National Agenda: ACARA
Brad Paisley   3:19
Welcome to the future
Dr Jason Zagami  Griffith University    jason.zagami.info
Computing in Australia
Computing in UniversitiesComputer Science   Business Computing
Computing in SchoolsElectronic Learning   Business Education      Centres              Centres
PracticalComputing Methods
InformationProcessing and  Technology
InformationTechnology  Systems
InformationTechnologies
Information andCommunicationTechnology and  Design and  Technology
TechnologyDesign and                          ICT?Technology
Design and   ICT Lower SecondaryTechnology       Subject Area                  Guidelines
Essential LearningTechnology               ICT                  (Cross Curricula)
The distinction between the Computing disciplineas a learning area and ICT as a General Capability                     is ...
The ICT General Capabilities encompasses what allstudents should know and be able to do with ICT, i.e.  the integrated use...
The Computing Discipline encompasses what allstudents should understand and be able to do so    that they can creatively a...
Educational Technologies
Australian Curriculum
ICT General Capabilities
Technologies CurriculumDesign and Technology Digital Technologies
Professor Lyndon Anderson,Dean Faculty of Arts and Design (Uni of Canberra)                    Writing teamProfessor Maril...
Hours per year of Digital Technologies  F-Y2   Y3-Y4   Y5-Y6   Y7-Y8    Y9      Y10 9-10    19-20   20-30 30-40     37-40 ...
To exploit the capacity of digital technologies while minimising the risks to themselves andothers, students will develop ...
Students will develop increasingly sophisticated skills in digital technologies processes  and production through creating...
preferred futures
develop solutions to problemseither by representing thesolution with a model orsimulation or by constructing aprototype or...
computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and ...
computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and ...
computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and ...
Digital technologies content in Years F–2 will provide opportunities for students to:• identify digital information and di...
methods of control
Digital technologies content in Years 3–4 will provide opportunities for students to:• identify some common forms of digit...
control using linear sequences of instructions
Digital technologies content in Years 5–6 will provide opportunities for students to:• make critical judgments about the u...
control using linear and looping sequences of instructions
Digital technologies content in Years 7–8 will provide opportunities for students to:• learn that digital information and ...
control them by linear, repeating and branching instructions
Digital technologies content in Years 9–10 will provide opportunities for students to:• consider a range of digital inform...
functions, procedures, devices and sequences of instructions
Digital technologies content in Years 11–12 will provide opportunities for students to:• explain the influence and constra...
developing increasingly sophisticated digital solutions for self-generated, multi- layered digital problems.
specialised applied contexts or systems and/or software engineering
TheAustralianDigitalEducationRevolution
“Learners, teachers and  parents have access to  resources, digital tools and agreed performancedata anywhere, anytime.”  ...
Welcome to the future
Dr Jason Zagami  Griffith University    jason.zagami.info
Brad Paisley   3:08
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
National Agenda ACARA
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National Agenda ACARA

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Report on the National Agenda: ACARA to the Queensland Society for Information Technology in Education (QSITE) board planning day by Dr Jason Zagami 25 February 2012 held at QUT

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National Agenda ACARA

  1. 1. National Agenda: ACARA
  2. 2. Brad Paisley 3:19
  3. 3. Welcome to the future
  4. 4. Dr Jason Zagami Griffith University jason.zagami.info
  5. 5. Computing in Australia
  6. 6. Computing in UniversitiesComputer Science Business Computing
  7. 7. Computing in SchoolsElectronic Learning Business Education Centres Centres
  8. 8. PracticalComputing Methods
  9. 9. InformationProcessing and Technology
  10. 10. InformationTechnology Systems
  11. 11. InformationTechnologies
  12. 12. Information andCommunicationTechnology and Design and Technology
  13. 13. TechnologyDesign and ICT?Technology
  14. 14. Design and ICT Lower SecondaryTechnology Subject Area Guidelines
  15. 15. Essential LearningTechnology ICT (Cross Curricula)
  16. 16. The distinction between the Computing disciplineas a learning area and ICT as a General Capability is that:
  17. 17. The ICT General Capabilities encompasses what allstudents should know and be able to do with ICT, i.e. the integrated use of computing in all learning areas. This is analogous with numeracy and literacy and represents a student’s general capacity to use computing.
  18. 18. The Computing Discipline encompasses what allstudents should understand and be able to do so that they can creatively and productively contribute in the modern world, understanding the underlying concepts of devices, systems, software and networks.
  19. 19. Educational Technologies
  20. 20. Australian Curriculum
  21. 21. ICT General Capabilities
  22. 22. Technologies CurriculumDesign and Technology Digital Technologies
  23. 23. Professor Lyndon Anderson,Dean Faculty of Arts and Design (Uni of Canberra) Writing teamProfessor Marilyn Fleer (Monash)Associate Professor Howard Middleton (Griffith)Associate Professor Paul Newhouse (Edith Cowan)
  24. 24. Hours per year of Digital Technologies F-Y2 Y3-Y4 Y5-Y6 Y7-Y8 Y9 Y10 9-10 19-20 20-30 30-40 37-40 35-38
  25. 25. To exploit the capacity of digital technologies while minimising the risks to themselves andothers, students will develop increasingly sophisticated knowledge and understanding,drawn from both contemporary and historical sources, of:• the range of digital information and systems, including their properties and characteristics• the ways in which digital information and systems can be combined and controlled to create solutions to problems and to identify new problems and innovations• the relationship and interconnectedness between the components of digital systems and digital information in real-world situations, taking into account social, legal and ethical considerations• the relationship between digital technologies, themselves, their communities (local and global), the factors that shape the development of these technologies and the impact of these technologies on individuals, groups, communities and the environment.
  26. 26. Students will develop increasingly sophisticated skills in digital technologies processes and production through creating digital information products, systems or software instructions to address digital problems. They will through investigation:• discuss and formulate the dimensions of the problem• take action to promote the use of digital technologies to support the evolution of preferred futures, including consideration of safety, security, values, beliefs and ethics• conduct research, generate ideas for digital solutions, analyse and organise data to inform their design thinking, and use an increasing variety of methods, techniques and forms to communicate this thinking• develop solutions to problems either by representing the solution with a model or simulation or by constructing a prototype or finished solution• evaluate solutions and processes against criteria or specifications• increasingly select and manage digital data, software and systems within constraints, and make decisions concerning appropriate techniques, processes, quality standards and testing• explore the capabilities of digital technologies for supporting creative, innovative and enterprising pursuits, including for personal expression, cultural and artistic activity, mathematical abstraction and logic, scientific and social invention, and complex algorithmic thought processes.
  27. 27. preferred futures
  28. 28. develop solutions to problemseither by representing thesolution with a model orsimulation or by constructing aprototype or finished solution
  29. 29. computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and understanding ofsystem hierarchies and relationships. It involves the thinkingthat is needed for problems to be expressed in a way that canbe processed by a computer. Students learn to formulateproblems, logically organise and analyse data, and representit in abstract forms such as data tables, digital graphs,spreadsheet models and animations. They automatesolutions through algorithmic and declarative logic anddetermine the best combinations of data, procedures, andhuman and physical resources to generate efficient andeffective information solutions.
  30. 30. computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and understanding ofsystem hierarchies and relationships. It involves the thinkingthat is needed for problems to be expressed in a way that canbe processed by a computer. Students learn to formulateproblems, logically organise and analyse data, and representit in abstract forms such as data tables, digital graphs,spreadsheet models and animations. They automatesolutions through algorithmic and declarative logic anddetermine the best combinations of data, procedures, andhuman and physical resources to generate efficient andeffective information solutions.
  31. 31. computational thinkingrecognition of patterns, mathematical processes, generationof modular and recursive structures, and understanding ofsystem hierarchies and relationships. It involves the thinkingthat is needed for problems to be expressed in a way that canbe processed by a computer. Students learn to formulateproblems, logically organise and analyse data, and representit in abstract forms such as data tables, digital graphs,spreadsheet models and animations. They automatesolutions through algorithmic and declarative logic anddetermine the best combinations of data, procedures, andhuman and physical resources to generate efficient andeffective information solutions.
  32. 32. Digital technologies content in Years F–2 will provide opportunities for students to:• identify digital information and digital systems that support personal, family and classroom needs, their main purposes, the impact on their lives and how some forms of digital information are transmitted• learn the common major components of the digital systems they use, their functions, simple terminology to describe them, and methods of control• explore some common ways in which digital technologies used in school and at home help meet the needs of self and familiar others, and the impact on their lives• investigate digital problems including common design features, and use these to develop and communicate design ideas using trial and error, drawings, discussion, or digital tools• plan, construct and evaluate digital solutions for particular purposes safely using a range of appropriate devices, software, functions and commands.
  33. 33. methods of control
  34. 34. Digital technologies content in Years 3–4 will provide opportunities for students to:• identify some common forms of digital information that local communities create and use, the intended purposes and how some are transmitted• investigate the use of common digital systems and typical cause and effect relationships between major components, and control using linear sequences of instructions• learn how the use of digital technologies meets the needs of some and not others• identify and communicate features of a digital problem, generate and evaluate design ideas for digital solutions, communicating this using trial and error, drawings, discussion and simple digital tools• plan, select and safely use a range of devices, software, functions and commands in digital environments• construct, modify and test creative digital solutions for particular purposes.
  35. 35. control using linear sequences of instructions
  36. 36. Digital technologies content in Years 5–6 will provide opportunities for students to:• make critical judgments about the use of everyday digital technologies including safety and ethical considerations• examine data organisation, uses and control through digital systems. from a personal and social perspective• identify the components of local systems and explain their functions and methods of connection, and control using linear and looping sequences of instructions• identify some factors that influence the design and use of common digital technologies considering the reasons why and for whom the technologies were developed• learn to deconstruct digital problems to identify key dimensions, compare common digital solutions and make decisions about fundamental design features• plan, select and safely use a range of devices, software, functions, commands and techniques in online and local digital environments to create, test, edit, troubleshoot and evaluate digital solutions and, in doing so, capture, access, store and present a range of information.
  37. 37. control using linear and looping sequences of instructions
  38. 38. Digital technologies content in Years 7–8 will provide opportunities for students to:• learn that digital information and systems are designed to meet criteria for particular purposes and/or audiences• apply principles of systems thinking to investigate commonly used digital systems and control them by linear, repeating and branching instructions• learn about the influence of scientific developments and societal needs, beliefs and values on the evolving design and use of digital technologies• apply creativity, innovation, enterprise and project management skills in the use of digital technologies. when defining, deconstructing and researching digital problems• collect and analyse relevant data with increasing independence and collaboration, and safely use a range of processes, hardware and software to model, construct, test and evaluate digital solutions to specified quality.
  39. 39. control them by linear, repeating and branching instructions
  40. 40. Digital technologies content in Years 9–10 will provide opportunities for students to:• consider a range of digital information forms that are designed, transformed and produced to meet technical, functional, social, economic and aesthetic criteria• learn about the nature, structure, operation, control and evaluation of a range of common digital systems that include subsystems• consider input, processes and output, and the effect on the performance of digital solutions from changes to functions, procedures, devices and sequences of instructions• evaluate the ethical, social and sustainability risks of particular digital technologies and environments, and security strategies and protocols to protect information, rights, identity and personal safety• understand the value of, and be able to apply creativity, innovation, collaboration, project management and enterprise skills in, the development of digital solutions• critique digital problems, collect and analyse relevant data, generate and communicate ideas, create, construct and test digital solutions• work both independently and collaboratively using a range of skills and processes to select and safely use appropriate digital information and systems optimised to suit specific tasks, purposes and contexts.
  41. 41. functions, procedures, devices and sequences of instructions
  42. 42. Digital technologies content in Years 11–12 will provide opportunities for students to:• explain the influence and constraints of the nature and design of particular digital systems on the techniques used, and the conventions applied to structure digital information• learn about specialised digital systems and how the components interact within the system and with an environment• analyse in terms of social, economic and environmental costs and benefits, the emergence and application of specialised digital technologies and the influence of the beliefs and values of stakeholders on their design• consider the connections between current studies in digital technologies, further studies and employment• apply creativity, innovation, enterprise and project management skills when developing increasingly sophisticated digital solutions for self-generated, multi-layered digital problems. The problems will be associated with specialised applied contexts or systems and/or software engineering and students will consider safety and security• create, test and justify detailed designs, demonstrate algorithmic thinking, generate data to resolve design problems, and use common methods of communicating thinking, including the use of symbols, graphics and technical languages• use effective project management techniques, optimise the operation and outputs of a range of digital systems, and prepare a range of reports.
  43. 43. developing increasingly sophisticated digital solutions for self-generated, multi- layered digital problems.
  44. 44. specialised applied contexts or systems and/or software engineering
  45. 45. TheAustralianDigitalEducationRevolution
  46. 46. “Learners, teachers and parents have access to resources, digital tools and agreed performancedata anywhere, anytime.” - Kevin Rudd
  47. 47. Welcome to the future
  48. 48. Dr Jason Zagami Griffith University jason.zagami.info
  49. 49. Brad Paisley 3:08
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