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The Big 6

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After reading about the Big 6 framework, it seems apparent that it is a tool which can facilitate teaching and learning with incorporation of ICTs. Eisenberg, Johnson and Berkowitz (2010) explain that technology should not be taught as a skill on its own. Instead, they believe that it should be integrated into learning experiences and used to teach skills such as problem solving and decision making. With a knowledge of this, the different skills outlined within the Big 6 framework all have some link to Information and Communication Technologies as each step endeavours to incorporate technology in a variety of innovative and educational ways (Eisenberg, Johnson and Berkowitz, 2010).


In my opinion, the Big 6 is an excellent framework for integrating Information and Communication Technologies into the classroom. It has many strengths which include:


  • It is transferable over all subject areas

  • Simple to understand and use

  • Meaningful and engaging

  • Has a focus on life-long learning

  • Links to Productive Pedagogies (Higher Order Thinking in particular)

  • It has many links to the Dimensions of Learning framework such as utilising all senses and acknowledging why information is important (Marzano and Pickering, 2006).

So far, I do not perceive any weaknesses regarding this framework though I do recognise the many opportunities that it can have within the classroom, as mentioned above. I think it would be a wonderful tool to use in planning all KLAs. Pictured above is a concept map showing all of the key points surrounding the Big 6 framework.

References

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, communications, and technology (ICT) skills curriculum based on the big6 skills approach to information problem-solving. Retrieved from http://moodle.cqu.edu.au/file.php/4033/LMCBig6%20Curriculum_LMC_MayJune2010.pdf

Marzano, R.J., & Pickering D.J. (2006). Dimensions of learning: Teacher’s manual (2nd ed.). Heatherton, VIC: Hawker Brownlow Education


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