Year 9 IST – Digital Media Topic

I have decided to apply the TIP model to a unit of work I’ve been developing for the last
few months in Year 9 Information and Software Technology (IST). While it may seem a
strange choice to use this model in a subject where ICT is explicitly taught, I actually
consider it to be just as important (perhaps even more so) to integrate the technology
effectively here, as it is in any other subject.

It is important in a subject such as IST that the students understand that the technologies
that they are learning about are not the ends in themselves. Rather, that they are gaining
skills to enable them to become more effective problem solvers in all areas of life / study.

By modeling the use of technology in this way I believe my students will be better able to
integrate ICT into their studies of other subjects.

Below you will find the unit outline / program for this topic, following which I will
explain how I have tried to use the TIP model to develop this unit.

Digital Media Unit – Year 9 IST

Project description: Richard Grandstand, the eccentric international entrepreneur and billionaire
has asked you to come up with a new company and product to rival Apple’s ipod. You are going
into direct competition with Apple computers and will be promoting a brand new MP3 player that
rivals their ipod shuffle. This is a highly competitive and lucrative niche market so you will need
to develop Business stationery such as a Company Logo, a Business card, a Letterhead, and a
Newsletter announcing the launch of your product.

You will also need to produce advertisements that can be used on the Internet such as 2D graphics
using Fireworks, a banner advertisement using Flash and a short TV commercial using Windows
Moviemaker.

You will need to present your work to Richard Grandstand (alias your teacher) using PowerPoint
in a pitch to win his financial backing, (you may not really get any money, but you will get some
great marks).

The project is broken down into a number of challenges as described below:

Challenge 1 – Business Stationery

Students are to hand draw several prototypes of a company logo on paper, and then in pairs
discuss the most relevant design to be used for the computer company.
Collect 10 company logos from newspapers, magazines or the Internet to get ideas on an effective
logo for your company.
Using a graphics package, students create and manipulate a design, based on the prototypes, to be
used for the company logo.
This challenge involves creating an appropriate
• company logo (Paint, Draw in Word or Fireworks)
• Your own personal Business card including your logo (Microsoft Publisher)
• Letterhead including your logo
• Newsletter announcing the launch of the new MP3 player including your logo.

Challenge 2 - 2D Graphic Advertisement

Students are to complete the Graphic Design Basics Tutorial in Macromedia Fireworks and then
use the skills acquired to create your own graphical advertisement to promote your product and
company.

Challenge 3 – Banner Ad in Flash

Students are to create a Banner Advertisement using macromedia Flash that could be used on a
webpage to promote their product. See the Subaru Forester Advertisement as an example.

Challenge 4 – TV/Web Advertisement using Windows Moviemaker

Students are to create a short video that can be used on the Internet or on TV to advertise their
product. Your movie should include:

• titles and credits

• video footage that you have recorded using a digital video camera
• a soundtrack that you have recorded from CD
• transitions
• video effects

Challenge 5 – The “Pitch” to Richard Grandstand

Use Microsoft PowerPoint to present all of your work to Richard Grandstand. A PowerPoint
template has been included to get you started.

*note - challenge activities 2 - 4 do not necessarily have to be done in order.

Objectives and Assessment

1. Students demonstrate an ability to integrate their idea with a variety of digital media.
2. Achieve the following outcomes from IST syllabus:
5.1.1 selects and justifies the application of appropriate software programs to a
range of tasks
5.2.1 describes and applies problem-solving processes when creating solutions
5.2.2 designs, produces and evaluates appropriate solutions to a range of
challenging problems
5.2.3 critically analyses decision-making processes in a range of information and
software solutions
5.3.1 justifies responsible practices and ethical use of information and software
technology
5.3.2 acquires and manipulates data and information in an ethical manner
5.5.1 applies collaborative work practices to complete tasks
5.5.2 communicates ideas, processes and solutions to a targeted audience
5.5.3 describes and compares key roles and responsibilities of people in
the field of information and software technology
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)

Students will be assessed on their ability to:

• describe and apply a set of evaluation criteria for the evaluation of the graphics package
solution
• incorporate effective design considerations (such as structure, simplicity, consistency of
elements, colours, textures and effects)
• import and manipulate graphics into a presentation software package
• use feedback from peer evaluation to identify weaknesses and suggest appropriate
modifications
• describe and justify the appropriateness of the graphics package to the design brief and
target audience.
 Component Marks allocated Marks received

Challenge 1 – Business Stationery

-Logo 20
-Business Card
-Letterhead
-Newsletter

Challenge 2 – 2-D Advertisement 20

(Fireworks)

Challenge 3 – 3-D Advertisement 20

(Flash)

Challenge 4 – TV Advertisement 20
(moviemaker)

Challenge 5 – Presentation to
R.Grandstand 10

Total 90

Name ___________________________

Note: Rubric for each challenge under development.

Guidelines for marking

Feedback
Students will be given both oral and written feedback from the teacher. Peer evaluation
will also occur as students discuss other students design solutions based on a set of
evaluation criteria.

The teacher will provide oral feedback to students on their:

• list of suitable criteria for the evaluation of their solution
• ability to import their graphic elements into the presentation software and convert any file
formats as required.

Written feedback will inform students on their ability to:

• produce a graphics package incorporating effective design considerations and principles
such as structure, simplicity, consistency of elements, colours, textures and effects
• plan modifications to their presentation following student feedback
• produce and justify an appropriate design solution to the design brief and targeted
audience.

TIP Integration Rationale

Phase 1 – Determine Relative Advantage

The problem being addressed here is “How can I teach this topic of ‘Digital Media’ in a
way such that the students will understand not just what digital media is, and be able to
use the technology, but so they will be able to solve a given problem using digital media
technologies?”

Traditionally this topic might have been taught in a way that simply introduces each of
the digital media, explains its use, involve some classroom instruction, then have student
practice time of that media.

By integrating the topic like I have here, the students are challenged with a problem, and
learn about selecting the appropriate technology to provide a solution to that problem.

Phase 2 – Decide on Objectives and Assessments

Many of the objectives for this unit come directly from the NSW IST Syllabus. I’ve
added a focus on the students being able to solve a problem using and integrating digital
media. Much of the formative assessment will come from the observation of their final
‘presentation’ to Richard Grandstand. Here, the students are required to put together all of
the material that they have produced and submit it cohesively.

Phase 3 – Design Integration Strategies

The students in this case are predominantly learning in a constructivist environment.
There is a significant amount of scaffolding in order to help them understand the
requirements of the task, and the methods they should use to complete it.
Once the original assessment has been set, and the teacher has clear indication that the
students understand the overall requirements of the task, the students will engage in self-
directed learning. From time to time there may be need for direct teacher intervention,
perhaps either to reinforce understanding of the task, or (more likely) to give some
instruction to the whole class about a particular aspect of the software that is being used.

For the majority of the task the students work individually, however I have included some
instances where group reflection is necessary.

Phase 4 – Prepare the Instructional Environment

This is a relatively simple phase for this task, as the students are timetabled in computer
rooms, and the computers in the school have all the necessary software.

The exception to this is when the students are required to use digital video cameras.
These need to be booked in advance. The students also need to allow enough time each
lesson to download any video they have shot during the lesson to the computer.

Phase 5 – Evaluate and Revise Integration Strategies

The obvious section that still needs development to improve the effectiveness of this unit
is putting together the rubrics for assessment.

I also suspect that it will be necessary to spend a couple of lessons each revising the use
of both Fireworks and Flash, as these applications are not yet regularly used by most
students.

Once the students have completed this unit I can measure its success based on the results
achieved by the students – particularly looking at their final presentation. I would expect
that the students successfully integrate each of the challenges into this final presentation.