Specialist Technologies

At Citipointe Christian College we believe personal learning devices are to be seen as important tools to support and facilitate learning. Whilst some integrated technology will be evident in every subject area, specialist subjects may have specific requirements in order to be able to efficiently develop their students. Consequently, provisions are made through the use of shared devices, where needed so as to support best practice and improve student outcomes.

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Integrated technologies are non-subject specific technologies used throughout the curriculum to support students with their learning. These technologies allow for a diverse range of learning opportunities and provide our teachers and students with a common and consistent learning environment. All students in Years 4-12 will have an iPad as their personal learning device as well as access to the Blackboard Learning Management System for anywhere, any time access to their learning materials and activities.

Specialist technologies may include but are not limited to technologies that are required in certain subjects for specific purposes, e.g., Art, Business Studies, Film, Television New Media, Graphic and Design, Engineering Technology, Information Technology and Music. The College will continue to provide dedicated facilities in accordance with and matched to the requirements of the particular subject. These include dedicated computer labs, both Windows and Mac, banks of laptops available from the Secondary Library as well as subject specific technology such as High Definition cameras for Film, Television New Media. Students may be required to use their iPads to supplement these specialist technologies. Access to a dedicated computer may also be required after hours access to complement their studies.

Assistive Technology Students have been using both desktop computers and iPads in Learning support for a variety of purposes. Assistive technology is an important asset as it enables children with learning disabilities to access information which is otherwise inaccessible. Assistive technology programs such as Read Write Gold have been used to aid in research and to help children read text, including exam sheets or text which has been scanned from worksheets. The use of iPads has also been invaluable, as it is suitable for work which requires mobility – from practising and recording a student’s oral assessment to standardised testing, which can take place in an environment geared towards the needs of the individual child. We are finding that it is so successful that the producers of many remedial educational programs are increasingly choosing the iPad as their main platform.