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"n the Australian Curriculum, students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognises that in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use. To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities. Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts. They transform the ways that students think and learn and give them greater control over how, where and when they learn."

At school our big focus on CBL and Inquiry Based Learning has led to conversations around how to scaffold and teach students skills relating to researching on the web. It's my opinion that Primary School students should not be left to do open searches Google - there is simply too much information to sort through. (This doesn't mean we don't teach them how and give them opportunities to practise, it just means we don't set them Challenges and let them 'go for it' on the open web) Instead, teachers need to find relevant websites for students to search for information from, and post them on their class Site or Blog. This limits the amount of information students need to search through, and guides their searches to appropriate websites for their reading level etc.

"This is an assembly from CEOPs Thinkuknow education programme that helps children to understand what constitutes personal information. The assembly enables children to understand that they need to be just as protective of their personal information online, as they are in the real world. It also directs where to go and what to do if children are worried about any of the issues covered."

We asked Shaun some questions about why he decided to produce Sketches from a Nameless Land, the companion title to The Arrival. Here he talks about the way The Arrival mirrors a multicultural society as well as the background characters of the city. For more information on The Arrival and Sketches from a Nameless Land, see www.thearrival.com.au

Some great information and teaching ideas for the collaborative work by Shaun Tan and John Marsden

Some interesting background information.

We asked Shaun some questions about why he decided to produce Sketches from a Nameless Land, the companion title to The Arrival. Here he talks about the book as a manifesto for the art of illustration. For more information on The Arrival and Sketches from a Nameless Land, see www.thearrival.com.au

Scholastic stuff on the arrival. Teachers information

Excerpts from Red Leap Theatre's production of THE ARRIVAL by Shaun Tan Premiered Civic Theatre, March 2009 Developed with the assistance of Auckland Festival's Watch This Space Programme and Creative New Zealand For more information see www.redleaptheatre.co.nz

Technology has been changing the way people learn and interact for thousands of years. Many researchers argue that major innovations adopted by society have an effect on the structure of the human brain. There is little doubt that the Internet has changed the way people find information and the way they communicate. Changes to the way that students learn, and probably what they learn, need to follow.

There are 20 different 'Thinking Keys' each designed to unlock different parts of the thinking process.The use of the keys helps to develop flexible problem solving and thinking habits. The thinking keys provide a flexible and dynamic way to engage students in further learning. They are a great way to do informal assessment during the unit for measuring student understanding. The students really enjoy the range of activities that the keys enable them to choose from and subsequently produce interesting and thoughtful work.

"Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Do they connect with like minds or spill too much information? Do they behave creatively or borrow ideas recklessly? Do they respect relationships or inadvertently damage reputations?"

This website is from one of the Google+ communities titled 'Google Apps in Education'. On this PD training space you will find a wealth of information to navigate yourself around Google Chrome. Hope it helps.

Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers- whether they're just starting out with search, or ready for more advanced training.