The document discusses the significance of digital technologies in the Australian curriculum, emphasizing the transformation of ICT into computing to better engage students and enhance learning outcomes. Key educational components include teaching coding from a young age, developing rigorous curricula, and incorporating computational thinking as a fundamental analytical skill. Various resources and methods for teaching digital literacy and computer science are also highlighted.

1. Digital Technologies
Australian Curriculum: Technologies

2. Dr Jason Zagami
jason.zagami.info

3. Lecturer
Griffith University
School of Education and Professional Studies
Gold Coast

4. Teaching

5. Research

6. ADE
Apple Distinguished Educator
Google Certified Teacher
Australian HP Innovations In Education Mentor

7. Queensland Society for Information Technology in Education
Immediate Past President
Australian Council for
Computers in Education
Editor
Australian Educational Computing
Australian College of
Educators
(Gold Coast Region)
President

8. Curriculum Development

9. Technologies
Learning Area

12. Engineering a
Software Engineering
Mathematics a
Computer Science
Business a
Information Systems

13. Engineering a
Software Engineering
Mathematics a
Computer Science
Business /Graphics a
ICT

14. Engineering a
Software Engineering
Mathematics a
Computer Science
Business /Graphics a
ICT

15. Engineering a
Software Engineering
Mathematics a
Computer Science
Business /Graphics a
ICT

16. Software Engineering
Digital Technologies a
Computer Science
ICT General Capability a
ICT

17. UK dis-application
!
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

18. !
!
!
I remember being at school and using early
computers. Yes, I was in computer club - and I
loved it. I think we’ve lost some of that sense of
joy and excitement in computing, and have just
become focused on just training kids to use
Windows. We want to bring some of that
excitement back.
September 2013
!
Elizabeth Truss
Parliamentary
Under Secretary
of State for Education and Childcare

19. !
!
!
Coding - one of the essential skills of the 21st
century - will now start at age 5. We are aiming to
develop one of the most rigorous computing
curricula in the world, where pupils will learn to
handle detailed, abstract computing processes
and over-11s will learn 2 programming
languages (one of which must be textual).
September 2013
!
Elizabeth Truss
Parliamentary
Under Secretary
of State for Education and Childcare

21. Developmental
Curriculum
Foundation Year 10

22. Processes and
production skills
Collecting, managing and analysing data /
Creating digital solutions by:
!
defining
designing
implementing
evaluating
collaborating and managing

23. 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

24. Abstraction
!
Data Collection, Data Representation and Data
Interpretation
!
Specification, Algorithms and Implementation
!
Digital Systems
!
Interactions and Impacts

25. Abstraction
which underpins all content, particularly the
content descriptions relating to the concepts of
data representation and specification,
algorithms and implementation

26. Computational
Thinking
which underpins all content, particularly the
content descriptions relating to the concepts of
data representation and specification,
algorithms and implementation

27. Data: Collection,
Representation and
Interpretation
Data collection (properties, sources and
collection of data), data representation
(symbolism and separation) and data
interpretation (patterns and contexts)

28. Information
Systems
Data collection (properties, sources and
collection of data), data representation
(symbolism and separation) and data
interpretation (patterns and contexts)

29. Specification,
Algorithms and
Implementation
Specification (descriptions and techniques),
algorithms (following and describing) and
implementation (translating and programming)

30. Software
Development
Specification (descriptions and techniques),
algorithms (following and describing) and
implementation (translating and programming)

31. Digital
Systems
Digital systems (hardware, software, and
networks and the internet)

32. Computer
Systems
Digital systems (hardware, software, and
networks and the internet)

33. Interactions and
Impacts
Interactions (people and digital systems, data
and processes) and impacts (sustainability and
empowerment).

34. Human Computer
Interactions
Interactions (people and digital systems, data
and processes) and impacts (sustainability and
empowerment).

35. Multimedia?

36. Indicative Timings
F-2 10 Hours
3-4 20 Hours
5-6 30 Hours
7-10 40 Hours

37. Resources?

40. Code Academy
Turtle Logo
Construct 2

41. Tynker
Komodo
Alice
Code Monster

42. Snap
Scratch
Scratch Junior
MIT App Inventor

43. Daisy the Dinosaur
Hopscotch
BeeBot
Sphero

44. Raspberry Pi
Servers
Minecraft
Minecraft Pi
RaspberryJuice
Minecraft Pi API
Blockly Minecraft
Minecraft Python Script

45. Arduino
Shrimp
CodeBender
Coder
for Raspberry Pi

46. Romotive
Mindstorms
Lollybot
Aibo

47. MaKey MaKey
Code Spell
Cubelets

48. MaKey MaKey
ProBots/BeeBots
Scratch

49. CoderDojo
Kids learning to Code
CodeHeroes
Mobile Software Developers

50. CS Unplugged

51. Project Based Learning

52. Information Systems?

53. SQL Fiddle

54. Futures Thinking
!
Systems Thinking
!
Design Thinking
!
Computational Thinking

58. Computational Thinking
!
"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."
!
Jannette Wing

60. Computational Thinking Skills

61. Analysis - the process of breaking
the complex into smaller parts to gain
a better understanding of it.

62. Decomposition

63. Pattern
recognition

64. Pattern
generalisation
and abstraction
!

65. Algorithm Design

66. Computational Fairy Tales
The Ant and the Grasshopper: A Fable of Algorithms (Algorithms)
!
Bullies, Bubble Sort, and Soccer Tickets (Bubble Sort)
!
Hunting Dragons with Binary Search (Binary Search)
!
Binary Searching for Cinderella (Binary Search)
!
Goldilocks and the Two Boolean Bears (Boolean)
!
The Tortoise, the Hare, and 50000 Ants (Parallel Algorithms)

67. Computational Fairy Tales
The ant paused for a moment while he thought. "It is the algorithm
that we use," he finally replied.
!
"Algorithm?" asked the grasshopper.
!
"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."
!
"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.

68. Who is going to teach it?

69. What about Senior?

70. Is computer education working?

71. Griffith University
Dr Jason Zagami
www.zagami.info