Teaching the Technologies learning area using a thinking skills approach

Teaching the Technologies
learning area using a thinking
skills approach

Dr Jason Zagami
jason.zagami.info

Lecturer
Griffith University
School of Education and Professional Studies
Gold Coast

Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking

Digital systems:
the components of digital
systems: hardware,
software and networks and
their use
Representation of data:
how data are represented
and structured symbolically
Knowledge and Understanding
Design and
Technologies
Digital
Technologies
Creating Solutions
Technologies and society:
the use, development and
impact of technologies in
people’s lives
Technologies contexts:
technologies and design
across a range of
technologies contexts

Engineering principles and
systems
Food and fibre production
Food specialisations
Materials and technologies
specialisations

Information systems
Information technology
Software engineering
Computer engineering

Investigating
Generating
Producing
Evaluating
Collaborating and
Managing
Defining
Designing
Implementing
Evaluating
Collaborating and
Managing
Processes and Production Skills
Design and
Technologies
Digital
Technologies
Creating Solutions

Systems Thinking
Design Thinking
Futures Thinking
Projects

Systems Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Solutions Thinking

Once a new technology rolls over you, if you’re not part of the
steamroller, you’re part of the road
Stewart Brand

We live in a society exquisitely dependent on science and
technology and yet have cleverly arranged things so that
almost no one understands science and technology. That’s a
clear prescription for disaster
Carl Sagan

It has become appallingly obvious that our technology has
exceeded our humanity
Albert Einstein

Global Warming
Armed Conflicts
Food Scarcity
Clean Water
Ageing Population
Obesity
Overpopulation
Alternative Energy
Education
Health Care
Epidemics
Housing and Shelter
Big Problems

Systems Thinking makes it possible to analyse
and understand complex phenomena
Systems Thinking

Instead of isolating smaller and smaller parts of the
system being studied, systems thinking works by
expanding its view to consider larger and larger
numbers of interactions as an issue is being studied
Systems Thinking

Thinking consists of two activities: constructing mental
models and then simulating them in order to draw
conclusions and make decisions
Barry Richmond

Understanding the concept of a tree requires more
information than is available through sensory experience
alone. It’s built on past experiences and knowledge.

The image of the world around us, which we carry in our
head, is just a model. Nobody in his head imagines all the
world… they have only selected concepts, and relationships
between them, and uses those to represent the real system
Jay Forrester

The problems we have created in the world today will not be
solved by the level of thinking that created them
Albert Einstein

We are limited in our capacity to form and reform mental
models. Systems modelling allows us to move from “what” to
“what if” and make our thinking visible
The basic building blocks of dynamic models are stocks, flows,
and loops

Essentially, all models are wrong, but some are useful
George Box

A supermarket can be seen as any of the following kinds of
systems, depending on the perspective:
a "profit making system" … from the perspective of management and owners
a "distribution system“… from the perspective of the suppliers
an "employment system“… from the perspective of employees
a "materials supply system“… from the perspective of customers
an "entertainment system“… from the perspective of loiterers
a "social system" …from the perspective of local residents
a "dating system" …from the perspective of single customers

Students need learn to identify the properties of the
various subsystems they explore, for example of a bicycle,
and examine how they relate to the whole.
Children tend to think of the properties of a system as
belonging to individual parts of it rather than as arising
from the interaction of the parts. A system property that
arises from interaction of parts is therefore a difficult idea.

Students should already know that if something consists
of many parts, the parts usually influence one another.
Also they should be aware that something may not work as
well (or at all) if a part of it is missing, broken, worn out,
mismatched, or misconnected.

Students can learn about the
choices and constraints that
go into the design of a
bicycle system. Depending
on whether the bicycle is
intended for racing,
mountain roads, or touring,
influences its design and
such choices as the type of
tires, frame and materials,
and drives and gears.

In addition, accommodating one constraint can often lead
to conflict with others. For example, the lightest material
may not be the strongest, or the most efficient shape may
not be the safest or the most aesthetically pleasing.
Therefore, every design problem lends itself to many
alternative solutions, depending on what values people
place on the various constraints.

Subsystems could include:
The Wheel
Drivers & Gears
Frames & Materials
Brakes & Steering
Aerodynamics
Power System

Speed Safety Comfort Durability Endurance
The Wheels
Drivers and
Gears
Frames and
Materials
Brakes and
Steering
Aerodynamics
Power System

As you are reading, look for key words such as:
change transform revolution becoming more rose went up increased
got higher grew/growth gained less fell went down decreased went
lower declined lost
Write down one or more quotes in each box. Circle key words of change
and underline what you think is changing. Draw a line graph of how the
quote shows change over time. Explain why the change occurs.
Identifying Change Over Time in Text
Quotes from book Change over time
Why this might be
occurring

Identifying Change Over Time in Text

Stocks are the foundation of any system and are the elements that
you can see, feel, count, or measure
Stocks do not have to be physical
Stocks

Stock changes over time
Increasing
Decreasing
Oscillating
Stable

Stocks change over time through the actions of a flow
A stock is the present memory of the changing flows within a system
Flow

A feedback loop is formed when changes in a stock affect the flows
into or out of that same stock
Balancing feedback loops are stability seeking and try to keep a
stock at a certain level or within a certain range
Reinforcing feedback loops occur when a system element has the
ability to reproduce itself or grow at a constant fraction of itself
Loops

Symbols
A converter holds
information or
relationships that
affect the rate of
the flows, or that
affect the content
of another
converter
A connector
indicates that
changes in one
element cause
changes in another
element; only
changes a stock by
going through an
accompanying
flow
A flow represents actions or
processes; transports “stuff”,
concrete or abstract, that
directly adds to or takes away
from accumulation in a stock;
the verbs in the system
A stock represents
an accumulation,
concrete or
abstract, that
increases or
decreases over
time; the nouns in
the system

Rumours
Increasing or compounding Reinforcing Feedback

Avalanche

Epidemics

World Population

Soil Fertility
Decreasing or collapsing Reinforcing Feedback

Predator / Prey
Equalising / Oscillating Balancing Feedback

Fire Management
Equalising / Oscillating Balancing Feedback

Friendships
Reinforcing Causal Loops

Types of loops
Balancing Feedback

The curriculum is designed so that students will develop and use
increasingly sophisticated computational thinking skills, and
processes, techniques and digital systems to create solutions to
address specific problems, opportunities or needs.

Computational thinking is a process of recognising aspects of
computation in the world and being able to think logically,
algorithmically, recursively and abstractly. Students will also
apply procedural techniques and processing skills when
creating, communicating and sharing ideas and information, and
managing projects.

Analysis - the process of breaking
the complex into smaller parts to gain
a better understanding of it.

Pattern
generalisation
and abstraction

Digital systems
Digital systems (hardware, software, and networks and the
internet)

Digital systems
The digital systems concept focuses on the components of
digital systems: hardware and software (computer architecture
and the operating system), and networks and the internet
(wireless, mobile and wired networks and protocols).

Abstraction
Abstraction, which underpins all content, particularly the
content descriptions relating to the concepts of data
representation and specification, algorithms and
implementation

Abstraction
Abstraction involves hiding details of an idea, problem or
solution that are not relevant, to focus on a manageable number
of aspects. Abstraction is a natural part of communication:
people rarely communicate every detail, because many details
are not relevant in a given context. The idea of abstraction can be
acquired from an early age. For example, when students are
asked how to make toast for breakfast, they do not mention all
steps explicitly, assuming that the listener is an intelligent
implementer of the abstract instructions.

Abstraction
Central to managing the complexity of information systems is
the ability to ‘temporarily ignore’ the internal details of the
subcomponents of larger specifications, algorithms, systems or
interactions. In digital systems, everything must be broken down
into simple instructions.

Data collection,
representation and
interpretation
The properties of data, how they are collected and represented,
and how they are interpreted in context to produce information.

Data collection
Data collection describes the numerical, categorical and textual
facts measured, collected or calculated as the basis for creating
information and its binary representation in digital systems.

Data representation
Data representation describes how data are represented and
structured symbolically for storage and communication, by
people and in digital systems

Data interpretation
Data interpretation describes the processes of extracting
meaning from data

Specification (descriptions and techniques), algorithms
(following and describing) and implementation (translating and
programming)
Specification, algorithms and
implementation

Specification
Specification describes the process of defining and
communicating a problem precisely and clearly. For example,
explaining the need to direct a robot to move in a particular way.

Algorithms
An algorithm is a precise description of the steps and decisions
needed to solve a problem. Algorithms will need to be tested
before the final solution can be implemented. Anyone who has
followed or given instructions, or navigated using directions, has
used an algorithm.

Implementation
Implementation describes the automation of an
algorithm, typically by using appropriate software or
writing a computer program.

Interactions and impacts
Interactions (people and digital systems, data and processes)
and impacts (sustainability and empowerment).

Interactions and impacts
The interactions and impacts concepts focus on all aspects of
human interaction with and through information systems, and
the enormous potential for positive and negative economic,
environmental and social impacts enabled by these systems.
Interactions and impacts are addressed in the processes and
production skills strand.

Interactions
Interactions refers to all human interactions with information
systems, especially user interfaces and experiences, and
human–human interactions including communication and
collaboration facilitated by digital systems.

Impacts
Impacts describes analysing and predicting the extent to which
personal, economic, environmental and social needs are met
through existing and emerging digital technologies; and
appreciating the transformative potential of digital technologies
in people’s lives.

Travelling Salesman
http://www.cosc.canterbury.ac.nz/csfieldguide/dev/dev/ComplexityTractability.html

Computational Thinking for
Educators
computationalthinkingcourse.withgoogle.com

Abstraction
Data & Information Systems
Algorithms and Programming
Digital Systems
Implications and Impacts

Modelling problems
Identifying subsystems
Exploring interactions
other systems
Systems Thinking

Design Thinking
Use of strategies for understanding design problems and
opportunities, visualising and generating creative and
innovative ideas, and analysing and evaluating those ideas that
best meet the criteria for success and planning.

Design Process
Creating a product, environment or service
• investigating the problem
• generating a solution
• producing a solution
• evaluating the solution
• collaborating on and managing this
process

• conceptualise more just and sustainable human and
planetary futures.
• develop knowledge and skills in exploring probable
and preferred futures.
• understand the dynamics and influence that human,
social and ecological systems have on alternative
futures.
• conscientise responsibility and action on the part of
students toward creating better futures.
Futures Thinking

Managing Projects and
Collaboration
plan (with teacher support) simple steps and follow
directions to complete their own projects or manage
their own role within team projects.
responsibility for specific roles within a project with
increasing levels of collaboration and team work.
manage projects, with support from peers and teachers.
fully manage projects and teams. They use digital tools
to support their project management. They coordinate
teams and collaborate with others locally and globally.
F - 2
3-6
9-10
7-8

The Investigation stage
does not investigate the
problem to better
understand it
Common Unit Problems

Project is the teachers, with
students following directions
to support the creative ideas
of the teacher

There is no opportunity for
students to be creative and
design their own solutions

There is no demonstration of
the iterative nature of the
design cycle, using what was
learnt from evaluation to
inform further investigation,
generation and production

It is an ICT unit that supports
the learning of another
learning area

Evaluation is little more than
reflection, with no criteria or
possibility of failure

Teaching the Technologies learning area using a thinking skills approach

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