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 ...
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
The document discusses a research study on technology integration in teaching science using the Will-Skill-Tool (WST) model. Specifically, it aims to investigate the extent of technology support for 21st century science teaching, identify the effects of the WST model, identify technological tools used by science teachers, and develop technology-enhanced science activities. The rationale is that technology integration is important for developing 21st century skills as required by law. Previous studies found the WST elements of attitude, skills, and resources are important for technology integration, but more subject-specific research is needed. The study aims to address this gap by examining technology integration in science teaching.
The document discusses the importance of math and science education in the 21st century. It defines math as the science of structure, order and relation, while science is defined as the study of the natural world. The document emphasizes that STEM education, which combines science, technology, engineering and math, was designed to improve math and science learning. It argues that math and science play a crucial role in 21st century education by adapting concepts to technology and helping students relate concepts to their lives. Examples of hands-on science projects and use of technology tools like videos and blogs are provided.
This document discusses the importance of technology and engineering (T&E) education within STEM. It outlines how T&E education can help develop problem solving and innovation skills. The document also reviews the history of STEM education in the US and goals for improving T&E education through developing standards, inquiry-based learning, and engaging activities. Success is defined as increasing the number of STEM graduates and careers. The challenges are integrating T&E within STEM and overcoming silos between disciplines.
This document discusses the importance of math and science education. It notes that math is the study of numbers and their relationships while science is the study of the natural world through observation. It states that math and science are the basis for advances in technology and medical research. STEM education, which incorporates science, technology, engineering and math, was created to improve math and science education. The document also discusses how 21st century education incorporates more technology tools and how students can demonstrate learning of concepts like pressure through a hands-on science project to make a Cartesian diver.
Article summary and reflection presentationsemekasamuels
The document discusses several articles on teaching science in elementary schools. It summarizes that teaching the history of science is important to understanding concepts. Students should learn about the evolution of scientific themes over time. Using science fiction texts can also enhance critical thinking skills. There are challenges to integrating technology into science lessons, such as lack of resources and professional development for teachers, but it is important to prepare students for an increasingly technological world. Evidence-based practices should be used to support all learners in science.
The Works is a hands-on science museum in Edina, Minnesota that aims to inspire interest in STEM fields through interactive exhibits and educational programs. It seeks to prepare children for careers involving science, technology, engineering and math. The museum has over 40 hands-on exhibits and offers field trips, workshops, summer camps and professional development programs to teach STEM concepts in a fun, engaging manner. It strives to make engineering accessible and reach underrepresented groups to address the declining number of students entering engineering fields.
This project brief outlines a proposal to design and develop an educational STEM kit for use in extra-curricular clubs for young people aged 14-19. It reviews literature on low STEM participation rates and government initiatives to improve engagement. The goal is to create a durable, modular kit that uses electronic circuits to teach scientific principles in a hands-on way without expert supervision. Appendices provide details on STEM issues, the proposed methodology, a project plan, and initial ideas generated from focus groups and site visits. The deliverables will include design drawings, a project report, and prototype models for evaluation.
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
The document discusses a research study on technology integration in teaching science using the Will-Skill-Tool (WST) model. Specifically, it aims to investigate the extent of technology support for 21st century science teaching, identify the effects of the WST model, identify technological tools used by science teachers, and develop technology-enhanced science activities. The rationale is that technology integration is important for developing 21st century skills as required by law. Previous studies found the WST elements of attitude, skills, and resources are important for technology integration, but more subject-specific research is needed. The study aims to address this gap by examining technology integration in science teaching.
The document discusses the importance of math and science education in the 21st century. It defines math as the science of structure, order and relation, while science is defined as the study of the natural world. The document emphasizes that STEM education, which combines science, technology, engineering and math, was designed to improve math and science learning. It argues that math and science play a crucial role in 21st century education by adapting concepts to technology and helping students relate concepts to their lives. Examples of hands-on science projects and use of technology tools like videos and blogs are provided.
This document discusses the importance of technology and engineering (T&E) education within STEM. It outlines how T&E education can help develop problem solving and innovation skills. The document also reviews the history of STEM education in the US and goals for improving T&E education through developing standards, inquiry-based learning, and engaging activities. Success is defined as increasing the number of STEM graduates and careers. The challenges are integrating T&E within STEM and overcoming silos between disciplines.
This document discusses the importance of math and science education. It notes that math is the study of numbers and their relationships while science is the study of the natural world through observation. It states that math and science are the basis for advances in technology and medical research. STEM education, which incorporates science, technology, engineering and math, was created to improve math and science education. The document also discusses how 21st century education incorporates more technology tools and how students can demonstrate learning of concepts like pressure through a hands-on science project to make a Cartesian diver.
Article summary and reflection presentationsemekasamuels
The document discusses several articles on teaching science in elementary schools. It summarizes that teaching the history of science is important to understanding concepts. Students should learn about the evolution of scientific themes over time. Using science fiction texts can also enhance critical thinking skills. There are challenges to integrating technology into science lessons, such as lack of resources and professional development for teachers, but it is important to prepare students for an increasingly technological world. Evidence-based practices should be used to support all learners in science.
The Works is a hands-on science museum in Edina, Minnesota that aims to inspire interest in STEM fields through interactive exhibits and educational programs. It seeks to prepare children for careers involving science, technology, engineering and math. The museum has over 40 hands-on exhibits and offers field trips, workshops, summer camps and professional development programs to teach STEM concepts in a fun, engaging manner. It strives to make engineering accessible and reach underrepresented groups to address the declining number of students entering engineering fields.
This project brief outlines a proposal to design and develop an educational STEM kit for use in extra-curricular clubs for young people aged 14-19. It reviews literature on low STEM participation rates and government initiatives to improve engagement. The goal is to create a durable, modular kit that uses electronic circuits to teach scientific principles in a hands-on way without expert supervision. Appendices provide details on STEM issues, the proposed methodology, a project plan, and initial ideas generated from focus groups and site visits. The deliverables will include design drawings, a project report, and prototype models for evaluation.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
This document provides an overview of STEM (Science, Technology, Engineering, and Math) education for elementary classrooms. It defines STEM as an interdisciplinary approach that makes connections between different subject areas. The document outlines several benefits of STEM integration, including showing real-world applications, promoting hands-on learning, and developing skills like critical thinking. It addresses common misconceptions about needing special supplies or technology, noting that many STEM projects can be done with everyday materials. Finally, it provides examples of incorporating STEM into different subject areas like history, literacy, and math.
The document discusses challenges in teaching science to future middle years and secondary school teachers. It focuses on integrating socioscientific issues into science curricula without taking away from content. The author models this approach in their teacher education courses by emphasizing either nature of science, technology, or science and society in sample course units. Student assignments are then analyzed to evaluate the pedagogy's effects on preparing teachers to plan science lessons integrating these real-world issues.
This document discusses STEM education and its meaning and practice in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It explains that STEM practice in schools is varied but generally aims to improve math and science outcomes and prepare students for STEM careers and higher education. The document discusses different perspectives on STEM from the academic community, career and technical education community, and arts community. It also provides examples of STEM practices and programs from schools in different areas.
The document discusses STEM education practices in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It states that STEM practice in schools is widely varied and typically designed to improve math and science outcomes and prepare students for STEM careers. It provides perspectives on STEM from different education communities, including improving academic standards, applying learning through career and technical education courses, integrating arts, and using interdisciplinary teaching approaches. The document advocates for a holistic, student-centered approach to STEM education.
The document discusses key differences between the ICT General Capability and Digital Technologies subject in the Australian Curriculum. It explains that the ICT General Capability focuses on knowledge, skills and attitudes about ICT itself, while Digital Technologies takes responsibility for ensuring students systematically develop comprehensive ICT capabilities. The document also outlines questions for evaluating how well the Technologies learning area in the Australian Curriculum will meet needs.
The document discusses creating a STEM school district. It outlines goals for integrating STEM education across the K-12 curriculum. This would include developing new STEM-focused courses, providing professional development for teachers, and expanding student opportunities like robotics clubs and research programs. The goal is to ensure all students experience high-quality STEM learning to prepare them for college, careers, and life.
PowerPoint file of the use of TPACK in teaching English, Year 9 at an ACT high school using the Australian Curriculum with resources from ESA, through the cLc Virtual Learning Environment portal.
STEM 2.0: Transformational Thinking About STEM for School Leaders, January 15...Jim "Brodie" Brazell
National School Boards Association
Meet the Experts brings the nation’s leading thinkers on cutting-edge innovations and trends in education to the home, desktop and board room of America’s school boards. During live webinar broadcasts, board members can interact with leading speakers and thinkers who are changing the educational landscape in our country today. The online library of Meet the Experts Archived presentations will provide access to insights on education innovation 24/7. This exclusive resource will Includes 8-10 web broadcasts annually which are available to the board, superintendent and staff of subscribing districts.
STEM 2.0: Transformational Thinking About STEM for School Leaders
Join technology forecaster and international consultant Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM as it relates to educational transformation through innovation. Hear about successful districts and model programs that have embraced STEM and get a glimpse of the emerging trends that should inform the nature of any district’s future STEM strategies. Gain a deeper understanding of how these innovative STEM programs are transforming learning, impacting future careers, and contributing to economic development in their communities.
New Prospect Elementary School will implement a STEM program to better prepare students for future careers. The STEM program will incorporate science, technology, engineering and math standards into the existing curriculum. Students will learn the engineering design process and apply it to challenges such as building a bridge in the 3rd-5th grades. In the future, New Prospect Elementary is scheduled to open as a fully implemented STEM theme school in 2012-2013.
This document discusses the importance of STEM education for physics and increasing the number of female students in physics courses. It argues that STEM and inquiry-based learning are complementary approaches that develop important skills for physics. By supporting elementary teachers to integrate STEM projects into their inquiry-based curriculum, more students, especially females, will likely choose physics courses later on. An example STEM challenge is described where students must transport "radioactive salt" using coffee filters as parachutes, requiring planning, testing, data analysis, and reporting - developing both STEM and inquiry skills in an engaging way.
The document discusses Project EASIER, which stands for Efficient and Accessible School Innovation of E-Teaching Resources. It is a project created by Kabasalan Science and Technology High School. The project aims to improve teaching methods through more efficient use of e-teaching resources. It provides materials on composing argumentative essays, including identifying the parts of an argumentative essay, developing a thesis statement, outlining arguments and counterarguments, and examples of strong and weak thesis statements.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
This issue of the IIATEJ journal contains several articles related to technology education. It includes an editorial by the editor Dave Ellis discussing changes in technology and the curriculum. There is a president's report highlighting various reports about the importance of STEM skills for the future workforce. An article discusses the BBC micro:bit, a new pocket-sized computer being distributed to UK students to learn programming. Other articles profile a teacher in Lightning Ridge and recent publications in the field of technology education.
Using Technology to Engage K-6 Students in the New Science Standards ohedconnectforsuccess
Using Technology to Engage K-6 Students in the New Science Standards
June 27, 2:00 – 3:00pm, Room: Champaign
In this session, attendees will engage in activities and investigate lessons that demonstrate how the new K-6 Ohio Academic Standards for Science can be taught using the technological design model. A resource CD of hands-on, design-based activities and lessons will be distributed at the session. These strategies and lessons directly correlate to each of the new K-6 science content statements.
Main Presenter: Bob Claymier, Consultant, Technology Is Elementary
This document discusses the TPACK framework for teaching science and mathematics. It begins by introducing the Science Teacher Academy for the Regions conference where the topic will be presented. The next section unpacks the different components of TPACK including technological pedagogical content knowledge. The final section reflects on applying TPACK, noting how teacher autonomy is important when using rapidly changing technologies and how TPACK competency is important for physics teachers. It also shares self-reflection questions to assess one's knowledge in the different TPACK domains. The document emphasizes that TPACK is about effectively teaching content using appropriate technologies and pedagogical methods.
The presentation introduces the topic of mathematics and science, explains their importance in today's world, and describes a math-based science project invented by the group to demonstrate the application of these subjects in the classroom. It also provides details on technologies discussed and assessed, and concludes by noting facts about the country's education system.
Sparticl is a free online resource for STEM education designed for teens ages 13-15. It provides high-quality, age-appropriate content such as videos, articles, and games from trusted sources, curated by experts. The content covers topics across various STEM disciplines. Sparticl encourages interactive learning and builds student interest through features like points, badges and status levels. It is designed to be used flexibly for classrooms, informal education and homeschooling.
Electricity - physical world - unit plan for 5-7 year oldsRuth Lemon
This document outlines a unit plan for teaching electricity concepts to students in levels 1 and 2. Over the course of 8-9 weeks, students will learn about what electricity is, how it produces light, heat, sound and movement, and that everyday appliances use and are connected to electricity from the mains. Students will explore open and closed circuits, and learn that some materials conduct electricity while others do not. They will learn how to use electricity safely and how to apply their new knowledge to solve problems, such as creating motorized toys. A variety of activities using online simulations, experiments, and discussions are provided to help students achieve the learning goals.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
This document provides an overview of STEM (Science, Technology, Engineering, and Math) education for elementary classrooms. It defines STEM as an interdisciplinary approach that makes connections between different subject areas. The document outlines several benefits of STEM integration, including showing real-world applications, promoting hands-on learning, and developing skills like critical thinking. It addresses common misconceptions about needing special supplies or technology, noting that many STEM projects can be done with everyday materials. Finally, it provides examples of incorporating STEM into different subject areas like history, literacy, and math.
The document discusses challenges in teaching science to future middle years and secondary school teachers. It focuses on integrating socioscientific issues into science curricula without taking away from content. The author models this approach in their teacher education courses by emphasizing either nature of science, technology, or science and society in sample course units. Student assignments are then analyzed to evaluate the pedagogy's effects on preparing teachers to plan science lessons integrating these real-world issues.
This document discusses STEM education and its meaning and practice in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It explains that STEM practice in schools is varied but generally aims to improve math and science outcomes and prepare students for STEM careers and higher education. The document discusses different perspectives on STEM from the academic community, career and technical education community, and arts community. It also provides examples of STEM practices and programs from schools in different areas.
The document discusses STEM education practices in K-12 schools. It defines STEM as an acronym for science, technology, engineering, and mathematics. It states that STEM practice in schools is widely varied and typically designed to improve math and science outcomes and prepare students for STEM careers. It provides perspectives on STEM from different education communities, including improving academic standards, applying learning through career and technical education courses, integrating arts, and using interdisciplinary teaching approaches. The document advocates for a holistic, student-centered approach to STEM education.
The document discusses key differences between the ICT General Capability and Digital Technologies subject in the Australian Curriculum. It explains that the ICT General Capability focuses on knowledge, skills and attitudes about ICT itself, while Digital Technologies takes responsibility for ensuring students systematically develop comprehensive ICT capabilities. The document also outlines questions for evaluating how well the Technologies learning area in the Australian Curriculum will meet needs.
The document discusses creating a STEM school district. It outlines goals for integrating STEM education across the K-12 curriculum. This would include developing new STEM-focused courses, providing professional development for teachers, and expanding student opportunities like robotics clubs and research programs. The goal is to ensure all students experience high-quality STEM learning to prepare them for college, careers, and life.
PowerPoint file of the use of TPACK in teaching English, Year 9 at an ACT high school using the Australian Curriculum with resources from ESA, through the cLc Virtual Learning Environment portal.
STEM 2.0: Transformational Thinking About STEM for School Leaders, January 15...Jim "Brodie" Brazell
National School Boards Association
Meet the Experts brings the nation’s leading thinkers on cutting-edge innovations and trends in education to the home, desktop and board room of America’s school boards. During live webinar broadcasts, board members can interact with leading speakers and thinkers who are changing the educational landscape in our country today. The online library of Meet the Experts Archived presentations will provide access to insights on education innovation 24/7. This exclusive resource will Includes 8-10 web broadcasts annually which are available to the board, superintendent and staff of subscribing districts.
STEM 2.0: Transformational Thinking About STEM for School Leaders
Join technology forecaster and international consultant Jim Brazell as he offers a conceptual framework designed to help school board members understand STEM as it relates to educational transformation through innovation. Hear about successful districts and model programs that have embraced STEM and get a glimpse of the emerging trends that should inform the nature of any district’s future STEM strategies. Gain a deeper understanding of how these innovative STEM programs are transforming learning, impacting future careers, and contributing to economic development in their communities.
New Prospect Elementary School will implement a STEM program to better prepare students for future careers. The STEM program will incorporate science, technology, engineering and math standards into the existing curriculum. Students will learn the engineering design process and apply it to challenges such as building a bridge in the 3rd-5th grades. In the future, New Prospect Elementary is scheduled to open as a fully implemented STEM theme school in 2012-2013.
This document discusses the importance of STEM education for physics and increasing the number of female students in physics courses. It argues that STEM and inquiry-based learning are complementary approaches that develop important skills for physics. By supporting elementary teachers to integrate STEM projects into their inquiry-based curriculum, more students, especially females, will likely choose physics courses later on. An example STEM challenge is described where students must transport "radioactive salt" using coffee filters as parachutes, requiring planning, testing, data analysis, and reporting - developing both STEM and inquiry skills in an engaging way.
The document discusses Project EASIER, which stands for Efficient and Accessible School Innovation of E-Teaching Resources. It is a project created by Kabasalan Science and Technology High School. The project aims to improve teaching methods through more efficient use of e-teaching resources. It provides materials on composing argumentative essays, including identifying the parts of an argumentative essay, developing a thesis statement, outlining arguments and counterarguments, and examples of strong and weak thesis statements.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
This issue of the IIATEJ journal contains several articles related to technology education. It includes an editorial by the editor Dave Ellis discussing changes in technology and the curriculum. There is a president's report highlighting various reports about the importance of STEM skills for the future workforce. An article discusses the BBC micro:bit, a new pocket-sized computer being distributed to UK students to learn programming. Other articles profile a teacher in Lightning Ridge and recent publications in the field of technology education.
Using Technology to Engage K-6 Students in the New Science Standards ohedconnectforsuccess
Using Technology to Engage K-6 Students in the New Science Standards
June 27, 2:00 – 3:00pm, Room: Champaign
In this session, attendees will engage in activities and investigate lessons that demonstrate how the new K-6 Ohio Academic Standards for Science can be taught using the technological design model. A resource CD of hands-on, design-based activities and lessons will be distributed at the session. These strategies and lessons directly correlate to each of the new K-6 science content statements.
Main Presenter: Bob Claymier, Consultant, Technology Is Elementary
This document discusses the TPACK framework for teaching science and mathematics. It begins by introducing the Science Teacher Academy for the Regions conference where the topic will be presented. The next section unpacks the different components of TPACK including technological pedagogical content knowledge. The final section reflects on applying TPACK, noting how teacher autonomy is important when using rapidly changing technologies and how TPACK competency is important for physics teachers. It also shares self-reflection questions to assess one's knowledge in the different TPACK domains. The document emphasizes that TPACK is about effectively teaching content using appropriate technologies and pedagogical methods.
The presentation introduces the topic of mathematics and science, explains their importance in today's world, and describes a math-based science project invented by the group to demonstrate the application of these subjects in the classroom. It also provides details on technologies discussed and assessed, and concludes by noting facts about the country's education system.
Sparticl is a free online resource for STEM education designed for teens ages 13-15. It provides high-quality, age-appropriate content such as videos, articles, and games from trusted sources, curated by experts. The content covers topics across various STEM disciplines. Sparticl encourages interactive learning and builds student interest through features like points, badges and status levels. It is designed to be used flexibly for classrooms, informal education and homeschooling.
Electricity - physical world - unit plan for 5-7 year oldsRuth Lemon
This document outlines a unit plan for teaching electricity concepts to students in levels 1 and 2. Over the course of 8-9 weeks, students will learn about what electricity is, how it produces light, heat, sound and movement, and that everyday appliances use and are connected to electricity from the mains. Students will explore open and closed circuits, and learn that some materials conduct electricity while others do not. They will learn how to use electricity safely and how to apply their new knowledge to solve problems, such as creating motorized toys. A variety of activities using online simulations, experiments, and discussions are provided to help students achieve the learning goals.
Similar to READING MATERIAL Week 1 Why teach Science and Technology togethe.docx (20)
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docxcatheryncouper
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
With the help of relevant examples, can you describe how modern technologies can be used to promote interactivity between the product and the customers? In this context discuss the use of social media to generate excitement around a brand. Can you cite any recently launched new products that have managed to achieve this?
2.Personal Application Paper, one and a half pages
Provide a detailed overview of Procter and Gamb ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
READING MATERIAL Week 1 Why teach Science and Technology togethe.docx
1. 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
2. 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
3. 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
4. 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
http://www.abc.net.au/reslib/201202/r896174_10774712.pdf
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
5. University of California Museum of Paleontology. (2014).
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
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
http://www.abc.net.au/reslib/201202/r896174_10774712.pdf
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
6. 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
University of California Museum of Paleontology. (2014).
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.
7. 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?
8. 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
9. 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
10. 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
11. 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
12. and emerging technologies.
Week 2 reference page Week 2
Australian Curriculum and Assessment Reporting Authority
(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
13. 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
University of California Museum of Paleontology. (2014).
Fueling technology. Understanding Science. Retrieved from
http://undsci.berkeley.edu/article/whathassciencedone_02Image
s
Australian Curriculum and Assessment Reporting Authority
(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
14. 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?
15. · 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.
16. 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
17. 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
18. · 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
19. · 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
20. 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)
21. 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
22. 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.
23. 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
24. 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
25. 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
26. 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
27. 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.
28. 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
29. 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
30. 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
31. 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
32. 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.
33. · <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
file]. Retrieved from
https://www.youtube.com/watch?v=T1s0x5jmggo
Australian Curriculum and Assessment Reporting Authority
(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
34. 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
Australian Curriculum and Assessment Reporting Authority
(ACARA). (2014). Australian Curriculum. Retrieved from
http://www.australiancurriculum.edu.au
Australian Curriculum and Assessment Reporting Authority
(ACARA). (2014). Design and Technologies:
Curriculum.Retrieved from
http://www.australiancurriculum.edu.au/technologies/design-
and-technologies/Curriculum/F-10?layout=1
Australian Curriculum and Assessment Reporting Authority
(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.
35. (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
file]. Retrieved from
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
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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
37. 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
38. 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
39. (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
40. 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
41. 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