|Scooped by Sarah Hickie|
This resource is a virtual picture book, which can be read and viewed online or on an interactive whiteboard in a classroom. This resource contains Aboriginal perspectives, and is a way to incorporate Indigenous Australian perspectives into student's exploration of this cultures outcome, CUES1, including common characteristics people share, in regards to their own class and family groups. The picture book, is a collection of picture diary entries, written and illustrated by students from Cherbourg State School, in Queensland. The school is located in the Indigenous community of Cherbourg, and has a majority Indigenous enrolment. Each diary entry in the book is from a student, writing about themselves, and about their life and family. This is an authentic text to use to incorporate Aboriginal perspectives into the curriculum, as it is written by Indigenous children, explaining their own lives and experience. There is no othering or stereotyping of Aboriginal culture, and the entries written by the students present a contemporary Aboriginal perspective. It also presents a look at characteristics of these Aboriginal children's lives that students in any Australian primary class can relate to.
To incorporate this resource into a teaching idea of my own, I would begin by linking to any previous experiences the class had had with Aboriginal cultural education, or even arrange prior to this lesson to have a lesson on our local indigenous communities culture, with a member from the community. I would then explain the context of the picture book, created by primary student's like them, who are Aboriginal Australians, and attend a school which is located in an Indigenous community. I would then read through the book and as a class we would identify and discuss parts of the children's lives, that have common characteristics to my own student's lives, and also identify any differences. To give students a better idea about the students of Cherbourg school who wrote this book, I would also show them a YouTube video about the school (http://www.youtube.com/watch?v=TslMQ-wthSQ). I would still use the virtual book as the main resource in this lesson, as it is more at the early stage 1 level the students I am focusing on here, are at. Also the themes in the book are more relatable and understandable for the young age of the students, than some of those in the video (in fact I would only show the first 1:25 of the video, as this is the part of the video that focuses on the theme of the school as a community). I would write on the board some of the key words used in this video, including, our community, history, belonging, etc., and would continue to focus on this idea of our school, and our class, as a group student's belong to. I would then use an interactive mind mapping strategy, and get student's to identify what makes our own class a group, including how are we all members, and what ties us together (eg, local community, local history, etc.). There is also a strong link to literacy strategies in these activities, as students will be encouraged to talk about multimedia texts and decode texts, including video and virtual book. It is important to note also, that such digital technology and virtual books are an emerging and evolving part of technological pedagogy. Such resources can be intimidating to use in the classroom, but also offer a new and creative experience beyond the traditional text. Teacher's tough, do need to have this technological knowledge, Mishra and Koehler (2006), argue that the best way to develop this knowledge and keep up with evolving and new technologies, is through a learning technology by design model, which means just using these technologies as regularly and authentically as possible in the classroom.
For an assessment task to connect to this resource, I would move into a creative arts centred task. The virtual picture book, is filled with student created illustrations, that I would draw student's attention too. I would get my own students to create their own illustrations of themselves, or of their day at school, or our class, or from their lives. I would also work with them to create a diary entry page similar to the ones in the Cherbourg picture diary, about themselves and as members of our class (connecting to the themes we looked at earlier). I would then put these entries together into our own class picture book to go in our classroom library.
Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. Volume 108, Number 6, pp. 1017-1054.