An essential feature of recent developments in primary school organisation is the emphasis on the implementation of locally generated curricula. This may provide increasing opportunities for the school community to generate teaching/learning materials with greater impact potential than those commercially available. One approach to systematise this process utilises the basic office technology found in most schools. Central to the system is the photocopier. This workshop deals with the implementation of a "skills management" program. In particular, the workshop will focus on developing confidence in ones ability to produce top quality teaching materials utilising a "hands on" approach. All materials produced by the participants are for them to take away, use and keep.
The implementation of locally developed curricula has created an increased demand for more teacher produced learning materials. This may be due, in part, to an increase in the community expectation of greater learning and cost effectiveness. The localising of content and objectives often renders commercially produced materials wither obsolete or inefficient. They are often adapted or modified to better reflect the local program. This can be a very time consuming process. In many content areas, there are few commercial produces with an Australian focus. In some instances, the reorganisation of the current curriculum may make existing materials ineffective.
We have been developing a different system for organising the maths program in the primary school. The focus is on process rather than specific content objectives. There are three divisions to the schema we have proposed: Concepts - Skills - Applications. Each is further analysed in terms of the processes utilised in the specific teaching/learning milieu. A major focus is the analysis of specified factors and their implications for the development of classroom activities.
Within the "skills" area, we are developing some strategies for skill maintenance and its management. One of the strategies has board games as its central focus. Our task was to design a system that met the following criteria:
This has the advantage over one single sheet of A3 card of easily folding to A4 for storage. The production technique is sequential and easy to follow. The only equipment necessary is a photocopier. Access to a laminator is advisable, but, other covering techniques may be substituted. An attractive feature is that everything but the designation of the content for the cards, may be completed by someone other than the classroom teacher. This frees the professional to focus attention on the content rather than the production. The steps in production are:
|Roberta Abell is a Lecturer in Curriculum Materials Development at the Phillip Institute of Technology, and Brian Doig is a Lecturer in the Department of Science, Mathematics and Technology, also at the Phillip Institute of Technology.
Please cite as: Abell, R. and Doig, B. (1988). Creating classroom materials with modern technology. In J. Steele and J. G. Hedberg (Eds), Designing for Learning in Industry and Education, 206-207. Proceedings of EdTech'88. Canberra: AJET Publications. http://www.aset.org.au/confs/edtech88/abell.html