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Monday, 17 January 2011

ICTs as part of the Mission of TCE

“The overarching focus of curriculum in Catholic schools is to empower learners to enrich the quality of life in the community by living out the Gospel of Jesus Christ”
Qld Catholic Schools and Curriculum



Identity and Community 

Catholic schools seek to nurture individuals who:
  • are aware of their humanity but open to hearing the living voice of Christ from within (Formation = identity);
  • communicate Christ to others by their commitment to core values such as love, justice, compassion, forgiveness, service, humility, courage, hope, quality and appreciation (Formation = living in community);
  • contribute to their communities by being ….

Searcher and Learner IQ Focus (intelligence)

Listener and communicator
EQ Focus (perceptions emotions)

Self-directed, insightful
Investigators and learners

Open, responsive
Communicators and facilitators

Discerning, resourceful
Problem solvers and implementers

Principled, resilient
Collaborators and leaders

Adept, creative
Producers and contributors

Caring, steadfast
Supporters and advocates
(Formation = giving in community)

ICT as a means to build the Kingdom
“A Catholic school is not simply a place where lessons are taught; it is a centre that has an operative educational philosophy, attentive to the needs of today’s youth and illuminated by the gospel message.”
The religious dimension of Education in a Catholic School. 
The Sacred Congregation for Catholic Education, 1988 n.22.

In the 21st Century, much of community life takes place in virtual environments. Facebook, Twitter, MSN, Text messaging are some examples. Within our mission to ‘build the kingdom’, we have an opportunity (or arguably a responsibility) to embrace these virtual communities and provide a Catholic vision for engaging in these communities.

Toward this end, TCEO aims to provide:
  1. “safe” virtual environments where students can learn the rules and expectations for appropriate ‘Catholic’ engagement;
  2. Instruction for learners so they can manage and secure their on-line spaces;
  3. anytime/anywhere access to these communities;
  4. students and staff with opportunities to utilise these virtual communities and on-line spaces for:
  • Reflecting and planning;
  • Communicating and collaborating;
  • Exploring, experimenting and creating new knowledge;
  • Engaging with diverse perspectives;
  • Understanding social, cultural and religious perspectives;
  • Building relationships within and beyond the classroom;
  • Accessing, interacting with and contributing to the community
Catholic Network Australia (CNA) ‘Contemporary Learning Framework’

The points above from the CNA Contemporary learning framework redefine the notion of ICTs in school. There seems to be a shift away from introducing students to applications to introducing students to collaborative spaces where they engage with others.

Do you agree?
If you agree, what do schools need to provide to facilitate these interactions?