Australian Digital Technologies Leaders
Presentation by Dr Jason Zagami to the Australian Digital Technologies Leaders (EdTechSA) on 13 April 2014 in Adelaide, SA.
3. 9am
10 min Introductions and overview of the ADTL
project (Jason and Bruce)
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10 min Overview of Technologies Learning Area
(Jason)
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10 min Overview of the Digital Technologies subject
(Jason)
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9:30am
15 min Introduction to programming - Google
Blockly activities (Jason)
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15 min Unplugged activity 1 (Bruce)
!
10am
15 min Repurposing programs in Scratch and
interfacing with MakeyMakeys (Jason)
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15 min Unplugged activity 2 (Bruce)
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10:30am
Morning Tea
11am
30min Unpacking and combining the Digital
Technologies elaborations (Bruce)
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30min Combining into a unit activity (Bruce)
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30min Unit Planning (Bruce and Jason)
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12:30pm
Lunch
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1:15pm
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15min Unplugged activity (Bruce) if needed
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15min Programming activity (Jason) if needed
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45min - 75min Unit Planning
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2:30pm
30min Sharing unit ideas (Participants)
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3pm
Close
4. Monday 28 April 2014
6pm to 8pm
Google+ Hangout
23 June 2014
Units
16. UK dis-application
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ICT as a subject name carries negative
connotations of a dated and unchallenging
curriculum that does not serve the needs and
ambitions of pupils. Changing the subject name
of ICT to computing will not only improve the
status of the subject but also more accurately
reflect the breadth of content included in the
proposed new programmes of study
Education secretary Michael Gove MP
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January 2012
18. Processes and
production skills
Collecting, managing and analysing data /
Creating digital solutions by:
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defining
designing
implementing
evaluating
collaborating and managing
19. Knowledge and
understanding
Digital systems
the components of digital systems:
hardware, software and networks and their use
Representation of data
how data are represented and structured
symbolically
20. Abstraction
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Data Collection, Data Representation and Data
Interpretation
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Specification, Algorithms and Implementation
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Digital Systems
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Interactions and Impacts
21. Abstraction
which underpins all content, particularly the
content descriptions relating to the concepts
of data representation and specification,
algorithms and implementation
22. Computational
Thinking
which underpins all content, particularly the
content descriptions relating to the concepts
of data representation and specification,
algorithms and implementation
43. Computational Fairy Tales
The Ant and the Grasshopper: A Fable of Algorithms (Algorithms)
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Bullies, Bubble Sort, and Soccer Tickets (Bubble Sort)
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Hunting Dragons with Binary Search (Binary Search)
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Binary Searching for Cinderella (Binary Search)
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Goldilocks and the Two Boolean Bears (Boolean)
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http://computationaltales.blogspot.com.au
44. Computational Fairy Tales
The ant paused for a moment while he thought. "It is the algorithm
that we use," he finally replied.
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"Algorithm?" asked the grasshopper.
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"A set of steps or instructions for accomplishing a task," explained
the ant. "Like when a carpenter builds a chair, he uses an algorithm
that includes measuring, cutting, smoothing, and hammering."
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"What task does your algorithm solve?" asked the grasshopper.
"Does it solve the problem of having too much time during the
summer?" He chuckled out loud at his own joke.
52. Processes and
production skills
Collecting, managing and analysing data /
Creating digital solutions by:
!
defining
designing
implementing
evaluating
collaborating and managing
55. Computational Thinking
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"Computational thinking is a
fundamental skill for everyone, not just
for computer scientists. To reading,
writing, and arithmetic, we should add
computational thinking to every child’s
analytical ability."
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Jannette Wing