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When discussing pedagogy, it is important to look the requirements set out in the Australian

curriculum. Included in the curriculum is a general capabilities overview, which specifies the

minimum standards, expected, and each subject has similar general capabilities that are

broken into school grade groupings. Each school is required to have a collaborative pedagogy

that is developed with consultation of the school community to safeguard high quality,

evidence-based teaching, with a focus on growth and development for every student (The

State of Queensland (Department of Education and Training), 2017).

An effective pedagogy meets and attempts to exceed these minimal standards. In addition to

the general capabilities, there is a need to consider the cross-curriculum priorities.

General Capabilities
Critical and Creative Thinking
Personal and Social Capability
Ethical Understanding
Intercultural Understanding

(Australian Curriculum, 2017b)

Current cross-curriculum priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australias Engagement with Asia

(Australian Curriculum, 2017a)

What is Pedagogy?
A Pedagogy is not a simple term to define, and is defined differently by many education

institutes across the world. For the purpose of this paper, we will define it as; how a teacher

teaches. We will add that a pedagogy is a framework that gives structure to how a teacher

teaches. The subject, the learning interstation, students, resources and the knowledge of the
teacher, influences this framework(The State of Queensland (Department of Education and

Training), 2017).

A successful pedagogy is one that supports learning and promotes personal growth of the

students. Students learn best with

supportive and productive learning environments

Learning environment encourages unconventionality, independence, interdependence

self-reliance and self-motivation

Learning programs are relevant and relatable to the students situations
Challenging lesions that support the development of deep level thinking
Assessment and monitoring of learning and development
Learning that is reflective of real life expectations

(State of Victoria, 2004)

ICT Powered Pedagogy

Information Communication Technologies (ICT) go hand in hand with teaching, for it allows the

communication and sharing of data. Drama is about communicating. Arts and drama have

always incorporated the developing technologies and ICT is no different.

ICT has provided new paths for sharing content and art that previous did not exist. Student

have the ability to broadcast live across the world, View works created by others live or as

downloadable recordings. Texts and information pertaining to texts is now readily available

with an internet search. Technologies like Google Docs have made content available and free,

this provides the same resources to any student with access to a school computer. This

provides students with the opportunities for self-development, driving self-learning as well as

allowing all students, the struggling and high achieving students to achieve more.

Group and celebrative work now can be done from different locations through ICT. They can

communicate their ideas, work on the same documents, designs and using video can share

their ideas through visual display.

ICT provides reliable, fast effective and easy means of contacting and collaborating with

teacher, tutors and experts.

Social, Ethical and safety ICT in Drama

With the development of ICT, there is a need to address Social, Ethical and safety issues.

Copyright is a major problem that has arisen in the digital error. How do we establish

ownership of something that exists digitally? Why do we view intellectual property different to

ownership of physical property? How are we as teachers infringing on copy wright? What are

some practices we can follow to minimalize copyright? These questions need answering, as

they will affect pedagogy design(Johnson & Simpson, 2005).

Social issues about how students interact with people, what they share and whom are they

sharing with through ICTs is a concern. ICT Provide greater access to other people then we

have ever had before. Unfortunately, some of these people are undesirable. Students are still

developing their understanding and knowledge and do not make smart choices. This is due to

brain chemistry, lack of experience and a multitude of other factors(Fuller, 2014). Stuents also

need to be educated about what content they share. They often do not think of the future

ramification of sharing information, even when they have been educated about the possible

consequences. As teaches and parental guardians we are required to try and protect the

students from themselves. Good student teacher relationships and behaviour modelling are

key to managing these issues(Kumar, Karabenick, & Burgoon, 2015).

Ethics is an issue that needs to be addressed. We all have our own ethical code, even if we are

not actively conscious of it. If is behind our each and every decision and is driven by our want,

desires and needs. Students need to be taught about follow the ethical code of the institution,

business, organisation that relates to their current circumstance. They need to be taught the

ethical code of the school, provide them the structure, inform them of the expectations and

the consequences of failing to adhere to the ethical guidelines of the school. Teach them about

etcal codes that relate to using ICTs and why they are in place. By educating students in this

way, we are able to address issues that may arise from or with ICTs such as bullying.
Go to http://llokkty.weebly.com/eded20491-class-blog/reflection-21-my-experience-of-pedagogy

for further information of my classroom pedagogy.

Australian Curriculum, A. a. R. A. (2017a). Cross-curriculum priorities
Australian Curriculum, A. a. R. A. (2017b). General Capabilities in the Australian Curriculum.
Fuller, A. (2014). Tricky teens - neurochemistry and habit. Sydney: Finch publishing.
Johnson, D., & Simpson, C. (2005). Are You the Copy Cop? Why Copyright Violations Happen in Schools
and How to Prevent Them. Learning & Leading with Technology, 32(7), 14-20.
Kumar, R., Karabenick, S. A., & Burgoon, J. N. (2015). Teachers' Implicit Attitudes, Explicit Beliefs,
and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-
Focused Instructional Practices. Journal of Educational Psychology, 107(2), 533-545.
State of Victoria. (2004). Effective pedagogy: Principles of Learning and Teaching P12.
The State of Queensland (Department of Education and Training). (2017). Pedagogical Framework.