to implement given that access to technology was limited though improving constantly. Also, lack of power on school days remains an issue.

“These ICT mini-tasks are designed to assist students to develop the ICT skills and the accompanying design knowledge to complete the activities built into the TVET Rich Tasks.
They will assist students to practice deep thinking skills strategies. The task-based pedagogy along with strong pedagogical choices by teachers will help students continue their journey along the Nauru Curriculum Footpath.
The tasks deliberately contain off-computer jobs within the task. Task teachers and the computer teacher need to collaborate to assist students to complete the task – a team teacher situation where task teachers give time to assist students to complete off computer tasks and where computer teachers go to classrooms. Task teachers need to also go to the computer room with students if this is practical.
The focus of each task is on design and layout rather than technical skills. Often the amount of computer skill required to complete the job is quite small, so only help students develop the skills they need. Try to help them develop the skills while they do the tasks, rather than teach the computer skills separately. Just-in-time skills development is much faster than Just-in-case lessons tacked onto these mini-tasks.
Each mini-task helps students develop knowledge and skills to do TVET tasks well. The Computer teacher and Task teachers need to understand how the TVET tasks and mini-tasks complement each other. Read both sets of tasks.
These ICT tasks are part of TVET program, thus teachers need to talk about using ICTs in work, having a work ethic, and how an ICT industry can develop in Nauru.
All tasks and resources available in the Document Store.

Descriptions of ICT Mini-tasks

Portraits of Nauru

Task: Take, edit and set a portrait of a Nauruan person.
Product: Hang a Portraits gallery in the classroom or build a rolling digital display of all students' work. Name your portrait so it captures the story and add a photographer's signature.

Wicked Poster Design

Task: Build a "Wicked Posters" display of example posters which help students understand how to use design principles to create impact or convey information powerfully
Product: Make an information or impact poster from your TVET task.
Add your poster to the class display and add a second poster or include additional information about which design principles have been used and how design effects were created with the software packages used.

Publishing is big business

Task: Host a competition for a pamphlet design for use in the TVET Rich Tasks or for a  community group, other students or a teacher. Design a logo to promote yourself as a designer or which characterises your creative design.
Product: Display the Information Pamphlet design for the competition.

All tasks and resources available in the Document Store.