Explain how a depth of curriculum knowledge also supports the decision making process relating to ICT use in the classroom, with reference to a learning moment in phase two of your project.

   In order to create successful lessons that generate quality learning experiences for students, teachers must draw on their knowledge of the curriculum. This requires teachers to have a deep understanding of the subject matter, content and skills that are outlined in the curriculum, requires a familiarity with curriculum documents and relevant outcomes and indicators, and requires the ability to select appropriate resources and technologies that link student learning to these outcomes and indicators.

   Our digital artefact aligns with the New South Wales Board of Studies (2007) Personal Development, Health and Physical Education K-6 syllabus and addresses outcomes PHS2.12, DMS2.2 and ALS2.6. The lessons were designed to teach stage 2 students about nutrition and exercise. Our curriculum knowledge of the syllabus allowed us to find technological resources that were both stage appropriate and relevant to the curriculum. Our knowledge of curriculum documents led us to use the Personal Development, Health and Physical Education K-6 Modules (Board of Studies NSW, 1999) document which inspired the sequencing of the lessons as well as some of the lesson content.

   Teachers need to consider how ICT can be used to communicate and represent content outlined in the syllabus and develop ICT skills in students. When designing and creating my digital artefact I needed to develop my curriculum knowledge in regards to the content I would be teaching. In order to improve my content knowledge I researched information about good eating habits, healthy choices, and the importance of physical exercise. After I had acquired this curriculum knowledge I was able to use it to make informed decisions in regards to ICT.

   ICT resources that are used in the classroom need to be authentic and engaging but also need to be relevant to the outcomes and indicators that are being addressed. Teachers need to use their curriculum knowledge to assess the appropriateness of ICT resources. Teachers who have deep curriculum knowledge can use it to find ICT resources that directly address the curriculum, are stage appropriate, and relevant to students. When creating my digital artefact I used my curriculum knowledge of the PDH/PE outcomes and indicators to selected ICT resources that allowed students to demonstrate their understanding of the curriculum content. For example, I allowed student to create a Glogster that informed others about the benefit of engaging in regular physical activity. This ICT activity directly addressed outcome ALS2.6 and the indicator that requires students to identify the effects of physical activity on the body (NSW BOS, 2007). It also enabled students to develop their ICT skills through explicit teaching and experience. This highlights how a teacher’s depth of curriculum knowledge can be used to support the decisions that are made in regards to ICT.