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The Digital Technologies Curriculum
The document provides an overview of the Digital Technologies curriculum in Australia to demystify it for teachers. It discusses how a digital economic future is inevitable and schools need to prepare students with skills like being entrepreneurial, adaptive to change, and digitally discerning. The curriculum focuses on developing skills in areas like computational thinking, design thinking, data representation, and digital systems. It differentiates Digital Technologies, which teaches specific computer science concepts, from general ICT capability. It provides examples of what ICT capability and computational thinking look like at different year levels. The goal is to provide practical opportunities for students to develop innovative solutions through design thinking and information systems knowledge.
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The Digital Technologies Curriculum
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- 2. Learning Intention To providea practical overview of the Digital Technologies Curriculum that demystifies the content and empowers teachers
- 3. Activity Time https://goo.gl/LoZXpC Go tolink below and respond to the question on the Padlet Wall
- 4. A context for DigitalTech A digital economic future inevitable Knowing information is no longer enough Digital Disruption impacting on everyday life The function of schools is preparation for life The Curriculum says so We need enterprising people to flourish
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- 6. $50 Billion $79Billion Source: Deloitte - Australia’s Digital Pulse: Key challenges for our nation – digital skills, jobs and education (2015) 2013-142011 5 Million: number of Australian jobs predicted to be replaced by computers by 2025 Source: Committee for Economic Development of Australia - Australia's future workforce? (2015) Australia’s Digital Economy
- 7. Entrepreneurial & ICT savvy Comfortablein and through change Adaptive and agile Digitally discerning Productive Collaborative A great learner A confident producer of new media Socially intelligent Growth Mindset Creative and dynamic Customer facing Problem seeker and solver Expert in something What skills do we need?
- 8. Numeracy Critical & Creative Thinking Ethical Behaviour Personal & social capability Investigating Literacy Intercultural understanding Communicating Creating Applyingsocial & ethical protocols Managing and operating ICT ICT Capability English Health/PE HASS Sciences The ArtsLanguages Maths Technologies CurriculumTODAY’S Values (RE) Repairing our relationship with Aboriginal Australia
- 9. So what doesICT capability look like at the end of Year 2..? Applying Social & Ethical protocols Students comment online on a class video accurately, thoughtfully, respectfully Use ICT to safely share ideas Identify and safely operate computer for learning Investigating with ICTs Communicating with ICTS Creating with ICTs Recognise that people create and own digital content Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech Students use colour coding and drawing to show a timeline in HASS Managing and Operating ICTs Students make an information report and identify and acknowledge where the information came from Experiment with ICT to modify data for a particular audience Use ICTs to identify, record and classify information While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
- 10. How is ICTCapability different from Digital Technologies? Specific computer science skills Work-life efficiencies General productivity Always integrated Can stand alone as a subject Solving specific problems with computational and design thinking
- 11. Designing Producing and Implementing Evaluating Collaborating andmanaging Investigating and defining The process of implementing digital solutions investigating and defining The nature and properties of data, how they are collected and interpreted Digital Technologies (P-8) A subject that aims to provide students with practical opportunities to use design thinking, computational thinking and information systems knowledge to develop innovative solutions and knowledge addressing contemporary challenges Knowledge and understanding Digital Systems Representations of Data Digital implementation Collecting, managing and analysing data Creating Solutions Processes and production skills Digital Systems (hardware and software and used for an identified purpose Data can have patterns and can be represented and used to make simple conclusions
- 12. Design Thinking Empathise Define Ideate Prototype Test What’s goingon here? How about tyres with chains Your tyres slip on the snow How about tyres with chain links that cut into the snow This is working!
- 13. Abstraction Algorithm Design Computational Thinking Decomposition Pattern Recognition Many adverbsend in”ly” Instructional texts begin with imperative verbs “put” If my boss emails me, reply, I am away and will get back to you A story has setting, characters, a key problem, and a resolution Breaking down a problem into its parts Observing patterns Developing instructions to do jobs Identifying general principles in patterns An approach to problem solving
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- 16. Checking in In general,what is the focus of Digital Technologies? How is Digital Technologies different from the ICT capability? Out of 10, how confident would be teaching and assessing Digital Technologies in 2018?
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Editor's Notes
- #6 The impact of these technologies on everyday life is massive. Ideas that “creatives” had in a flat in Silicon Valley, San Fran Cisco, have gone on to really shake up the world.
- #7 The Digital Economy is massive and something that we have to take seriously as educators of the next generation
- #8 The desirable skills for workers of the tech age are different from workers over the past century. The skills one must have are those that can’t be duplicated by computers or lower paid workers.
- #9 Let’s explore what the ICT capability is and where it fits.
- #10 In practice, it might look like this. Is this a reasonable set of expectations for Seven and Eight year olds?
- #11 The Technologies curriculum may confuse some teachers but what is actually different about it?