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"We acknowledge Aboriginal and Torres Strait Islander people as the first peoples and Traditional Owners and custodians of the land and waterways on which we live. We honour and pay our respects to Elders past and present".

Introduction

Response 1: Teaching Resources- Intercultural Development Self-Reflection Tool

Critical evaluation

Justification

Response 2: Induction App for Beginning Teachers

Critical evaluation

Justification

Response 3: 2D Shapes for improving students’ language speaking ability

Critical evaluation

Justification

Response 4: Effective feedback animation

Critical evaluation

Justification

Conclusion

References

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Australian people in the aboriginal society or community have shown eagerness to discern more educational concepts. The advanced growth of digital technologies has increased the propensity of e-learning techniques and these techniques aid Aboriginal people in going for new learning and achievement. This Australian community offers people an abundance of opportunities. These opportunities help students and teachers to capitalise on existing technologies while taking and proving knowledge. This study aims to create a critical discussion and explanation of a minimum of four digital resources that help Australian Aboriginal and Torres Strait Islander people improve academic learning. A clear justification for each of the resources is in line with AITSL standards 1.4 and 2.4 curriculum elaborations. Academic masterpieces and relevant scholarly phenomena support the critical discussion of the chosen digital resources.

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Response 1: Teaching Resources- Intercultural Development Self-Reflection Tool

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Response 1: Teaching Resources- Intercultural Development Self-Reflection Tool

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Critical evaluation

The intercultural development self-reflection tool is an online teaching resource. This online resource aids teachers with a guided process of critical reflection on beliefs and biases in relation to Aboriginal and Torres Strait Islander people. This self-reflection tool helps students and educators to engage in deep reflection and honestly discover things actively. Self-reflection is essential for teachers to provide cultural diversity beliefs and norms (Civitillo et al., 2019). This self-reflection tool takes approximately 30 minutes to complete the reflection session. However, technological errors can increase the length of time for this self-reflection tool for students and educators in Australian society's Aboriginal and Torres Strait Islander communities. In this sense, some positive and negative aspects are aligned with this chosen digital resource for the Aboriginal and Torres Strait community members.

Justification

The research paper of Bubnys (2019) reflects that the special educator is a teacher of children who can become an educational assistance specialist to recognise, assess and meet children's special educational needs. This academic perspective justifies the selection of the intercultural development self-reflection tool in the classroom environment. This tool helps educators recognise and address children's special needs. This digitally-driven reflection tool allows them to understand the nature and perspective of Aboriginal and Torres Strait people. This self-reflection tool follows the AITSL standards 1.4 and 2.4 curriculum elaborations in Australian society. In their academic paper, Moore et al. (2020) determined that if students with learning disabilities are provided with the necessary tools, they can improve their reading and obtain disciplinary knowledge.Children will gain a positive perspective on cultural practices and diversity as well as develop communication and interaction skills by using the intercultural development self-reflection tool. Children will gain a positive perspective on cultural practices and diversity as well as develop communication and interaction skills by using the intercultural development self-reflection tool.  This perceived statement from academic scholars assists students with disabilities in easily grasping the content of the subject. This is why underprivileged students of Aboriginal and Torres Strait community members take appropriate lessons to improve academic growth.

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We are working towards a vision for an education system that is more culturally inclusive and responsive, and that values and respects Aboriginal and Torres Strait Islander histories and living cultures.

AITSL worked collaboratively and consulted with the profession, Aboriginal and Torres Strait Islander education experts, students, families, and communities to develop a professional learning toolkit. The toolkit provides resources to support the intercultural development of teachers to enhance their culturally responsive teaching practice.

To begin your professional learning, you might like to access the intercultural development self-reflection tool as a starting point, then explore the intercultural development continuum and intercultural development capability framework for more information.

Intercultural development self-reflection tool

Use this tool to reflect on your self-awareness of worldviews, assumptions, attitudes, beliefs, and biases in relation to personal identity and culture.

Intercultural development continuum

The continuum provides a shared language and understanding of intercultural development while reflecting the non-linear process of building cultural responsiveness.

Intercultural development capability framework

Learn more about your current stage of intercultural development and find recommended actions to support your ongoing learning, so that you can improve your teaching practice.

Finding and recommendations

This report calls for institutional action at the school, system, sector and national level, supporting teachers to enhance and enrich their practice and to maximise student outcomes by developing their intercultural responsiveness.

The development of this report

AITSL reviewed the evidence and partnered with Aboriginal and Torres Strait Islander education experts and the profession to develop this report with guidance from the Advisory Group for Aboriginal and Torres Strait Islander Education (AGATSIE), and in consultation with the teaching profession, students, families, and communities.

AITSL acknowledges their generous input to the report and the important body of work it represents and is grateful for the opportunity to have learned from them throughout the course of this project.

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building a culturally responsive australian teaching workforce

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final report for the indigenous cultural competency project

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Building a culturally responsive Australian teaching workforce

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Building a culturally responsive Australian teaching workforce

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Response 2: Induction App for Beginning Teachers

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Response 2: Induction App for Beginning Teachers

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Critical evaluation

Induction App is beneficial teaching equipment for teachers in Australian and Torres Strait communities members. Installing this application on mobile phones has become a helpful instrument for beginning or fresher teachers to receive more concepts and guidelines for rapid development in their careers. Effective use of this digital resource is beneficial for students and educators in Australian society and Aboriginal and Torres Strait communities. It has been determined by Checa et al. (2022) that virtual reality facilitates teachers in terms of providing them with accessible training benefits for improving engagement with students. This academic perspective throws light on digital communication between trained teachers and learners. However, a lack of technical knowledge about this induction app can create adverse implications for digital or virtual learning environments. This drawback of the induction app can be proven a disadvantageous factor for academic learners and educators in Australian society.

Justification

The induction application is justified as a remarkable digital resource for learners and educators in the indigenous society of Australia. Induction programs aim at preparing short-term design projects for candidates (Çiftçi & Daloğlu, 2021). Based on this scholarly phenomenon, it can be personified that installing induction applications help teachers to complete short-term design projects for learners. This is how an academic staff of the Australian Aboriginal society allows learners to improve their active learning ability on the grounds of receiving the benefits of the Induction App. Infrastructure is the inception of the environment and the blend of education and technology is the integration of value orientations (Li, 2022). This perceived academic statement supports the interconnection of technology and education to benefit academic learning and growth. Fresher teachers receive more knowledge about teaching through the induction app. Then, these trained academic staffs generate more privileges to enhance student's academic learning and development. Moreover, this technology follows AITSL standards 1.4 and 2.4 curriculum elaborations that justify its effective internalisation in the chosen society.It allows students whose first language is not English to overlay translations to better understanding and comprehension and to improve information transmission.

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Response 3: 2D Shapes for improving students’ language speaking ability 

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Response 3: 2D Shapes for improving students’ language speaking ability 

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Critical evaluation

2D Shapes in Australian society are an advanced technology that enhances students' language-speaking ability. Effective use of this technology helps students to enhance their speaking ability in Australian society among Indigenous community members. With the specific use of this digital resource, Australian students and academic staff develop a visual demonstration in the classroom. A visual-audio demonstration between educators and students is built on the grounds of using 2-D shapes technology. According to Falloon (2020), digitally-mediated environments ensure the health and well-being of teachers and students. This perceived scholarly phenomenon simply supports the benefit and sustainability of 2 D shapes technology for the betterment of teachers and educators in the Aboriginal and Torres Strait community of Australian society. The research paper of Fleaca & Stanciu (2019) reflects that higher education graduates require more digital technologies to succeed in the fast-moving world. Considering this scholarly perspective can help Australian educators and learners to enhance their digital learning ability. However, the lack of interest of students and educators in using this digital technology and their adherence to conventional learning approaches can falter the growth of academic learners and educators.

Justification

As mentioned by Barrot, Llenares & Del Rosario (2021), computers, headsets, speakers and other tools are used as fundamental online learning equipment for teachers and students. In terms of conceptualising this academic perspective, it can also be further personified that online learning equipment facilitates teachers' and students' relations in a digitally driven learning environment. The chosen 2 D shapes technology benefit Australian aboriginal society students, encouraging learning behaviour to adjust quickly to the changing technological phenomenon in Australian society also it is fundamental to the development of the ideas necessary for measuring and geometry, which supports a child's linguistic skills, to recognise, use, and describe forms in the everyday. . AITSL standards 1.4 and 2.4 curriculum elaborations are ubiquitous in the chosen digital resource for enhancing academic learning behaviour in Australian society.

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A grade one and two teacher explores the language of 2D shapes and their features with her students. The teacher aims to build the student's vocabulary around shapes and their features and also the location of objects. The lesson is adapted from an approach outlined by a maths consultant and included in the curriculum document developed by three local schools in their professional learning community. The teacher has adapted the lesson for her class, making it more kinesthetic and including consolidation, enabling and extending tasks.

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A grade one and two teacher explores the language of 2D shapes and their features with her students. The teacher aims to build the student's vocabulary around shapes and their features and also the location of objects.

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Response 4: Effective feedback animation

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Response 4: Effective feedback animation

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Critical evaluation

There exist different feedback sessions in a classroom environment. Feedback sessions are helpful for educators and students since they help foster communication and resolve any underlying beliefs. However, the effective feedback animation program allows educators to provide essential information for improving the intelligence of academic learners in the Australian and Torres Strait Islander community members. In terms of reviewing contemporary academic masterpieces, it has been found that Aboriginal and Torres Strait Islander people aim at reconciliation between Indigenous and non-Indigenous people (Shay & Oliver, 2021). In this sense, Indigenous and non-Indigenous people develop their interaction in Australian society with the aid of more functional digital technologies. Using an effective feedback animation program has become a sustainable digital resource for academic learners and educators. Aboriginal and Torres people intend to become more focused on education (Rose & Australian Heritage Commission, 1996). This background information about the Aboriginal and Torres people in Australian society truly supports the selection of the effective feedback animation program. Internalising this feedback animation program helps students to receive information about their drawbacks and simultaneously, these students take necessary steps for improving academic intelligence and mitigating weaknesses.

Any kinds of unfruitful feedback or dissatisfactory comments from teachers can make students exasperated in the digital-learning classroom. Students of Australian Indigenous people can find themselves embarrassed while teachers provide them with lugubrious feedback over a week. This kind of undesirable feedback can falter students’ learning ability in an equitable learning environment. In this way, this digital resource acquires a limitation that can disrupt the learning environment in the digital classroom.

Justification

The chosen digital technology is justified for Australian aboriginal and traits people. It is required for these community members to understand the necessary drawbacks via the feedback processes. This statement can be supported by academic inclusion. At the same time, Price (2012), in the literary masterpiece, determined that children in the Australian and Torres Strait Islander people, Aboriginal community seek more ways to improve their learning abilities. Perceiving this acknowledgement of the academic scholar can remark that children or academic learners in the Australian and Aboriginal community have shown acute eagerness and diligence to study with more sincerity. This behaviour further helps these academic students to enhance their performance at a Torres Strait Islander people academic level by receiving animation feedback from teachers in a week. This technology follows principles of AITSL standards 1.4 and 2.4 curriculum elaborations and thus, it helps educators and learners develop a concrete relationship in the digital classroom.

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From the findings of this study, it is worth concluding that Intercultural Development Self-Reflection Tool, Effective feedback animation, 2D Shapes for improving students' language speaking ability and Induction App for Beginning Teachers are four categorised digital resources. These digital resources aid Aboriginal and Torres people in developing academic learning to pursue more significant career growth. Digital resources have helped these people gain more knowledge and determination to sustain the Australian education sector as each resource followers AITSL standards 1.4 and 2.4 curriculum elaborations. Students and educators in the Aboriginal and Torres Strait Islander community foster communication via the mentioned digital resources in Australian society.

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Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and information technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x

Bubnys, R. (2019). A journey of self-reflection in students’ perception of practice and roles in the profession. Sustainability, 11(1), 194. https://doi.org/10.3390/su11010194

Checa, D., Saucedo-Dorantes, J. J., Osornio-Rios, R. A., Antonino-Daviu, J. A., & Bustillo, A. (2022). Virtual reality training application for the condition-based maintenance of induction motors. Applied Sciences, 12(1), 414.https://doi.org/10.3390/app12010414

Çiftçi, E. Y., & Daloğlu, A. (2021). Short-term study abroad: Designing an intercultural induction program to prepare prospective language teachers. Intercultural Education, 32(2), 175-193. https://doi.org/10.1080/14675986.2020.1853064

Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. https://doi.org/10.1016/j.tate.2018.11.002

Falloon, G. (2020). From digital literacy to digital competence: the digital teacher competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4

Fleaca, E., & Stanciu, R. D. (2019). Digital-age learning and business engineering education–a pilot study on students’ E-skills. Procedia manufacturing, 32, 1051-1057. https://doi.org/10.1016/j.promfg.2019.02.320

Li, C. (2022). The Education Cloud Platform for Digital Resources with Block Chain under Intelligent Learning Environment. Creative Education, 13(2), 599-608. https://doi.org/10.4236/ce.2022.132036

Moore, B., Smith, C., Boardman, A., & Ferrell, A. (2020). Using video self-reflection to support collaborative learning for students with learning disabilities. Teaching Exceptional Children, 53(1), 52-59. DOI: 10.1177/0040059920901860

Price, K. (2012). A brief history of Aboriginal and Torres Strait Islander education in Australia. Aboriginal and Torres Strait Islander education: An introduction for the teaching profession, 1-20.

Rose, D. B., & Australian Heritage Commission. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness.

Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: Learning and teaching for deadly futures. Routledge.