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Teaching Digital Technologies through Design (QUT Pedagogy Exchange)

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How can Australian teachers teach Digital Technologies (digitech) through the design process? It's a natural fit!

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Teaching Digital Technologies through Design (QUT Pedagogy Exchange)

  1. 1. Teaching Digital Technologies through Design Natalie Wright (QUT Creative Industries Faculty) Dr Nick Kelly (QUT Science & Engineering Faculty) Dana Holden (Kedron State High School) Nicola Flanagan (Oakleigh State School) CRICOS No: 00213J Cultivating Critical and Creative Thinking with the Digital Technologies Curriculum
  2. 2. Focus our thinking to solve everyday problems Find information about our problem Consider alternatives Decide what to do Do it Ask if we are satisfied with the results? …if not, try again Learn through the experience Metacognitive Empathy Collaboration Experimentation Design Thinking
  3. 3. Empathy Designers use empathy and understanding of people and how they relate to environments and products, to design experiences that create new opportunities for active engagement. Think from your students’ perspective
  4. 4. Ready Set, Design! http://cdn.cooperhewitt.org/2011/09/02/Ready%20Set%20D esign%20vX.pdf
  5. 5. DESIGN PROCESS Reference From “eureka” to “uh-oh”
  6. 6. Defining/Reframing problems
  7. 7. “How Might We…?" Question Eg."How might we cultivate critical & creative thinking through design within a Year 6 Digitech Curriculum?" • Not too broad but not too specific; ambitious but achievable • ‘How’ assumes there are solutions out there - promotes creative confidence & optimism • ‘Might’ says we can put ideas out there that might work or might not; either way, it’s OK - removes expectation of perfection and self-editing; promotes open-minded, blue-sky thinking • ‘We’ says we’re going to do it together and build on each other’s ideas - promotes collaboration
  8. 8. Getting Ideas Reference
  9. 9. Prototype Making Reference
  10. 10. Testing + Evaluating Reference
  11. 11. Share for Feedback Explain your Design Explain your Process
  12. 12. Defining Problems & Perceptions
  13. 13. Perceptions What is Digitech and what does it mean for teaching and learning? What do you know about it? What do you wish you knew? What is exciting about it? What is challenging? What direction do you think you need?
  14. 14. Getting ideas for Digitech Curriculum
  15. 15. Examples Digital Technologies Hub https://www.facebook.com/DigitalTechnologiesHub/ QCAA P-10 Technologies https://www.qcaa.qld.edu.au/p-10/aciq/p-10- technologies Oakleigh State School Technology - Towards Transformation Blog http://osstechenablinglearning.edublogs.org
  16. 16. Yr 1 Computational Thinking Linking Location & Direction in Mathematics to the F-2 Digital Technologies Curriculum • using computational thinking to break down a task, then approach it methodically & logically • using the language of direction/location • using the language of computational thinking like ‘debug’ and algorithm’ • reinforcing some concepts from other curriculum areas including English and Geography • differentiating learning for students by giving them a range of experiences through the different activities http://osstechenablinglearning.edublogs.org/2017/04/08/4053/
  17. 17. Yr 2 Scratch Jr Supporting students to become creators of digital solutions by working collaboratively & reasoning systematically • Scratch Jn is an app version of Scratch • a coding ‘drag and drop’ project by MIT http://osstechenablinglearning.edublogs.org/2016/05/21/scratch- jn-and-junior-primary/
  18. 18. Yr 2 Coding as a Tool for Differentiation • mindset more important than skill-set • using skills or knowledge in a real context to achieve a real purpose • providing the creator with a deeper level of understanding themselves as they work to break the concept down in order to be able to teach it • building skills in computational thinking – breaking down problems, recognising patterns, sequencing events, adding loops & ‘if then’ statements • problem solving whilst designing the code or algorithm • building resilience • use of the physical is a motivator & learning catalyst http://osstechenablinglearning.edublogs.org/2017/01/12/d ifferentiating-using-coding/
  19. 19. Yr 3 ProBots Programming the way through Maths using Dance • Measurement & Geometry • Measure, order & compare objects using familiar metric units of length, mass & capacity (ACMMG061) • Location & transformation • Create & interpret simple grid maps to show position & pathways (ACMMG065) • Geometric reasoning • Identify angles as measures of turn & compare angle sizes in everyday situations (ACMMG064) http://osstechenablinglearning.edublogs.org/2016/05/06/probots- programming-our-way-through-maths/
  20. 20. Yr 5 Factors in Maths & Coding in Hopscotch • identifying & describing factors & multiples of whole numbers & using them to solve problems (ACMNA098) • demonstrating understanding of mathematical concept and skill of decomposition (computational thinking concept) • demonstrating an understanding of algorithms & the abstraction needed to build a game to explore another concept • gaining experience in the process of designing/building a digital game • mindset of design, trial, debug and gain feedback - perseverance http://osstechenablinglearning.edublogs.org/2016/09/16/factors-in- maths-and-coding-in-hopscotch/
  21. 21. Yr 5 Geography Digital Solution • demonstrating a digital solution in Scratch in a Geography/DigiTech unit with aspects of Mathematics http://osstechenablinglearning.edublogs.org/2017/01/12/di fferentiating-using-coding/
  22. 22. Yr 6 Geography, Scratch & #DigiTech • Scratch quizzes for Year 3 - students arrived with 24 questions on Australian geography & selected 10 to use (4 x general knowledge, 4 x requiring the use of an atlas or map, 2 x more challenging) • the need to select a way to make a repetition for each question (ACARA DigiTech ACTDIP019) • utilise a design which required user input (ACARA DigiTech ACTDIP020). http://osstechenablinglearning.edublogs.org/2016/04/30/g eography-scratch-and-digitech/
  23. 23. Key Ideas & Technologies Subjects https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/structure/
  24. 24. Digitech Curriculum KLAs "How might we cultivate Insert KLA through design within a Insert Band level Digitech Curriculum?"
  25. 25. Ideation Brainstorm 30 Ideas in 10 Minutes Challenge Wild (Impossible) Darling (Challenging but Possible) Practical (Easy/Doable)
  26. 26. Prototyping + Making Reference
  27. 27. Synthesise idea – ‘Newsflash’
  28. 28. Prototype your Idea story board diagram 3 min TV advertisement 3 min performance physical object Think about how you could incorporate technology to design/present a solution
  29. 29. Testing + Evaluating Reference
  30. 30. 3-Minute Elevator Pitch Use your newsflash and prototype to explain your idea, gain feedback and evaluate https://www.facebook.com/groups/digitechqld/ Queensland Digital Technologies Teachers
  31. 31. Debrief and Next Steps What have I learnt? What would I do differently? What can I do right now?
  32. 32. Thank you! Natalie Wright | QUT Design Lab Design Education Research Platform | Creative Industries Faculty n.wright@qut.edu.au Dr Nick Kelly | Senior Research Fellow | Science & Engineering Faculty nick.kelly@qut.edu.au Dana Holden | A/HOD Junior Secondary| Teach Team Ambassador | Kedron State High School dhold30@eq.edu.au Nicola Flanagan | Head of Innovation | Oakleigh State School nflan1@eq.edu.au

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