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.

1. @CathDigLearn
http://goo.gl/mW7Pi2
http://www.digitallearningcewa.com
digitallearning@cathednet.wa.edu.au

2. Learning Intention
To provide a practical overview of the Digital Technologies
Curriculum that demystifies the content and empowers
teachers

3. Activity Time
https://goo.gl/LoZXpC
Go to link below and
respond to the question on
the Padlet Wall

4. A context for
Digital Tech
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

5. Uber
Airbnb
Tesla
Outsourcing
Facebook
Automation
Globalisation
eBay
Amazon
A disruptive economy

6. $50 Billion $79 Billion
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
Comfortable in 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
Applying social &
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 does ICT 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 ICT Capability 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 and managing
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 going on 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 adverbs end 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

14. The Website
http://www.digitallearningcewa.com/
Explore preprimary lesson plan

15. Activity Time

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?

17. digitallearning@cathednet.wa.edu.au
@cathDigLearn
Thanking you

18. Additional Notes
TBA

19. Activity Time