Students learn about and have opportunities to use social media to collaborate, communicate, share information and build consensus on political, legal and social issues.
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Students develop and apply ICT skills through organising and presenting information digitally using multimodal elements. In the Australian Curriculum: Economics and Business, students develop ICT capability when they access and use digital technologies as an investigative and creative tool. Using digital technologies, students create, communicate and present economics and business data and information for a variety of reasons and audiences.
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In the Australian Curriculum: Mathematics, students develop ICT capability when they investigate, create and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies. They use their ICT capability to perform calculations; draw graphs; collect, manage, analyse and interpret data; share and exchange information and ideas; and investigate and model concepts and relationships. Digital technologies, such as spreadsheets, dynamic geometry software and computer algebra software, can engage students and promote understanding of key concepts.
Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically.
In particular, they use ICT to access, analyse, modify and create hybrid, digital and multimodal texts, using digital publishing. As students interpret and create digital texts, they develop their capability in ICT including word processing programs and other software, navigating and following research trails and selecting and evaluating information found online.
In the Australian Curriculum: Science, students develop ICT capability when they research science concepts and applications, investigate scientific phenomena and communicate their scientific understandings. In particular, they use their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas, processes and information.
The Australian Curriculum: Health and Physical Education enhances ICT learning by helping students to effectively and safely access online health and physical activity information and services to manage their own health and wellbeing.
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Students further develop their understanding of the role ICT plays in the lives and relationships of children and young people. They explore the nature of ICT and the implications for establishing and managing relationships in the twenty-first century. Students develop an understanding of ethical online behaviour, including protocols and practices for using ICT for respectful communication. Students use ICT as key tools for communicating, collaborating, creating content, seeking help, accessing information and analysing performance in the health and physical education field.
Students become confident and critical consumers of a multitude of wellbeing apps that can assist them to seek help, relax, be mindful, report bullying, and so on. They use a range of ICT to analyse, measure and enhance movement performances and to access and critically evaluate health information, products and services.
They also use ICT to develop personalised plans for nutrition, physical activity participation and wellbeing. Learning in the Australian Curriculum: Languages is enhanced through the use of multimodal resources, digital environments and technologies in the target language. Accessing live target language environments and texts via digital media contributes to the development of information and communication technology capabilities as well as linguistic and cultural knowledge.
Accessing different real-time contexts extends the boundaries of the classroom. ICTs are key tools for communication, collaboration, content creation, seeking help, accessing knowledge and analysing performance in work and professional fields. Students learn how to access online career, employment and work information and services effectively and safely. They can use a range of ICT tools to analyse, measure and enhance their pathways after Years 9— Students develop an understanding of the breadth of communication, collaboration and content creation protocols and legalities related to online and mobile technologies.
They learn different workplace strategies to minimise the risk of harm through the use of ICT. Knowledge of how ICTs impact on the individual, the workplace and society supports students to be successful lifelong learners in an environment of e-work, e-business and e-commerce.
Organising elements for ICT Capability. Applying social and ethical protocols and practices when using ICT. In developing and acting with ICT capability, students: recognise intellectual property apply digital information security practices apply personal security protocols identify the impacts of ICT in society. Learning Continuum. Investigating with ICT. In such cases, somehow management has the idea that promotion and money are sufficient to get people to advance.
More often than not, people don't have the resources or knowledge of what to do. Many entrepreneurs are so accustomed to self-improvement that they assume everyone thinks the same way. Budget dollars and time toward management and personal development training. Help employees set a plan for growth and reward them as they advance.
They'll be grateful and apply their newly-learned skills as they step up to leadership opportunities. Many employees, by their very nature, are risk-adverse. That's why they are employees and not entrepreneurs. If they work in an environment where the boss is always correcting them before they have a chance to execute, they will constantly look for approval before taking action or, worse, simply avoid any new or dynamic action.
Give employees the opportunity to try new things in a way that doesn't put the company in danger.
Then your employees will gain understanding and feel comfortable innovating. Most leaders carry lots of information in their brains. Unfortunately, many employees don't get the benefit of all that information, yet they are expected to take action and make good decisions as if they understood every nuance.
Great leaders figure out how to extract the important information from their minds and share it in a structured and consistent manner. An employee who clearly understands the core values, purpose and direction of the company can easily make consistent decisions and take appropriate action at any junction. It's on you as the leader to impart your vision. That's how you lead. People who don't know what they are supposed to do can't do it very well.
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