Introduction



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====This Wiki outlines, demonstrates and justifies the use of digital technologies that are integral to learning. Digital technologies enhance, extend and transform learning. This wiki presents the design and development of a learning sequence that is based on sound theoretical principles and pedagogies. These include: Blooms Taxonomy and the Technological Pedagogical Content Knowledge (TPACK) framework that aim to facilitate higher order thinking and pedagogy that values authentic, learner-centred tasks. Evidence has been included to demonstrate technical skills as well as individual pedagogy. ====

====The learning sequence has been designed for a Year 3 cohort of learners, who have expressed an interest in the use of information communication technologies (ICTs) to learn and inquire about local environments. The cohort is made up of twenty-eight learners whose preferred learning styles are kinaesthetic and visual. The learners enjoy collaborative activities and tasks, which require active participation and communication with the use of ICTs. ====

====The learning design is targeted towards the identified learning goals from the **[|Student ICT Expectations document]** and the **[|Essential Learnings]** ‘Place and Space’ strand of Studies of Society and Environment (SOSE) as the focus Key Learning Area (KLA). Learners inquire and explore local and international environments using a range of ICTs to develop a sound understanding of mapping. They will discover that local natural, social and built environments are defined by specific features. ====