2015-08-04

READING MATERIAL

Week 1

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Why teach Science and Technology together?

The answer leads us to explore the term STEM, which is an acronym for Science, Technology, Engineering and Maths. We will examine the importance of STEM and reflect upon some of the driving forces that have led to this term gaining so much prevalence in recent times. In particular, we will examine how this term is being used to promote the importance of technical and scientific literacy as key skills to participate effectively in the 21st Century. Lastly, we will look at the push to change STEM into STEAM – the A standing for the Arts, which has a particular resonance with design thinking.

The Australian Curriculum

Throughout the weeks we will be referring to the Australian Curriculum (AC) online (ACARA, 2014). AC: Science (ACARA, 2014) was one of the first curriculum areas written and as such has been implemented across all states and territories within Australia. However, there are marked differences as to how each state and territory has chosen to implement the curriculum. It is therefore worth familiarising yourself with your state and territory curriculum. Click on your state in the map for more information.

AC: Technologies (ACARA, 2014) has not been formally endorsed, however, ACARA have chosen to release it for states to begin the process of implementation. As such you will notice a difference in the level of detail between the Technologies and Science curriculums.

Why teach Science & Technology together?

Science and Technology are commonly paired together in our popular conception of how the world works – But why is this the case?

“Science often fuels technological advances. A single new technology general relies on many different scientific ideas” (University of California Museum of Paleontology, 2014).

To help answer this question, explore the following two short readings that highlight key interconnections between Science and Technology.

Readings

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Fueling technology (The University of California Museum of Paleontology, 2014)

Science and technology on fast forward (The University of California Museum of Paleontology, 2014)

As you read consider the following: How do science and technology ‘feed’ off each other?

What is STEM?

The common pairing of Science and Technology is often referred to by the acronym STEM, which stands for Science, Technology, Engineering and Maths. This term came to prevalence in the late 1990s, initially from North America, as part of an Education reform agenda that was driven by a concern in the declining interest in STEM based subjects. There were two important aspects to this reform agenda. This first was to increase the place of the Technology and Engineering within the curriculum, and the second was to highlight the need to teach STEM areas as an integrated approach to learning.

Why was STEM education seen as so important?

Watch the following video STEM Integration in K-12 Education (national academies, 2014). Although it is an American resource, it provides a succinct summary of the history of STEM, and in particular, the context and key issues that drove the development of the STEM Education agenda. Questions you might like to consider:

How do you think Australia fairs within this area?

What have been your experiences with STEM education in schools? (Your own, your children or on placements?)

Additional readings

For further background on this area, read Chapter 1: What are the challenges of STEM education, pp 1- 11 (Bybee, 2013)

To consider STEM from an Australian perspective you might like to read Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach (Australian Government, 2013)

Our goal in this unit is to provide you with tools to develop your teaching practice. We realise that the use of terms such as Technology and Engineering might make the idea of teaching STEM seem a bit daunting*. You may even question the age appropriateness of some of the concepts. However, you will find that by the end of this unit you will have built your skills and confidence teaching across all of these disciplines.

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*Due to the scope of this unit, we are unable to focus on the M for Mathematics part of STEM. Although, we are sure you will see many opportunities for integrating the general capability area of numeracy.

STEM in popular culture

The concept of STEM is perhaps more pervasive than you might first think. Explore the following websites. If you have young children you might already be familiar with these sites. Each is an excellent example of a STEM teaching strategy focused toward younger learners. Hopefully, these resources will give you the confidence that even at a very early age children can be involved in authentic scientific and technological exploration.

Look at the STEM focus of each of these websites

Sesame Street Engineering

Play School resources such as Building (ABC, 2012) and Find out (ABC, 2012)

Nina and Neurons

Explore some more of the Sesame street STEM videos

The push for STEAM

In the final section of this week’s learning, let’s examine a new educational agenda to change the acronym from STEM into STEAM. This push is calling for the introduction of Arts (and Design) to be included along side of science, technology, engineering and maths. An underlying tenet of this drive is the belief that Arts and Design support innovation and will help to develop students’ ability to create preferred futures.

This week you will have started to develop a clearer picture of the relationship between science and technology in contemporary teaching practice. Over the coming weeks we will explore examples and approaches to assist you with facilitating the teaching and learning of technology and science, and opportunities to integrate the subject areas.

Week 1

Australian Broadcasting Commission (ABC). (2012). Playschool Theme Notes Series 252: Building. Retrieved from http://www.abc.net.au/reslib/201202/r896174_10774712.pdf

Australian Broadcasting Commission (ABC). (2012). Playschool Theme Notes Series 271: Let’s Find Out. Retrieved from http://www.abc.net.au/reslib/201202/r896174_10774712.pdf

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au

Australian Government. (2013, July). Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach (A position paper). Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/STEMstrategy290713FINALweb.pdf

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. National Science Teachers Association.

Nationalacademies. (2014, March 6). STEM Integration in K-12 Education [Video file]. Retrieved from https://www.youtube.com/watch?v=AlPJ48simtE

Sesame Street in Communities. (2013, September 23). Preview – Sesame Street Little Discoverers: BIG FUN with Science, Math, and More! [Video file]. Retrieved from http://www.youtube.com/watch?v=K3T_rjN6pMU&list=PLQJaFRtaBs0o2Txl22Lg-ul7dddOUekvY&index=1

STEM to STEAM. (2014). STEM to STEAM. Retrieved from http://stemtosteam.org/

TEDx. (2014, January 22). From STEM to STEAM: Brent Bushnell and Eric Gradman at TEDxManhattanBeach [Video file]. Retrieved from http://www.youtube.com/watch?v=0rAbylCphUk

University of California Museum of Paleontology. (2014). Fueling technology. Understanding Science. Retrieved from http://undsci.berkeley.edu/article/whathassciencedone_02

University of California Museum of Paleontology. (2014). Science and technology on fast forward. Understanding Science. Retrieved from http://undsci.berkeley.edu/article/0_0_0/whathassciencedone_03

White, H. (2010). STEAM. Retrieved from http://steam-notstem.com

Week 1 reference list

Australian Broadcasting Commission (ABC). (2012). Playschool Theme Notes Series 252: Building. Retrieved from http://www.abc.net.au/reslib/201202/r896174_10774712.pdf

Australian Broadcasting Commission (ABC). (2012). Playschool Theme Notes Series 271: Let’s Find Out. Retrieved from http://www.abc.net.au/reslib/201202/r896174_10774712.pdf

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au

Australian Government. (2013, July). Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach (A position paper). Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/STEMstrategy290713FINALweb.pdf

Bybee, R. W. (2013). The Case for STEM Education: Challenges and Opportunities. National Science Teachers Association.

Nationalacademies. (2014, March 6). STEM Integration in K-12 Education [Video file]. Retrieved from https://www.youtube.com/watch?v=AlPJ48simtE

Sesame Street in Communities. (2013, September 23). Preview – Sesame Street Little Discoverers: BIG FUN with Science, Math, and More! [Video file]. Retrieved from http://www.youtube.com/watch?v=K3T_rjN6pMU&list=PLQJaFRtaBs0o2Txl22Lg-ul7dddOUekvY&index=1

STEM to STEAM. (2014). STEM to STEAM. Retrieved from http://stemtosteam.org/

TEDx. (2014, January 22). From STEM to STEAM: Brent Bushnell and Eric Gradman at TEDxManhattanBeach [Video file]. Retrieved from http://www.youtube.com/watch?v=0rAbylCphUk

University of California Museum of Paleontology. (2014). Fueling technology. Understanding Science. Retrieved from http://undsci.berkeley.edu/article/whathassciencedone_02

University of California Museum of Paleontology. (2014). Science and technology on fast forward. Understanding Science. Retrieved from http://undsci.berkeley.edu/article/0_0_0/whathassciencedone_03

White, H. (2010). STEAM. Retrieved from http://steam-notstem.com

Week 2 what is technology

Technology – a catalyst for social change

Over the next few weeks we examine the subject of technology and how it can be taught within a primary school context. Let’s first consider the broader concept of technology and why it is such an important part of our past, present and future lives.

The story of technology is the continual invention of new objects and materials in order to create solutions to our most basic problems. Flint stone knives were made to help us cut, while the wheel helped us transport heavy loads. Our ability to create and perfect the use of tools has been an integral part of human history for thousands of years. The list of historical changing technological inventions is extensive, including: the printing press, the combustion engine, and the silicon chip, to name but a few. Each wave of major technological change has become a catalyst for significant social change.

To see the impact of technological change on a familiar context, take a look at the The History of Household Technology (LibraryOfCongress, 2009) summarising how technology has changed domestic life over last 150 years.

As you watch the video, consider:

how the invention of household appliances created social change

why these inventions were solutions to social problems.

The introduction of new technology creates new opportunities and ways of thinking that are sometimes difficult to see beforehand. In our lifetime we have witnessed massive technological change through the exponential growth of the Internet and mobile communication. These have produced a new wave of social change that has led to the creation of new ways that we live and work.

Our role as educators

As educators, our role is to give our students the necessary skills that they will need in their future adult life, which includes the skills and knowledge that help them adapt to technological change. Becoming literate in the use of technology is an essential part of participating in the coming decades of the 21st century.

While having skills in using technology is very important, having a broader understanding of technology and its larger impact on the world will help students to ethically create their own preferred future; the future they would choose to see eventuate. We will look at this critical dimension in more detail in the last part of this week.

Before viewing the videos, A Day Made of Glass Extended Montage (5-minute – 2013) (Corning Incorporated, 2013), A Day Made of Glass 2: Same Day. Expanded Corning Vision (Corning Incorporated, 2012) and Microsoft’s Concept of How 2019 Will Look Like – Official Video(Mobilegeeks, 2011), consider the following:

What does the future hold for technology?

What might the adult lives of your student look like?

Why is it important to teach young children about technology?

Now take a look at the videos, as you imagine the not so distant future.

A life integrated with technology

In our introductory tab we have shown you a vision of the future as a high tech world of digital screens seamlessly integrated into every aspect of life. Now let’s try to develop a broader understanding of technology.

Which of the following items do you associate with technology?

Adapted from Fleer & Jane (2004, p.6)

GPS

Book

Cream

Stone Wall

Sandwich

Pegs

Paper clip

iPad

Laptop

Ice Cube

Laser pointer

You’re not there yet! When you have the correct answer, a green box will appear here.

Technology – some definitions

Let’s now build a broader image of technology by looking at few different working definitions:

According to the University of California Museum of Paleontology (2014) “anything we make or do that changes the natural world for our own purposes counts as technology.”

The Australian Academy of Technological Sciences and Engineering (ATSE) provides a particularly comprehensive definition of technology:

Technology is the outcome of creative thinking. It is about applying knowledge to solve everyday problems and to make the most of opportunities as they arise. It is about designing systems and machines to improve our lives and to make living easier. Technology is a way of thinking. It is all about using what is known to solve problems and make life easier and more exciting. Many technological solutions are called inventions. Technology is the process of designing and then making what has been designed. Knowledge and ideas are tested in practical ways, and then improved upon until the best solution is developed. Australian Academy of Technological Sciences and Engineering (ATSE, 2004)

The diagram Creating Solutions (ACARA, 2014) outlines the overarching ideas of teaching technology. As you can see, these ideas are shared across both Design and Technology and Digital Technology, reflecting how interconnected both subjects are. Over the next few weeks we will examine these overarching ideas in more detail to help us unpack how we will teach technology from F-6.

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In week 3 we will look at project management and design thinking

In week 4 we will look at computational thinking.

This week we explore the outer layer, the concept of ‘creating preferred futures’ and what this means for teaching and learning.

Creating solutions (2014)
<http://bit.ly/1pcCPf3>

Creating preferred futures

Young learners and technology

The overarching idea for both subjects within the AC: Technologies is for students to develop skills to enable them to create preferred futures:

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 (ACARA, 2014).

As a teacher you will help young learners develop their awareness of the impact of technology and its social, ethical, and environmental dimensions; enabling them to develop a critical perspective on technology.

Developing a critical perspective of the impact of technology?

Technology amplifies the ‘best’ and ‘worst’ aspects of human activity. At its ‘best’, new technology has enabled us to connect people and ideas across vast distances, explore the corners universe, and help to save lives through innovative new medicines and medical devices – to name but a few of its positive uses. At its worst, technology has also given us the power to destroy the planet multiples times over. While a lack of access to technology exacerbates inequality, raising questions about how technology is shared both locally and globally.

Part of learning about technology and its place in society in 21st century, is developing a critical perspective on how it is used and for what purposes. This is about developing a balanced view of what happens when technology is applied to the real world. This involves young learners developing a critical appreciation of technologies and its impact on people and the environment. Even at a primary school level it is possible to talk generally about issues associated with technology and the production of technological services and goods.

Using broad guiding questions can help young learners develop their awareness of technology’s impact on others. Teaching strategies should try to connect broader issues back to the lives of students. Useful guided questions might include:

What impact does this technology have on myself, on my family and friends, on other people in other countries?

How does this affect the world around me, and the environment I live in, and the environment other people live in?

Readings

Read Technology is really a way of thinking, pp. 1-6, for further discussion by the ATSE (2004) on technology.

Also this week, read Chapter 1: The nature of technology and technological knowledge (Fleer & Jane, 2011, pp. 1-29).

Think about the following questions as you are reading:

What do Fleer & Jane mean by appropriate technology?

This reading is now a couple of years old – have there been any significant changes that are not addressed by this reading?

Have your understandings of technology changed after this week?

Technology is deeply intertwined with human history

By learning about and how to use technologies, connects young learners with an important human activity that is deeply intertwined with human history. Click the Demonstrate tab to work together to develop a timeline of contemporary, traditional and emerging technologies.

Week 2 reference page

Week 2

Australian Curriculum and Assessment Reporting Authority (ACARA). (2013, February). Draft Australian Curriculum: Technologies. Retrieved from http://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf

Australian Academy of Technological Sciences and Engineering (ATSE). (2004). Technology is really a way of thinking.  Retrieved from http://www.atse.org.au/Documents/Publications/Reports/Education/ATSE%20Technology%20Education%20A%20Way%20of%20Thinking%202004.pdf

Corning Incorporated. (2013, May 1). A Day Made of Glass Extended Montage (5-minute – 2013) [Video file]. Retrieved from https://www.youtube.com/watch?v=PfgmlVxLC9w

Corning Incorporated. (2012, February 2). A Day Made of Glass 2: Same Day. Expanded Corning Vision (2012) [Video file]. Retrieved from https://www.youtube.com/watch?v=jZkHpNnXLB0

Fleer M. & Jane, B. (2011). The nature of technology and technological knowledge. Frenchs Forest, N.S.W.: Pearson Education.

Library of Congress. (2009, June 8). The History of Household Technology [Video file]. Retrieved from https://www.youtube.com/watch?v=DOo92Vu9PZo

Maintenance Technology. (2014). Possible, Probable, Preferred. Retrieved from http://www.maintenancetechnology.com/2001/10/possible-probable-preferred

Mobilegeeks. (2011, October 27). Microsoft’s Concept of How 2019 Will Look Like – Official Video [Video file]. Retrieved from https://www.youtube.com/watch?v=bwj2s_5e12U

University of California Museum of Paleontology. (2014). Fueling technology. Understanding Science.  Retrieved from http://undsci.berkeley.edu/article/whathassciencedone_02

Images

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Creating solutions. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale

Week 3: Technology curricula in Australia

Design and Technology and Digital Technology

Last week we looked at the essential nature of technology in everyday life. This week we will look the two different technological areas of Design and Technology and Digital Technology.

Living in a world of Design and Technology

Design and Technology are present behind every human made environment. If you live in a town or city, just walking down your street you will find yourself surrounded by spaces and buildings that were designed and built using multiple forms of technology. Design and Technology shapes what we wear; what we eat; the objects that we use to move us from place to place.

The technology that you see around you is the physical realisation of the concepts and ideas created in the design process. These are the solutions that have been made to meet our particular purposes and needs. It is this design process that we will be exploring more fully over this week.  In particular we will explore the relationship between Design and Technology, and how they need to be seen as inseparably interlinked ideas

Let’s begin this week by watching the video What is design? produced by the UK Design Council (Lightweight Media, 2010). As you watch, think about this question: Why is it important to describe design as a verb?

Design Council: What is design? (2010)
<http://vimeo.com/5820010>

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What is Digital Literacy?

Watch this short video on the concept of Digital Literacy. Being literate essentially means being competent in the use of a particular set of knowledge and skills. As we will explore this week, being digitally literate has become an increasingly important part of participating in our society.

As you watch the video What is digital literacy? (ITFutures, 2014), consider these two questions:

Why is digital literacy so important to today’s young learners?

What has changed to make digital literacy so important?

What is digital literacy (2014)
<http://bit.ly/1piYCSo>

The early decades of the 21st century have witnessed an incredible surge in interconnection and information sharing across the world, facilitated by advances in Internet and mobile technology. More people have access to more information than ever before, a trend that is predicted to grow exponentially into the foreseeable future. This wave of technological change has impacted all aspects of human existence; generating new ways of doing old tasks – the online learning that you are currently partaking in is just one somewhat obvious example.

As our lives become more and more intertwined with Digital Technology, access to the internet and information sharing has begun to be considered a basic right, similar to the way we think about access to food and water (United Nations General Assembly, 2011).

The impact on society resulting from these rapid technological changes has made learning about Digital Technology essential knowledge and skills. However, in order to fully participate in the future, younger learners require not only technical knowledge, but key transferable skills that make them adaptive to the changing future. This also necessitates that students develop critical reflective skills that help their awareness of the consequences of Digital Technology, empowering them to make more responsible choices about its use.

Please note The Australian Curriculum: Technologies area is yet to be formally endorsed and is currently available for States/Territories to begin the process of implementation. We realise that each state will be at very different stages of this process. However, regardless of your State or Territories progress, our goal has been to use the curriculum documentation to provide you with an understanding of age appropriate learning examples.

Let’s look at the technologies curricula in detail

Note that there are two tabs to Investigate each of the AC Technologies curricula this week.

Why is it important to study Design and Technology?

Learning about the importance of Design and Technology empowers young learners to have a greater understanding of the material world that they exist within.

“…the made world is a very significant part of life for most children and adults. Through D&T, children can begin to understand the made world and have well-founded confidence in dealing with issues in it “ (Newton, 2005, p.5).

Students also develop an appreciation of how Design and Technology create solutions to problems, and is a powerful tool to reshape the environments and objects that they use everyday.

Why are Design and Technology taught together?

Design and Technology are inseparably interlinked ideas. One way of looking at this relationship is to think about technology as the realised solutions created in the design process. Improvements in technology are the successful result of the design process finding the most effective solution to a problem.

Teaching Design and Technology in primary school

So how do we translate these conceptual ideas about Design and Technology into authentic classroom practice? And what does this mean for teaching Design and Technology across F-6. According to the Australian Curriculum, students studying Design and Technology:

“use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities” (ACARA, 2014)

Watch the short introductory video Design and Technologies: An Introduction (ACARAeduau, 2014).

Design and Technologies: An Introduction (2014)
<http://bit.ly/1qVuh05>

Design and Technology covers both traditional contemporary and emerging technologies. This covers a wide range of materials from a diverse selection of industries. As a snapshot, to help you get an impression of the subject, activities covered by the Design and Technology curriculum at primary school level include investigating Design and Technology concepts in:

Food production

Clothing and clothing materials

Household consumer products

Sustainable houses

Transportation vehicles.

How is the curriculum organised?

Let’s have a basic look at some of the important organizing elements of the AC: Design and Technology subject. Like many other Australian curriculum subjects, Design and Technology comprises of two interrelated strands. These are: Design and Technologies Knowledge and Understanding and Design and Technology Process and Production Skills. The accompanying table should help to develop your understanding of how they are related within the curriculum.

Take some time to explore the curriculum page yourself. However, as we have stated before, at the time this unit was written the technology subjects in the Australian Curriculum were in the final stage of being officially endorsed.

Knowledge and Understanding

Processes and Production Skills

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.

Creating designed solutions by:

investigating

generating

producing

evaluating

collaborating and managing.

Curriculum organisation (Australian Curriculum Design & Technologies n.d.)

<http://bit.ly/1vQlShP>

Learning in Design and Technologies

In studying Design and Technology younger learners develop an awareness of the systematic process involved in the creation of products:

“Students learn about technologies and society through different technologies contexts (knowledge and understanding) as they create designed solutions (processes and production skills)” (ACARA, 2014).

It is important that students have and opportunity to engage in the design process:

“In Design and Technologies students are actively engaged in the processes of creating designed solutions for personal, domestic, commercial and global settings for sustainable and preferred futures” (ACARA, 2014).

There are two important components to teaching Design and Technology. These are Project Management and Design Thinking.

Project management

Project management develops student understanding of how to manage projects through to completion, this involves learning how to plan, organize, and monitor activities. Project management also includes considering constraints, assessing risks, and developing an understanding of the wider impact of the design solutions.

Design Thinking

Explaining the design process

Let’s spend some time exploring design thinking. This is the systematic approach to design that sequentially works through a process to arrive at a solution to an existing problem. To help you teach Design and Technology it is a good idea to have a strong understanding of the design process. The key point we hope you have gained from the introductory video is that when we talk about design, we are talking about an active and sequential practice. Watch Jonathan Ive in the video Design – Apple Mac (Sambaza2, 2011), Apple’s head industrial Designer who created the iPod, iMac, and iPhone, describe the design process.

Design – Apple Mac (2011)
<http://bit.ly/1wlora9>

Let’s try and summarise the design process and its different component parts. The accompanying model sums up the design process into three stages. While more complex models exist, this conception of the design process will help you to teach design thinking to younger learners. The conceptual process of designing is succinctly summed up in this 3-stage model:

Discovery phase

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In this phase the ‘problem’ or need is identified (discovered) and systematically evaluated.

Identify the need

Consider the end user

Take into account resources needed

Review ethical and environmental impact

Questions you might use at this stage:

What problem needs a new design solution?

Who will use this new design solution?

How will it benefit them?

Ideation phase

Production phase

Evaluation phase

Adapted from the NSW department of Education and Communities (2011)

Explore Design Challenge Learning, a website from the Tech Museum of Innovation in Silicon Valley, which outlines what they describe as Design Challenge Learning for some exciting examples of Design and Technology learning experiences.

Questions to consider

How does their model compare to the one we have presented?

How do their learning experiences combine Science and Technology?

What does Design and Technology look like in the classroom?

As students progress through primary school, they incrementally develop their Design and Technology knowledge and skills across three year level bands: F-2, years 3-4, and years 5-6. Let’s examine the accompanying table showing a small selection of content descriptions and elaboration examples. While the table below doesn’t include all the content descriptions and elaborations within Design and Technology, hopefully, it will help you to develop a practical image of the type of activities for primary students appropriate to each year level from F-6.

Scope and Sequence

To further help you understand what teaching Design and Technology looks like at a primary school level have a look at the Australian Curriculum scope and sequence chart (ACARA, 2014) for this learning area.

Alternatively do a wider exploration of the overview and curriculum (ACARA, 2014) online.

As you explore take note of:

the three band structure F-2, 3-4, 5-6

the content structure

the relationship between technologies and society and technologies contexts

the teaching of Design Thinking

how the concept of preferable futures is embedded within this learning area.

Years F-2

Content Description

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating.

Use materials, components, tools, equipment and techniques to safely make designed solutions.

Elaborations

Identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers.

Using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment.

Years 3-4

Years 5-6

These examples have been directly taken from the AC: Design and Technology (ACARA, 2014)

Going further

For inspiration on exciting new design, and the role of design in creating preferred futures, watch the following short video clips showing architecture that makes use of contemporary technology. The first clip, About Zaha Hadid (1000museum, 2013) is about internationally famous architect Zaha Hadid. In it you will see how her buildings have been created with the aid of new technology. The second clip, Radiant Lines by Asif Khan (Federation Square, 2014), is of architect Asif Khan talking about his pavilion made of moving lights.

Radiant Lines by Asif Khan (2014)
<http://bit.ly/Xsvx0i>

About Zaha Hadid (2013)
<http://bit.ly/1s4l1KC>

Radiant Lines by Asif Khan (2014)
<http://bit.ly/Xsvx0i>

About Zaha Hadid (2013)
<http://bit.ly/1s4l1KC>

Let’s continue our exploration

Now dive in to learn more about the other Technologies curriculum: Digital Technologies.

Learning in Digital Technologies

The broader purpose of learning about technology is to develop the students’ ability to creatively problem solve using systematic and sequential processes, skills that are vital in order to be successful in the 21st century. Studying digital technology shares some broad similarities with design and technology in its focus on developing students’ problem solving skills.

In Digital Technologies, students will assess the role of contemporary and emerging digital technologies in creating more sustainable patterns of living including technologies used to: manage and monitor natural, managed, constructed and digital environments; model data and identify trends; control conditions and machinery to enable systematic increases in productivity and significant reductions and efficiencies; and facilitate social interaction and the development of ethical forms of entertainment that develop world views (ACARA, 2012).

How do you teach Digital Technology a primary school level?

As students progress through primary school, they incrementally develop their Digital Technology knowledge and skills across three year level bands: F-2, years 3-4, and years 5-6.

Teaching Digital Technology at a primary school level is mostly integrated with other subject areas so that the skills and knowledge in this subject are developed in conjunction with other learning areas.

However, it is important you understand the distinctive knowledge and skills that are important to Digital Technology, as this will enable you to draw out important learning concepts particular to the subject that will be progressively built on over the course of their school life.

Problem solving is a key skill highlighted within Digital Technologies in the Australian Curriculum (2014), with an emphasis on designing, implementing and evaluating digital solutions. Students are taught to create and share information using Digital Technology to support their learning investigations.

As a useful overview, watch this short introductory video on Digital Technologies in the Australian Curriculum (ACARA, 2014).

Consider some of the following questions as you watch:

Why do we need to ‘future proof’ the curriculum?

Why are some attitudinal dispositions seen as important in learning Digital Technology skills?

Why is it important to give student multiple opportunities to experience the subject?

Digital Technologies: An introduction (2014)
<http://bit.ly/1qXTHKD>

So what are the key features of Digital Technology?

According to ACARA (2014), in studying Digital Technologies students use computational thinking and information systems to design and implement digital solutions. To illustrate what this might look like at primary school level, one example activity is for year 2 students to create a multimedia class profile that includes a photo of each student, a personal audio recording and a written message. This activity develops an awareness of digital systems through the use of hardware such as a digital camera, as well as using basic computational thinking to plan, organise and systematically arrange various forms of data on each student.

The broad aim of Digital Technology is for students to:

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Design and manage innovative digital solutions

Use computational thinking and data collection to create digital solutions

Confidently use digital systems to transform data into information

Use protocols safely and ethically

Develop their awareness of systems thinking and how information system impact on society (ACARA, 2014).

Support with key terms and concepts

The Australian Curriculum outlines a series of key concepts that underpin the Digital Technologies subject. These establish a way of thinking about problems, opportunities and information systems and provide a framework for building knowledge and skills.

Initially some of these terms may seem intimidating. The following section will help develop your confidence with these concepts and provide you with resources to support your future teaching practice.

The following table includes definitions of some of the key terms and concepts identified in AC: Digital Technology (ACARA, 2014) as being integral to the development of understanding within this learning area. We suggest you explore these terms and definitions more extensively.

Key concepts

Definitions

Digital systems

Digital hardware and software components (internal and external) used to transform data into digital solutions. When digital systems are connected they form a network.

Algorithm

A description of the steps and decisions required to solve a problem.

Peripheral devices

Digital components that can be connected to a digital system but are not essential to the system, for example printer, scanner, digital camera.

Information systems

The combination of digital hardware and software components (digital systems), data, processes and people that interact to create, control and communicate information.

Computational thinking

A problem-solving method that involves various techniques and strategies in order to solve problems that can be implemented by digital technologies, such as organising data logically, breaking down problems into components, and the design and use of algorithms, patterns and models.

Data

In Digital Technologies, numbers, characters, images, symbols and sounds that can be manipulated, stored and communicated by digital systems.

Defining Computational Thinking

One of the core skills within Digital Technology is computational thinking. Computational thinking involves problem-solving using a variety of strategies that can be implemented by digital technologies. Two features of computational thinking are the logical organization of data, and the simplification of problems into components parts. Computational thinking uses abstract thinking patterns, models and algorithms, which are the ordered sequence of steps that you need to follow in order to arrive at a solution (ACARA, 2014).

Look at Exploring Computational Thinking (Google, 2012) for an expanded example of computational thinking.

Then watch the video Solving Problems at Google Using Computational Thinking (Google for Eduction, 2012).

Solving Problems at Google Using Computational Thinking (2012)

The key attributes of computational thinking are:

Decomposition:

This is the ability to break down a task into small pieces.

Algorithm Design:

This is the ability to create a step-by-step strategy for solving a problem.

Pattern generalisation and abstraction:

This is a process for representing an idea or a process in general terms.

Pattern Recognition

This is the ability to notice similarities or common differences that will help make predictions (Google, 2012).

h4>What does Digital Technology look like in the classroom?

So what does teaching Digital Technology look like in a primary school classroom?

Let’s examine the accompanying table showing a small cross section of content descriptions and elaboration examples. While the table below doesn’t include all the content descriptions and elaborations within Digital Technology, hopefully, it will help you to develop a practical image of the type of activities for primary students appropriate to each year levels from F-6.

Scope and Sequence

To further help you understand what teaching Digital Technology looks like at a primary school level, have a look at the Australian Curriculum: Digital Technology Scope and Sequence Chart (ACARA, 2014).

Alternatively do a wider exploration of the overview and curriculum (ACARA, 2014).

As you explore take note of:

the three band structure F-2, 3-4, 5-6

the content structure

digital solutions

how the concept of preferable futures is embedded within this learning area.

Years F-2

Digital technologies knowledge

Content Description

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams.

Elaborations

sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols.

Digital Technologies Processes and Production Skills

Content Description

Work with others to create and organise ideas and information using information systems, and share these with known people in safe online environments.

Elaborations

using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message.

Years 3-4

Years 5-6

AC: Digital Technology (ACARA, 2014)

Learning about the impact of Digital Technology

Teaching students about Digital citizenship

For the last part of this week, we will focus on teaching safe digital practices.

Fostering an awareness of the responsible use of Digital Technology is an important part of teaching Digital Technology to young learners. This goes beyond guiding your students on how to use safe practices online, and involves you helping them to develop a deeper understanding of what is termed Digital citizenship.

The norms of appropriate, responsible behaviour with regard to the use of digital technologies. This involves using digital technologies effectively and not misusing them to disadvantage others.

Digital citizenship includes appropriate online etiquette, literacy in how digital technologies work and how to use them, an understanding of ethics and related law, knowing how to stay safe online, and advice on related health and safety issues. (ACARA, 2014).

Digital Safety

Developing a sense of digital safety is about helping your students to understand that their actions have wider consequences.

In particular two key considerations are that students should have are:

Awareness of passwords and how someone else may misuse them.

Awareness of how online material may affect others.

Explore the following website developed by the Australian Communications and Media Authority (2014) cyber(smart:) which includes resources and support for cyber safety and digital citizenship.

This Northern Territory Department of Education (2011) webpage Acceptable computer & internet usage agreement for students will further help you get an overview of the safe digital practices.

Going further

As an extension activity, watch the following two videos.

Firstly, the TEDx talk video, TEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies (Tedx, 2012) explores how digital literacies evolve and change. The second short video, What Is The Value Of Digital Technology In The Classroom? (tvo parents, 2013) shows how digital knowledge can be used in combination with physical materials to enhance the learning experience. In particular, in this second video, look at how the educator combines touch technology with kinesthetic play.

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<figcaptionTEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies (2012)
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TEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies (2012)
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<figcaptionTEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies (2012)
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TEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies (2012)
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So where does this put you?

It’s time to focus on Assessment 1: Folio: Teaching resources. Head over to the Demonstrate tab to put design thinking in action and get some ideas going for the assessment.

Week 3 reference list

Week 3

1000museum. (2013, February 27). About Zaha Hadid [Video file]. Retrieved from https://www.youtube.com/watch?v=T1s0x5jmggo

Australian Curriculum and Assessment Reporting Authority (ACARA). (2012). The Shape of the Australian Curriculum: Technologies. Retrieved from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf#search=impact%20the%20present%20or%20future%20society

ACARAeduau. (2014, April 2). Digital Technologies: An Introduction [Video file]. Retrieved from https://www.youtube.com/watch?v=CMUkJ3qLoVw

ACARAeduau. (2014, April 2). Design and Technologies: An Introduction [Video file]. Retrieved from https://www.youtube.com/watch?v=_lvhU_CVJHo

Australian Curriculum Design & Technologies (n.d.). Overview. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/content-structure

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Design and Technologies: Curriculum. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10?layout=1

Australian Curriculum and Assessment Reporting Authority (ACARA). (2014). Design and Technologies Foundation to Year 10 scope and sequence. Retrieved from http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&s=DE&e=ScopeAndSequence

Australian Communications and Media Authority. (2014). CyberSmart. Retrieved from http://www.cybersmart.gov.au/default.aspx

Federation Square. (2014). Radiant Lines by Asif Khan [Video file]. Retrieved from http://vimeo.com/97203215

Google. (2012). Exploring Computational Thinking. Retrieved from https://www.google.com/edu/computational-thinking/what-is-ct.html

Google for Education. (2012, June 22). Solving Problems at Google Using Computational Thinking [Video file]. Retrieved http://youtu.be/SVVB5RQfYxk

ITFutures. (2014, January 11). What is digital literacy? [Video file]. Retrieved from http://www.youtube.com/watch?v=ESSIcLO3Z_Q&feature=youtu.be

Lightweight Media. (2010). Design Council: What is design? [Video file]. Retrieved from http://vimeo.com/5820010

Newton, D. (2005). Teaching Design and Technology 3 – 11. London: Sage Publications.

Northern Territory Government of Australia. (2011). Acceptable computer & internet usage agreement for students. Retrieved from http://www.ict.schools.nt.gov.au/acceptableuse.htm

NSW Department of Education and Communities. (2011). Technology process. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/designproduce/tech_process.htm

Sambaza2. (2011, May 18). Design – Apple Mac [Video file]. Retrieved from https://www.youtube.com/watch?v=3q6ULOT9Q4M

TEDx. (2012, March 22). TEDxWarwick – Doug Belshaw – The Essential Elements of Digital Literacies [Video file]. Retrieved from https://www.youtube.com/watch?v=A8yQPoTcZ78

tvo parents. (2013, April 23). What Is The Value Of Digital Technology In The Classroom? [Video file]. Retrieved from https://www.youtube.com/watch?v=CKDnPIQYU30

United Nations General Assembly. (2011). Report of the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression, Frank La Rue.  Retrieved from http://www2.ohchr.org/english/bodies/hrcouncil/docs/17session/A.HRC.17.27_en.pdf

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