What will the c2 c mean for it in the classroom?

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Keynote presentation made by Dr Jason Zagami to the Broadbeach SS ICT Conference 11 Feb 2012

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  • 1986 was Michagen State now at Stanford\n
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  • 2006 Michagen State\n
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  • students setting challenges for themselves\ndifference between game and assignment/test\n
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  • What will the c2 c mean for it in the classroom?

    1. 1. What will C2C mean for IT in the classroom?
    2. 2. Brad Paisley 3:19
    3. 3. Welcome to the future
    4. 4. Dr Jason Zagami Griffith University jason.zagami.info
    5. 5. What will C2C mean for IT in the classroom?
    6. 6. Computing in Australia
    7. 7. Computing in UniversitiesComputer Science Business Computing
    8. 8. Computing in SchoolsElectronic Learning Business Education Centres Centres
    9. 9. PracticalComputing Methods
    10. 10. InformationProcessing and Technology
    11. 11. InformationTechnology Systems
    12. 12. InformationTechnologies
    13. 13. Information andCommunicationTechnology and Design and Technology
    14. 14. TechnologyDesign and ICT?Technology
    15. 15. Design and ICT Lower SecondaryTechnology Subject Area Guidelines
    16. 16. Essential LearningTechnology ICT (Cross Curricula)
    17. 17. The distinction between the Computing disciplineas a learning area and ICT as a General Capability is that:
    18. 18. 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.
    19. 19. 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.
    20. 20. Educational Technologies
    21. 21. National Professional Standards for Teachers - ICT Elaborations
    22. 22. Lee Shulman
    23. 23. Technological Knowledge (TK)PedagogicalKnowledge (PK) Context
    24. 24. Technological Knowledge (TK) Content Knowledge (CK) Context
    25. 25. Technological Knowledge (TK)Pedagogical ContentKnowledge Knowledge (PK) (CK) Context
    26. 26. Technological Knowledge (TK)Pedagogical ContentKnowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
    27. 27. Matthew Koehler Punya Mishra
    28. 28. Technological Knowledge (TK)Pedagogical ContentKnowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
    29. 29. Technological Technological Knowledge Content (TK) Knowledge (TCK)Pedagogical ContentKnowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
    30. 30. Technological Technological Technological Pedagogical Knowledge Content Knowledge (TK) Knowledge (TPK) (TCK) Pedagogical Content Knowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
    31. 31. Technological Pedagogical Content Knowledge (TPCK)Technological Technological Technological Pedagogical Knowledge Content Knowledge (TK) Knowledge (TPK) (TCK) Pedagogical Content Knowledge Knowledge (PK) (CK) Pedagogical Content Knowledge (PCK) Context
    32. 32. TPACK
    33. 33. • TTF provided support for all 39• Australian Schools of Education• to align programs with ICT expectations of• 1. National Accreditation;• 2. National Teaching Standards; and• 3. the Australian Curriculum
    34. 34. Australian Curriculum
    35. 35. ICT General Capabilities
    36. 36. ICT continuum will be expanded from years 2, 6 and 10 to include years 4 and 8 in line with other continua
    37. 37. Technologies CurriculumDesign and Technology Digital Technologies
    38. 38. 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)
    39. 39. 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
    40. 40. 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.
    41. 41. 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.
    42. 42. 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.
    43. 43. 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.
    44. 44. 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.
    45. 45. 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.
    46. 46. TheAustralianDigitalEducationRevolution
    47. 47. “Learners, teachers and parents have access to resources, digital tools and agreed performancedata anywhere, anytime.” - Kevin Rudd
    48. 48. $41 million for online curriculum
    49. 49. Definition:n. one-to-one computingeach student has full-time access to a fully-functioning computer, the Internet,software, and online researchmaterials to work collaborativelyanytime and anywhere.
    50. 50. InteractiveWhiteboards
    51. 51. 1:38
    52. 52. Augmenting YourLearning Environment
    53. 53. 0:17
    54. 54. 1:30
    55. 55. 0:22
    56. 56. 0:40
    57. 57. Virtual Worlds
    58. 58. Quest Atlantis
    59. 59. Gaming
    60. 60. Online Games
    61. 61. Multiplayer Games
    62. 62. Peggy Sheehy
    63. 63. Play
    64. 64. Challenge
    65. 65. Reward
    66. 66. Leveling
    67. 67. ZPD
    68. 68. Creativity
    69. 69. Risk Taking
    70. 70. Rapid Problem Solving
    71. 71. Simulations
    72. 72. simschool.org
    73. 73. Wii
    74. 74. Neural Interfaces
    75. 75. Welcome to the future
    76. 76. Dr Jason Zagami Griffith University jason.zagami.info
    77. 77. Brad Paisley 3:08

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