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The ICT integrated curriculum project featured above finds its basis in learning
theory. In particular, it draws upon the theory of social constructivism, and uses Blooms
taxonomy and the SAMR model to effectively integrate ICT into the lesson.
lesson (Walker & Shore, 2015), that is highly social and with appropriate scaffolding
provided by a teacher (Faculty of Education, University of Hong Kong, n.d.). The above
lesson is completely inquiry-based. Students are free to develop their own inquiry
questions, collect, present and discuss the resulting data. Furthermore, the students work in
groups while the teacher monitors progress and provides support and instruction when
ICT has been integrated throughout the project using Blooms taxonomy and the
cognitive processing and deeper learning (Adams, 2015). SAMR describes four ways to
integrate ICT into a lesson, categorising these ways from lower to higher (Schrock, 2018). In
this particular project, the ICT serves to redesign the way the project is carried out and
understood, one of the transformative uses of ICT (Schrock, 2018). The project also utilises
and obtain data, evaluating data in discussions and creating a graph to represent data. Both
Blooms taxonomy and the SAMR model were used to assist in creating a project which
Faculty of Education, University of Hong Kong. (n.d.) What teachers should know about
http://kb.edu.hku.hk/theory_social_constructivism.html
http://www.schrockguide.net/samr.html
Walker, C. L., & Shore, B, M. (2015). Understanding classroom roles in inquiry education:
Linking role theory and social constructivism to the concept of role diversification.