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KEY FEATURES OF EDU-STAR


What is eduSTAR? Software on eduSTAR is
available to schools, through the Departments
School, Technology, Architecture and Resources
(eduSTAR) standard platform. The eduSTAR
program provides schools with standardised
models, patterns, management practice and tools.
In order to deliver an effective mix of educational
software and tools, to enable teachers and
students to access and embrace the Ultranet.

CAPABILITIES OF
EDU-STAR
There are currently over 80 software applications
available on the eduSTAR software list. The broad range
of applications cover:
Animation
Concept and Mind Mapping
Digital video and image creation

CAPABILITIES OF
EDU-STAR
Drawing and painting
Interactive curricular resources
Logic and problem-solving
3D modelling and game-making
Presentation and multimedia tools
Sound and music-making
Thinking skills

HOW DO I ACCESS
EDU-STAR?
All devices brought from the DEECD panels,
come with the eduSTAR software already
loaded onto them. Schools can ask technicians
to load the eduSTAR software onto schoolowned devices that do not have the software.

EXAMPLE OF EDU-STAR
IN THE CLASSROOM
In grade 5 and 6, students can use Edustar resources for gamemaking and coding. Students can use a program called SCRATCH,
where students can create their very own interactive stories,
games and animations, not just at school but at home. Scratch is
a brilliant resource because students think creatively, work
collaboratively and it allows students to reason. As the Prensky
(2012) reading suggests, these skills not only reinforce the 5Es
and Ausvels, but using Scratch teaches skills that are valuable in
an ever-changing technological world. Therefore, teachers
should use Edustar programs such as Scratch in the classroom
because as the video suggests, this program satisfies crosscurriculum teaching such as creativity and math, just to name a
few subjects coding satisfies.

Principles of Learning
and Teaching
The learning environment is supportive and
productive.
In learning environments that reflect this principle, the
teacher:
1.3)Uses strategies that promote students' self-confidence
and willingness to take risks with their learning.
The learning environment promotes independence,
interdependence and self-motivation.
In learning environments that reflect this principle, the
teacher:

Continued
2.1)Encourages and supports students to take responsibility for their learning.
Students' needs, backgrounds, perspectives and interests are reflected
in the learning program.
In learning environments that reflect this principle, the teacher:
3.2)Uses a range of strategies that supports the different ways of thinking and
learning.
3.4)Capitalises on students' experience of a technology-rich world.
Students are challenged and supported to develop deep levels of
thinking and application.
In learning environments that reflect this principle, the teacher:
4.5)Uses strategies to develop investigating and problem-solving skills.

AUSVELS
ICT for creating:
Progression Point 4.5:
Limited control of a given robot for
example (moving back and forth) uses
simple programming techniques, such
as click-and-drag and icons.

AUSVELS
ICT for communicatingProgression Point 5.0:
Use of nominated communications methods to
acquire information from, or share information
with peers and known experts.

AUSVELS
ICT for visual thinkingProgression Point 4.5:
Creation of nominated graphic organisers that
are appropriate for new learning situations, using
familiar software and manipulation and editing
techniques. For example, using shapes, lines and
colours in word processing software to create a
double-cell diagram to compare two ideas.

REFERENCES:
ABC. (2015). Teaching Children skills for a modern w
orld. Retrieved August 20, 2015, from
http
://splash.abc.net.au/home#!/media/1608995/tea
ching-children-skills-for-a-modern-world
ABC. (2015). Scratch. Retrieved August 20, 201
5, from http:
//scratch.mit.edu/about/
Department of Education. (2014). EduSTAR software
. Retrieved August 20, 2015, from http
://epotential.education.vic.gov.au/showcase/

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