READING MATERIAL Week 1 Why teach Science and Technology togethe.docx

READING MATERIAL
Week 1 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
· 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.
*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 videosThe
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
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=PLQJaF
RtaBs0o2Txl22Lg-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

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.comWeek 1 reference list
Australian Broadcasting Commission (ABC). (2012). Playschool
Theme Notes Series 252: Building.Retrieved from
Australian Broadcasting Commission (ABC). (2012).
Playschool Theme Notes Series 271: Let’s Find Out.Retrieved
from
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=PLQJaF
RtaBs0o2Txl22Lg-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

http://www.youtube.com/watch?v=0rAbylCphUk
http://undsci.berkeley.edu/article/whathassciencedone_02
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

Solution
s(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.
· 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 futuresYoung 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
(ACARA). (2013, February). Draft Australian Curriculum:
Technologies. Retrieved from
http://consultation.australiancurriculum.edu.au/Static/docs/Tech
nologies/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/Educati
on/ATSE%20Technology%20Education%20A%20Way%20of%2
0Thinking%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
http://undsci.berkeley.edu/article/whathassciencedone_02Image
s
(ACARA). (2014). Creating solutions. Retrieved from
http://www.australiancurriculum.edu.au/technologies/rationale
Week 3: Technology curricula in AustraliaDesign 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>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 ThinkingExplaining 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
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 phaseProduction phaseEvaluation 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-2Content 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 3-4Years 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:
· 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 3-4Years 5-6
AC: Digital Technology (ACARA, 2014)Learning about the
impact of Digital TechnologyTeaching 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.

· <figcaptionTEDxWarwick - Doug Belshaw - The Essential
Elements of Digital Literacies
(2012)<http://bit.ly/1qY4xAe></figcaption
· TEDxWarwick - Doug Belshaw - The Essential Elements of
Digital Literacies (2012)<http://bit.ly/1qY4xAe>
· <figcaptionTEDxWarwick - Doug Belshaw - The Essential
Elements of Digital Literacies
(2012)<http://bit.ly/1qY4xAe></figcaption
· TEDxWarwick - Doug Belshaw - The Essential Elements of
Digital Literacies (2012)<http://bit.ly/1qY4xAe>
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
https://www.youtube.com/watch?v=T1s0x5jmggo
(ACARA). (2012). The Shape of the Australian Curriculum:
Technologies.Retrieved from
http://www.acara.edu.au/verve/_resources/Shape_of_the_Austra
lian_Curriculum_-_Technologies_-
_August_2012.pdf#search=impact%20the%20present%20or%20f

uture%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
(ACARA). (2014). Design and Technologies:
Curriculum.Retrieved from
http://www.australiancurriculum.edu.au/technologies/design-
and-technologies/Curriculum/F-10?layout=1
(ACARA). (2014). Design and Technologies Foundation to Year
10 scope and sequence. Retrieved from
http://www.australiancurriculum.edu.au/Australian%20Curricul
um.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
http://www.youtube.com/watch?v=ESSIcLO3Z_Q&feature=yout
u.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/designprod
uce/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
Assessment 1 science and technology
Setting the scene Teachers regularly create resources for
teaching, whether they be tangible objects, such as posters or
flashcards, or multimedia objects such as online resources or
videos. A key consideration when producing and using
resources is the ability to determine their quality and
appropriateness for the teaching and learning of a concept for a
particular age group. Among collaborative teaching teams, this

assures that resources produced could be confidently utilised by
colleagues within the year level, as part of a unit of work, for
example.
This assessment gives you an opportunity to showcase your
capability in using Information and Communication
Technologies (ICT) to produce two short videos, while
demonstrating your ability to design video teaching resources
that are appropriate to the year level grouping. This helps you
develop your communication skills for primary-aged audiences
and ability to analyse the quality and usefulness of video
resources for teaching.
The corresponding rationales for each of the videos provide an
explanation of how the teaching of the concepts (modelled in
the videos) would be positioned within a lesson, wider unit
sequence, employ effective pedagogy and are engaging,
inclusive, and model safe practices.
Assessment overview
In this assessment you are required to create two videos. One
video must introduce a Digital Technology concept, and the
other a Design and Technology concept, according to the year
groupings as outlined below.
This is an opportunity to be creative; however, the concepts you
cover must align with a content description from the Australian
Curriculum: Technologies (ACARA, 2014). Assume that you
should be with the class when the video resource is being

played.
Assessment details
Videos The two videos you create should be able to be used to
demonstrate a concept from within the AC: Technologies to a
class of students from the year groupings outlined:
• 1 x video teaching resource for Design and technology:
Foundation to Year 2
• 1 x video teaching resource for Digital technology: Year 3-6.
Ensure that the videos:
• match the concept to the appropriate curriculum and age
group
• Accurately present the concept
• are engaging, inclusive and model safe practices.
Written rationale
Submit an 800 word rationale for each video, which explains:
• how the video supports the learning of the concept
• how the video could be used in an individual lesson and where
it might fit within a unit sequence (using the 5E or PBL
approach, for example)
• how the approach you’ve used to present the concept in the
video is underpinned by effective pedagogy
• why the approach you have chosen is engaging, inclusive and
demonstrates appropriate safe practices.
You are expected to draw on unit learning materials and wider
research, cite these in APA style and include a reference list

(not included in the word count).
To be able to pass this must achieve
Video
The video demonstrates innovative and original choices that
have been carefully chosen to effectively and accurately present
technological concepts matched to AC documentation and
engage your target year level.
1. Go here -
http://www.australiancurriculum.edu.au/technologies/content
2. The Australian Curriculum: Technologies comprises two
subjects
1. Design and Technologies - in which students use design
thinking and technologies to generate and produce designed
solutions for authentic needs and opportunities.
2. Digital Technologies - in which students use computational
thinking and information systems to define, design and
implement digital solutions.
3. Tip - You could also search on YouTube for some children's
science and technology videos for presentation ideas. There is a
lot of stuff on the web so have a look for ideas.
4. Go here - working with video guidelines
5. Using YouTube means we don’t require a login – please don’t
submit something that requires a login
6. The only guideline on technology you use is that it can be
viewed in a ordinary classroom

7. If you want to use something special software to demonstrate
your ideas – it may be best to screen capture your presentation
with voice and upload the weblink to YouTube so we can access
them.
Technology ideas
1. Online Animation tools
· Powtoon
· Moovly
2. Video capture tools
· Camtasia (iPAD)
· You tube video capture
3. Video Scribe
4. Shot clip
5. Kaltura
6. Online drawing tools which you can record
7. There are so many available tools so google it and find one
that suits you
8. Do students need to be in the video?
· Not necessarily. It is up to you – remember this will be
accessible on the web so do what you are comfortable with
9. Do we take different images from books, computer, resources
required for the resource and video them? Can you use the real
resources instead of image
· Original is always better – but reference what you use!
10. Do we add a voice over or do we speak during the video or

add music?
· Up to you to design
11. Can we meet more than one content descriptor if we so
wish?
· Definitely
Rationale
Your rationale demonstrates a sophisticated and insightful
reflective and critical analysis of your video submissions. This
is evident in the way you logically and meaningfully justify
your choices in relationship to contemporary pedagogy and
classroom practice. Your response purposefully integrates a
wide range of relevant academic readings to support your
discussion, showing evidence of a familiarity with current
research.
These are the examples from other students please watch
This is one on digital technology loaded onto youtube
https://www.youtube.com/watch?v=zLzgNE1TnCM
This one is done using Powtoon - which has been quite a
popular tool to use
http://www.powtoon.com/show/cbQp8Pt9iDG/oh-no-said-
crow/#/
This one using filming and editing technology and you can see
the student has put themselve in the video. This is not
mandatory, you can choose to be in the video if wish or do the

video another way.
https://www.youtube.com/watch?v=p2jovcV0H6I&feature=yout
u.be
You can see from these examples just how different students
approach the videos.

READING MATERIAL Week 1 Why teach Science and Technology togethe.docx

Recommended

Recommended

More Related Content

Similar to READING MATERIAL Week 1 Why teach Science and Technology togethe.docx

Similar to READING MATERIAL Week 1 Why teach Science and Technology togethe.docx (20)

More from catheryncouper

More from catheryncouper (20)

Recently uploaded

Recently uploaded (20)

READING MATERIAL Week 1 Why teach Science and Technology togethe.docx