HASS

4.1

When I reflect critically on Goal 2 as set out in the ‘Melbourne Declaration on Education goals for Young Australians’, “that all young people in Australia should be supported to become successful learners, confident and creative individuals, and active and informed citizens” (ACARA 2016), although the entirety of this goal (and indeed Goal 1) is equally important, as a pre-service Teacher across my subject area of Civics and Citizenship I have a particular interest in how I can best ensure that my pedagogy enables that young people are ‘active and informed citizens’.

For me, a core component of this is, how do we make meaning in our life? Make sociological meaning? Form opinions? Decide which way to vote? If young Australians are asked in 5 years time to vote on Australia becoming a republic though a referendum, will they have a full comprehension of this? and ascertaining models put forward? But also contributing to the debate? Indeed, in my own State of South Australia the Premier has committed to a ‘referendum’ through a plebiscite in 2018 for a nuclear waste dump (this won’t change the South Australian constitution, as is seeking feedback from the majority of South Australians one way or the other).  Similarly, the South Australian State Government has committed to a formal referendum in 2018, seeking a change to the state’s constitution, related to the function of voting in the State Upper House, and also of dealing with ‘deadlock’, so houses of parliament could potentially be dissolved more quickly (these are by no means, trivial. But are incumbent on citizen engagement and awareness).

To make meaning of these issues and to come to an informed decision, there will invariably be a range of images presented in media (on the television, internet, bus stops etc) and elsewhere; for students to be able to critique these and then drill down to formulate an opinion, is an excellent example of being an ‘active and informed citizen’.   

Further to this, regards images and visuals that are designed and generated by learners, learners also are required draw on higher order thinking, critical thinking and skills related to Blooms Taxonomy, but why is this so? If a learner is required to generate an image for a certain reason, let’s say it’s to promote their blog around whether their local council should vote to sell a parcel of land, to fund a dog park (for instance), the use of imagery to ‘persuade’ others to their position will be critical. For students to draw on their ICT capacity to create imagery, but also source imagery from the internet (and understand the Copyright component) are both key skills on their learning journey, and represent their learning purpose.

To expand on this example more fully, reflecting the SAMR model; I would propose to integrate the use of blogs and visual images, in my pedagogy, as follows:

Substitution:

Students set up two blogs, one blog is to vote ‘yes’ (for) to sell the land and create the dog park, the other blog is to vote ‘no’ (against) to the motion to sell the land and vote for the dog park.

By utilising a blog, students are substituting would otherwise be done either hand written, or let’s say by the use of a Microsoft document only. Students take photos of the site, and load these images on their blog page.

Augmentation:

Students now enhance the blog, both for and again; by using google earth to show pictures and imagery of the land that is to be sold; and the location in which the dog park anticipated to be built.

Student’s also start to research the issue, including previous council reports on the matter; and have hyperlinks to this; as well as hyperlinks to the plans for the dog park etc.

The display, for instance, the ‘master plan’ and ‘concept design’ of the imagery on their blog page.

Modification:

Students now engage with members of the community (post logistics) around their views of the issue; and record, document and capture these on their blog pages – wether for or against. Students also interview the relevant council managers who have created the reports for public consultation; and engage with them through their blog posts – around how engagement occurred, and how this informed the proposals.

With this information; students then develop ‘concept maps’ with imagery – that attempts to capture a summary of the issue; the master plan of the dog park, and the earmarked land to be sold and concept map out the issues, such as:

·       Voters/community member feedback and support for and against

·       Links to relevant documents and local media issues

·       Links and google earth to other council areas with dog parks have been achieved

·       Bar graph information related to the ‘expenditure’ to build the dog park, and the steps to ‘revocate and sell land’ etc

·       etc

Redefinition:

In the week leading up to the vote; the students engage with the elected councillors; and as them their views as they lead into the vote. At this stage, media could also review the students blogs and drawn on content, to be published in the local messenger newspaper; which reaches a wide audience. As the students are constituents, Councillors would be engaging through their blog.

Students then create a final ‘info graphic’ on the issue (and ask Councillors to review these before they vote); and finally would then link the ‘live stream’ of the council meeting; through their blog pages (and, with permission of their parents, can watch the council proceedings, debate an ultimate vote/decision).