The Digital Technologies Curriculum in Context: v4
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The Digital Technologies Curriculum has evolved over time to increasingly emphasize the role of technology in education. It recognizes that students need skills to thrive in the digital world, such as being able to leverage technology to learn, problem solve collaboratively, and develop digital solutions. The curriculum focuses on developing computational and design thinking through hands-on learning experiences with concepts like abstraction, algorithms, and data representation.
The Digital Technologies Curriculum in Context: v4
- 1. @CathDigLearn https://goo.gl/x9Cczx The Digital Technologies Curriculum in Context #cewapl Daniel Groenewald Digital Learning Coordinator v3
- 2. What are we learning today? What’s in the Digital Technologies Curriculum How to plan to integrate ICTs
- 3. What technology is working well for you in work or life and why? https://goo.gl/7Rlojk
- 4. Context #WTH. Where did our world go? Where are we going?
- 5. UBERAirbnb Tesla Outsourcing Facebook Automation Globalisation eBay Amazon Technological change has disrupted modern life Pokemon GoVirtual Reality Linkedin Snapchat Twitter Quantified Self Constant Notifications and updates drones Surveillance
- 7. A new kind of human is being fashioned: homo technicarum? Do we turn our backs or join in?
- 8. Many blue and white collar jobs have been absorbed by technology and globalisation.
- 9. Australia’s digital economy is growing rapidly.
- 10. $50 Billion $79 Billion Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) 2013-142011 Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015)
- 11. Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015) But who will benefit most from the digital economy?
- 12. Source:Deloitte-Australia’sDigitalPulse: Keychallengesforournation–digitalskills,jobsandeducation(2015) Source:CommitteeforEconomicDevelopmentofAustralia -Australia'sfutureworkforce?(2015) 5 million Australian jobs are predicted to be replaced by computers by 2025
- 13. How can we help our children flourish in The Digital Age?
- 14. Technology in Education How has technology affected education? How can we leverage Technology to benefit our kids?
- 15. Gamification Robotics Coding STEM Learning Spaces Learning analytics Flipped learning 3D printing Adaptive learning Telepresence Maker spaces Wearables There’s been an enormous growth in learning technologies. Artificial Intelligence Virtual Reality Cloud collaboration Online learningInformal learning Augmented Reality Virtual Assistants Digital Badging
- 17. HOBART DECLARATION 1989 ADELAIDE DECLARATION AUSTRALIAN CURRICULUM 2009 MELBOURNE DECLARATION 20111999 TECHNOLOGIES CURRICULUM 2018 An understanding of the role of science and technology in society, together with scientific and technological skills Be confident, creative and productive users of new technologies Young people need to be highly skilled in the use of ICT…there is a need to increase their effectiveness Students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work Society needs enterprising students who can make discerning decisions about the development and use of technologies 1990 MLC first laptop program in the world 2010 arrival of The iPad 1993 public Internet in Australia 2016 Consumerization of Virtual Reality 2020 Mainstreaming of Online learning and Artificial Intelligence 2009 Digital Education Revolution The emphasis on ICTs has steadily increased in curricula
- 18. But are we where we want to be? What’s working well? Even better if?
- 19. Implementation dips Technical infrastructure took many years to get right
- 21. Confusing results “PISA results show no appreciable improvements in student achievement in reading, mathematics or science in the countries that have invested heavily in ICT for education” (PISA: 2015, 15)
- 22. Discussion: What are the major challenges to engage students at school?
- 23. We have wicked challenges ahead For context, see Fullan, NPDL (2016); Ken Robinson, Schwalbe, The Fourth Industrial Age Kevin Kelly, The Inevitable Automation and globalisation have absorbed many jobs Many students are bored and disengaged The economy demands different skill- sets to what schools provide Many teachers are alienated, fatigued and time poor Educated youth are unemployed Schooling, as a set of legacy structures, tends to discourage creativity and promote conformity Parents cohorts are increasingly demanding Our world requires creative solutions to difficult problems
- 24. Comfortable in and through change Adaptive and agile Digitally discerning Be genuinely Collaborative Learn continuously Produce new media Socially intelligent Creative and dynamic Problem seek and solve Be an expert and apprentice What do students need to succeed in the digital Age? Growth mindset Be customer facing Operate entrepreneurially Learn deeply Self direct learning Work with others to find and solve real problems Find the truth in the noise Relate well to many cultures persevere Leverage digital tools and platforms Learn deeply Develop character and virtue
- 25. Welcome to 2028. My name is Lucas. I am 28 years old. I manage a number of farms in Australia’s North both remotely and on premise. I program, manage and maintain the drone swarm which water, weed and delivers crops . I work in a small team that services East Asia. There is an enormous demand for our protein enriched organic silver beet. I am grateful to my teachers at … because they taught me how to …
- 26. Curriculum Why is technology a general capability? What’s in the Digital Technologies curriculum? How is it different from the ICT capability?
- 27. Numeracy Critical & Creative Thinking Ethical Behaviour Personal & social capability Investigating Literacy Intercultural understanding Communicating Creating Applying social & ethical protocols Managing and operating ICT ICT Capability English Health/PE HASS Sciences The ArtsLanguages Maths Technologies THE ICT CAPABILITYTODAY Values (RE) Repairing our relationship with Aboriginal Australia
- 28. So what does ICT capability look like at the end of Year 2..? Applying Social & Ethical protocols Students comment online on a class video accurately, thoughtfully, respectfully Use ICT to safely share ideas Identify and safely operate computer for learning Investigating with ICTs Communicating with ICTS Creating with ICTs Recognise that people create and own digital content Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech Students use colour coding and drawing to show a timeline in HASS Managing and Operating ICTs Students make an information report and identify and acknowledge where the information came from Experiment with ICT to modify data for a particular audience Use ICTs to identify, record and classify information While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
- 29. How is ICT Capability different from Digital Technologies? Specific computer science skills Work-life efficiencies General productivity Always integrated Can stand alone as a subject Solving specific problems with computational and design thinking Effective users of digital technologies Confident developers of digital solutions
- 30. Digital Technologies: Key Terms and Concepts
- 31. Abstraction Algorithm Design Computational Thinking Decomposition Pattern Recognition Many adverbs end in”ly” Instructional texts begin with imperative verbs “put” If my boss emails me, reply, I am away and will get back to you A story has setting, characters, a key problem, and a resolution Breaking down a problem into its parts Observing patterns Developing instructions to do jobs Identifying general principles in patterns
- 32. Design Thinking Ideate 3. We formulated a range of cabin design ideas for long distance flights Empathise Define Prototype Test/adapt LaunchEvaluate 7. We evaluated the positive feedback and celebrated our success and many awards 4. We developed a range of protoptypes 5. We tested our prototypes on actors and customers and 6. We changed our products based on feedback and developed the best cabin 2. We endeavor to improve comfort for all passenger's on long distance flights 1. What is it like for our customers to travel long distances? AIRNZ
- 33. Designing Producing and Implementing Evaluating Collaborating and managing Investigating and defining The process of implementing digital solutions investigating and defining The nature and properties of data, how they are collected and interpreted Digital Technologies Provides practical opportunities to use design thinking, computational thinking and information systems to develop innovative digital solutions and knowledge addressing contemporary challenges Knowledge and understanding Digital Systems Representations of Data Digital implementation Collecting, managing and analysing data Creating Solutions by Processes and production skills Digital Systems (hardware and software and used for an identified purpose Data can have patterns and be represented and used to make simple conclusions StrandsTeachers select content from here Students apply knowledge and understanding through P&P skills Year level descriptions provide an overview of key/core concepts Content description set out the knowledge and skill to be learned Year Level Achievement standards are provided Design and Technology Technologies (P-8) Learning Area Subject Sub Strands Society needs enterprising students
- 36. Hop Scotch Code 1. In a group of 4, using the commands provided (or symbols you make up), make one group member travel up and back the hop scotch grid. 2. Write out your list of commands (algorithm) and ask another member to follow your algorithm 3.When finished, complete this online coding activity in a pair: https://goo.gl/XaEm9Q 4.As a group discuss what aspects of the Digital Technologies curriculum has been covered and how you might apply a similar approach in your classroom.
- 37. http://www.digitallearningcewa.com/ Tweet @cathdiglearn to tell us one thing you found useful about the website and one thing you’d like to see on it: use #cewapl
- 39. • What do we most need to do now? In summary • We have the technology • We have the curriculum mandate • We have some exemplary practices
- 40. Traditional Approaches to Ed-Tech pedagogy – Primary TECHNOLOGY CONTENT KNOWLEDGE PEDAGOGY
- 41. Traditional Approaches to Ed-Tech pedagogy – Secondary TECHNOLOGYCONTENT KNOWLEDGE PEDAGOGY
- 42. It is not effective to add new technologies on to old things or existing curricula. Start with a new blueprint and explore how technology changes instructional practice
- 43. REDEFINTION E MODIFICATIONE AUGMENTATION SUBSTITUTION E TRANSFORMATION ENHANCEMENT The SAMR Model Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/ PDF with hyperlinks Imovie PDF Weebly Tech acts as a tool substitute with no functional change to task Tech acts as a tool substitute with functional change to task Tech enables improvement in task design Tech enables significant improvement to task in a way that was inconceivable in the paper based world
- 44. Lesson evaluations using SAMR Get into groups of four, access the resource on the next slide and complete the activities.
- 45. Group 1 https://goo.gl/YFc1sk Group 2 https://goo.gl/lZ5nQo Group 3 https://goo.gl/7Skvz0 Group 4 https://goo.gl/EF75va Group 5 https://goo.gl/7JLN1H Group 6 https://goo.gl/RertvU GroupLinks
- 46. TPACK+CAPb TECHNOLOGY PEDAGOGY CONTENT KNOWLEDGE TPACK with adaptions: Mishra and Koehler (2006) 21ST C General CAPABILITIES Investigating Communicating Creating Applying social & ethical protocols Managing and operating ICT ICT Critical & Creative Thinking Personal & social capabilityIntercultural understanding
- 47. Maximising student choice over what they learn and how they learn supercharges motivation and sustains positive learning behaviors Project-problem based Content Knowledge Pedagogy Autonomy Technology ENGAGEMENT Making teaching and learning choices that connect with the elements of DDLD is critical to effective instruction Strong learning area specific expertise that is curricula compliant advantageously fast tracks scaffolding and targets key skills and knowledge more effectively Effective deep learning cuts across learning areas through project based learning tasks that investigate real and relevant questions and assess learners on authentic outputs Learning contexts that engage, excite, enthuse, personalise and challenge are the foundation of effective sustained learning Groenewald 2016 The Elements of Deep Digital Learning Design Capabilities Engagement Effective planning with/for technology capabilities increases engagement, collaboration and access to skills and knowledge Effective planning with/for technology capabilities increases engagement, collaboration and access to skills and knowledge
- 48. DIAGNOSIS ENGAGEMENT BUILDING KNOWLEDGE TRANSFORMATION PRESENTATION REFLECTION THE DIGITAL LEARNING AND TEACHING CYCLE Socrative TedTalks Zaption Explain Everything Powtoons Blog D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003 Pedagogical flow Apps at pedagogically appropriate stage of learning
- 49. Effect sizes and their realisation through technology Technique Effective size Tech choices SAMR scale Teaching and learning phase Formative evaluation with analytics .90 Socrative quiz Film learning Showbie Zaption Augmentation Building knowledge Classroom discussion .82 Online Forum YouTube video comments Twitter Instagram Augmentation Building knowledge Teacher and Lesson clarity .75 Published lesson plans on the LMS Flipped learning with learning analytics Augmentation Prior to engagement Student feedback .75 Ongoing live OneNote Live google docs Showbie Modification Building knowledge and reflection
- 50. Session Challenges – Integrating the models Use the following planning sheet to construct and evaluate an effective lesson using ICTS
- 51. Instructional work flow Activity General Capability ICT Capability Element ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to identify Diagnosis Engagement Building Knowledge Transformation Presentation Reflection Creating and evaluating a lesson/unity with ICT DGroenewald:AdaptedfromK.Loveetal,BUILT:2003
- 52. How can tech be leveraged? What do students need to know What do they need to to investigate Driving Question or challenge Students to chose How to present Present learning publcly Get feedback to improve PROJECT BASED LEARNING
- 53. Instructional work flow Activity General Capability ICT Capability ICT tool SAMR level Learning Aras intention/focus By the end of this lesson, students will be able to Big Idea Essential question The Challenge Guiding Questions/Acti vities Solution Publish/Reflect Problem Based Learning Learning http://images.apple.com/education/docs/CBL_Classroom_Guide_Jan_2011.pdf
- 54. Using Deep Learning Assessment Matrices Rule 1. You must complete all the shaded activities. Rule 2. You must complete another 4 activities. They must not be in the same column or row. Rule 3. Choose a partner and complete another activity that neither your of you have completed.
- 55. Word Logic & Maths Space & Vision Body Music People Self Remembering List ten key ideas that were important to the Ancient Greeks. Create an accurate itinerary of the daily life of a Spartan solider Chart the journey of Alexandra the Great graphically. Act out a battle between competing Ancient Greek City- states. Find an appropriate song or piece of music to accompany a series of images that recount an important event in Ancient Greece With a partner, prepare a short talk about a famous Ancient Greek In your journal, explain what you found most interesting about Ancient Greece. Understanding Describe a famous battle in Ancient Greece and its outcome Create a timeline of significant events in Ancient Greece Tell the story of a key event in Ancient Greece in cartoon form Build an A4 size model of an important Ancient Greek building or monument. Explain its construction and importance. Write and perform and song that celebrates or laments an episode in Ancient Greek mythology. Describe the behaviours you would expect to see from a typical boy and a typical girl in Ancient Greek society Describe how you prepare to be a Spartan Soldier. Applying Create a test about Ancient Greece in the style of Who Wants to be A Millionaire Calculate the provisions required to feed and shelter a battalion of soldiers in the Trojan War Create a poster to promote the values of an Ancient-Greek City state Teach a gymnastic or athletic skill performed by Ancient Greeks to your friends Record an audio retelling of a famous story from Ancient Greece using sound effects Participate in a debate about the different attitudes to the education of boys and girls in Sparta Explain your personal beliefs about the value of war for solving conflict in Ancient Greece Analysing Explain why Ancient Greek City-States struggled to defend themselves from outside forces. Explain and chart alternative routes and methods of travel from Sparta to Athens Use a Venn diagram to compare Ancient Greece with Ancient Egypt. Perform a role play of a famous Ancient Greek scientist or philosopher relating news of a discovery Which event from Ancient Greek history would be best accompanied by dramatic music and why? Instruct a class on the skills required to be successful Greek Soldier Compare and contrast the experiences of teenage boys and girls in Ancient Greece Evaluating List 5 assets that were essential to maintaining harmony between Greek City-States Chart similarities and differences between Ancient Greece and modern Australia using a graphic organiser Use a series of Photos or Photostory to explain the rise and fall of Ancient Greece Evaluate the benefits of the Olympic Games to Ancient Greece Explain how effective a Greek amphitheatre was in carrying sound to the audience As a group, determine the legacy of Ancient Greece Explain how you would feel if you were part of a defeated Army in Ancient Greece Creating Write a poem, story, newspaper article, describing an uplifting or tragic moment in Ancient Greece Create a poster explaining the mathematical theories of an Ancient Greek Mathematician considering their relevance to modern life Accurately draw and label the parts of a Greek Ship, such as a Trireme, explaining the purpose of the boat’s design and its success in battle. Dress up as an Ancient Greek and take your class on a virtual tour of your City-State or lecture your class in the style of an Ancient Greek Philosopher Write a song celebrating the achievement of a specific City State Facilitate a class debate on an important issue in Ancient Greece such as slavery. Which type of Ancient Greek citizen do you most resemble (e.g.. soldier, scientist, philosopher) and why?
- 56. Daniel Groenewald Digital Learning Coordinator, COWA Groenewald.daniel@cathednet.wa.edu.au @d_groenewald
- 58. Leveraging human learning preferences: The Ed-Tech Quintet Mode Traditional realisation Associated Practice Digital Realisation Social Listening, talking, storytelling Communication, collaboration, Sharing Commenting, dialoguing through social media Mobility On the savannah, in-situ workshop Anytime, Anyplace Learning and Creation At home, on the bus, whatevs Visualisation Painting Making abstract concepts tangible Infographics, websites, Storytelling Within family setting, around the campfire Knowledge integration and transmission iMovie, YouTube, BookCreator, Gaming Chasing, running, catching, outwitting Feedback loops and formative assessment Khan Academy, Udemy, Socrative, Maths Space Puentedura: http://hippasus.com/rrpweblog/
- 59. 59 http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png Dale Edgar’s “cone of experience”
- 60. 60 • More student autonomy • Personal choice • Sense of discover • Motivation • Can be interesting but • Teacher determined • See what others see The pedagogy of the cave
- 61. Design Thinking Ideate 3. We developed a range of cabin designs for long distance flights Empathise Define Prototype Test/adapt LaunchEvaluate 7. We evaluated the positive feedback and celebrated our success and many awards 4. We developed a range of prototypes 5. We tested our prototypes on actors and customers and 6. We changed our products based on feedback and developed the best cabin 2. We endeavor to improve comfort for all passenger's on long distance flights 1. What is it like for our customers to travel long distances?
- 62. 62 Student choice in assessment types Creativity Problem solving and collaboration in groups Real world relevance Peer sharing and celebration The ingredients of a 21st Century curriculum
- 65. Part x: - xx
- 66. Activity Time
- 67. Activity Time More than half of Australian workers will need to be able to use, configure or build digital systems in the next 2-3 years
- 68. Activity Time
- 69. Activity Time
- 70. Activity Time
- 71. Activity Time
- 72. http://skirmishfrogs.com/wp-content/uploads/2015/11/Technology-2005-to-2013-comparison.jpg Connectivity Rising 2005 Inauguration of Pope Benedict 2013 Inauguration of Pope Francis
- 73. I can learn anywhere, anytime and at the point of need I can access the best that has been thought and done I can collaborate with peers and learn from anyone I can find things relevant to me I enjoy Interactive, rich visual and audio resources that excite and inspire I can listen to and observe lessons more than once My world is changing and I need these skills to live a good life Why I like to use Technology to learn
- 74. “The culture of constant connection takes a toll both professionally and personally. We waste time, attention, and energy on relatively unimportant information and interactions.” HarvardBusinessReview,June2015:110
- 75. The rise of the Centaur http://kasparov2014.com/wp-content/uploads/2014/05/str2_ma_1005_p13a-Gary-Kasparov.jpg
- 76. Students need the knowledge, skills and confidence to make ICTs work for them at school, at home, at work. AC
- 77. What would you say to Lucas?
Editor's Notes
- #6: Many forces disrupting everyday life
- #8: This slide is about the inevitability of technological evolution showing that man has evolved from an animal to an augmented being in pursuit of improvement and meanig
- #10: The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #11: The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #12: The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #13: The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #14: The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #16: A large part of the skill based of school is based on the notion of preparation for life. It’s important then that we get a sense of where that life is rapidly heading and the technological innovations of the present.
- #18: There is a long history of wanting technologies in the curriculum and its begins with the national goals for schooling which started in 1989, with the Hobart Declaration.
- #20: It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- #21: It has been difficult to shift the practices of some teachers and also made more difficult by sloppy implementation of technologies which had the effect of turning reluctant teachers right off.
- #22: It has been challenging to bring technologies into schools and we haven’t seen grade raw results from this.
- #25: The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that can’t be duplicated by computers or lower paid workers.
- #28: Let’s explore what the ICT capability is and where it fits.
- #29: In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?
- #30: The Technologies curriculum may confuse some teachers but what is actually different about it?
- #41: The Technologies curriculum may confuse some teachers but what is actually different about it?
- #42: The Technologies curriculum may confuse some teachers but what is actually different about it?
- #43: This is an image about the jarring of technologies. A rocket on a bicycle. They seems unsuited. It’s a bit like just adding an ipad App to a paper based unit. It doesn’t work. Begin again.
- #47: “Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK” Accessed: 15/3/2016 http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html. Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University. ee S. Shulman (born September 28, 1938) is an educational psychologist who has made notable contributions to the study of teaching, assessment of teaching, and the fields of medicine, science and mathematics. He is a professor emeritus at Stanford Graduate School of Education, past president of the Carnegie Foundation for the Advancement of Teaching, past president of the American Educational Research Association, and the recipient of several awards recognizing his educational research. From 1963 to 1982, Shulman was a faculty member at Michigan State University, where he founded and co-directed the Institute for Research on Teaching (IRT). Among his many achievements, Shulman is credited with popularizing the phrase "pedagogical content knowledge" (PCK).
- #48: The Technologies curriculum may confuse some teachers but what is actually different about it?