Think ahead
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The document outlines the Think Ahead exhibition at Scienceworks, focusing on the Australian Curriculum for Technologies that includes Design & Technologies and Digital Technologies. It emphasizes the importance of developing students' skills in investigating, designing, and creating innovative solutions, as well as understanding the impacts of technology on society and the environment. Additionally, it explores key concepts such as computational thinking, systems thinking, and design thinking that are integral to the curriculum.
Think ahead
- 1. Think Ahead Exhibition at Scienceworks & the Australian Curriculum Digital Technologies Mark Richardson! Professional Learning & Communications Manager! Digital Learning & TeachingVictoria
- 4. Two Components ! Design & Technologies Digital Technologies http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 6. Unpacking the components ! The Australian Curriculum: Technologies describes two distinct but related subjects: Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities. Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions. http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 7. The Aims! !! The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: • investigate, design, plan, manage, create and evaluate solutions are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time • make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future • engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions • critique, analyse and evaluate problems, needs or opportunities to identify and create solutions. http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 8. The Overarching Idea ! Creating preferred futures The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short and long term impacts. As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested. http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 9. Thinking in Technologies ! Computational thinking Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms. Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital Technologies. For a computer to be able to process data through a series of logical and ordered steps, students must be able to take an abstract idea and break it down into defined, simple tasks that produce an outcome. This may include analysing trends in data, responding to user input under certain preconditions or predicting the outcome of a simulation. ! http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 11. Thinking in Technologies ! Systems thinking A system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system. Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies. Understanding the complexity of systems and the interdependence of components is necessary to create timely solutions to technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use and engage with the system, and may introduce unintended costs or benefits that impact the present or future society. http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 12. Thinking in Technologies! ! Design Thinking Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating creative and innovative ideas, planning, and analysing and evaluating those ideas that best meet the criteria for success.! Design thinking underpins learning in Design and Technologies. Design processes require students to identify and investigate a need or opportunity; generate, plan and realise designed solutions; and evaluate products and processes. Consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking, design processes and Design and Technologies.! When developing solutions in Digital Technologies, students explore, analyse and develop ideas based on data, inputs and human interactions.When students design a solution to a problem they consider how users will be presented with data, the degree of interaction with that data and the various types of computational processing. For example, designing a maze; writing precise and accurate sequences of instructions to move a robot through the maze or testing the program and modifying the solution.! http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 13. The Strands !Knowledge, understanding and skills in each subject are presented through two related strands: Knowledge and understanding Processes and production skills. Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation to Year 10. http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies
- 14. • The Digi Tech Curriculum The model of this presentation • Digital Resources for Teachers • Selected Themes & Exhibits
- 15. • Internet, Big Data,Cloud Computing Selected Technology Themes • Computer Gaming, Wearable Technologies, Drones • Computers, Binary Code • Robots
- 16. Where do you get great digital resources for education?
- 17. Selected Themes & Exhibits • Computers, Binary Code Part One • Computational Thinking
- 18. What’s in a computer? • http://www.computersforcreativity.com/school-programs/lasdcstem/cstem2012- showcase/cstem2012-motherboard-1 http://blogs.kqed.org/mindshift/2012/04/20498/
- 20. Selected Themes & Exhibits • Internet, Big Data, Cloud Computing Part Two • System Thinking
- 21. Internet & Big Data! • http://splash.abc.net.au/media/-/m/103484/how-green-is-the-internet- http://www.commoncraft.com/video/big-data Commoncraft Big Data
- 23. Selected Themes & Exhibits • Computer Gaming, Wearable Technologies, Drones Part Three • Design Thinking
- 29. Drones See also https://vimeo.com/videoschool/lesson/541/all-about-drones-n-dronies Twitter e.g.@dronesathome and @loanadrone
- 30. Drones: The Social Context
- 31. Putting all the “Thinkings” together Robots Selected Themes & Exhibits Part Four
- 32. Robots & Uses
- 33. Robots
- 34. Robots
- 35. Robots: The Social Context
- 36. Robots: The Social Context
- 37. Robots: The Social Context