Australian Curriculum: ICT general capability and digital technologies


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This presentation supported a professional development workshop focused on the Australian Curriculum: ICT general capability and digital technologies.

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Australian Curriculum: ICT general capability and digital technologies

  1. 1. Australian Curriculum: ICT General Capability and the new draft Digital Technologies Subject Dr. Trudy Sweeney CEGSA Workshop 29 May, 2013
  2. 2. Me ACCE Study Tour 2012
  3. 3. Introductions 1. Your name 2. Something that makes you smile
  4. 4. Objectives Participants will understand: – That ICT is clearly identified as part of Focus Areas 2.6, 3.4 and 4.5 of the Australian Professional Standards for Teachers. – The Organising Elements of the ICT General Capability and identify valuable supporting resources. – How to search for some of the ICT links in the Australian Curriculum. – The terminology and key concepts described in the new draft Technologies learning area Participants will identify areas of the Digital Technologies curriculum which they would like support.
  5. 5. The Plan 1. Introduction and establish the needs of participants 2. Identify links to the Australian Professional Standards for Teachers (APST) 3. Investigate the ICT Organising Elements 4. Connect the ICT General Capability to the Australian Curriculum 5. Identify valuable resources about cyber safety, copyright & Creative Commons 6. Investigate the Technologies curriculum especially in relationship to the Digital Technologies subject. #CEGSA
  6. 6. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
  7. 7. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
  8. 8. This work is licensed under a Creative Commons Attribution 3.0 Unported License.
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  10. 10. ICT as a General Capability The purpose of this task is to establish where to best focus the workshop to meet the needs of participants. TASK 1. Place a sticky dot along the continuum which aligns to your level of understanding about ICT as a General Capability. 2. View the results. Would anyone like to comment on why they placed their dot where they did?
  11. 11. Identification of Questions The purpose of this task is to establish where to best focus the workshop to meet the needs of participants. TASK • Using the sticky notes, identify one question per note that you would like addressed during this workshop. • Your questions can related to the ICT as a General Capability in the Australian Curriculum and or the new draft Digital Technologies subject. • Group „like‟ questions and identify most popular.
  12. 12. ICT General Capability • Students develop ICT Capability as they learn to use ICT effectively and appropriately: – to access, create and communicate information and ideas – to solve problems and work collaboratively – in their lives beyond school. • Students make the most of the digital technologies available to them and limit the risks to themselves and others in a digital environments (p. 13) Fornax
  13. 13. Digital Technologies Subject • Students create solutions that consider social and environmental factors when operating digital systems with digital information. • They develop and apply an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking. • They apply this when they investigate, communicate and create purpose-designed information solutions. • Students learn to formulate problems, logically organise and analyse data and represent it in abstract forms. They automate solutions through algorithmic logic. HacksHaven
  14. 14. ICT as a General Capability and Digital Technologies • There is a clear relationship between the Digital Technologies curriculum and the ICT general capability. • The capability assists students to become effective users of ICT. The Digital Technologies curriculum assists students to become confident developers of digital solutions.
  15. 15. TPACK Framework
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  17. 17. Australian Professional Standards for Teachers Copyright © 2012, Australian Institute for Teaching and School Leadership
  18. 18. ICT Focus Areas & Illustrations of Practice Copyright © 2012, Australian Institute for Teaching and School Leadership
  19. 19. Copyright © 2012, Australian Institute for Teaching and School Leadership
  20. 20. Copyright © 2012, Australian Institute for Teaching and School Leadership
  21. 21. General Capabilities The materials for each General Capability are in 3 parts: 1. An introduction: describes the nature and scope of the capability, its place in the learning areas and its evidence base. 2. Organising elements 3. A learning continuum: describes the knowledge, skills, behaviours and dispositions that students can reasonable expect to have developed at particular stages of schooling. Information-and-Communication-Technology-capability/
  22. 22. “To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities” (p. 41). The ICT General Capability Information-and-Communication-Technology-capability/
  23. 23. The ICT General Capability Information and communication technologies “transform the ways that students think and learn and give them greater control over how, where and when they learn” (p. 41). Information-and-Communication-Technology-capability/
  24. 24. The ICT General Capability “Students develop capability in using ICT for tasks associated with information access and management, information creation and presentation, problem solving, decision making, communication, creative expression, and empirical reasoning” (p. 41). Information-and-Communication-Technology-capability/
  25. 25. The ICT General Capability Students “learn to use ICT with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities” (p. 41). Information-and-Communication-Technology-capability/
  26. 26. The ICT General Capability “Students develop and apply ICT knowledge, skills and appropriate social and ethical protocols and practices to investigate, create and communicate, as well as developing their ability to manage and operate ICT to meet their learning needs. Learning areas provide the content and contexts within which students develop and apply the knowledge, skills, behaviours and dispositions that comprise ICT capability” (p. 42). Information-and-Communication-Technology-capability/
  27. 27. ICT General Capability
  28. 28. TASK • Go to • Locate the ICT General Capability Information-and-Communication-Technology-capability/
  29. 29. (5 minutes) • Go to • In groups of 5, each person chooses a different ICT Organising Element described in the pdf . • Identify the key ideas for this element • Briefly share your findings with your group and/or via Twitter #CEGSA TASK
  30. 30. Sharing
  31. 31. Investigating with ICT Students use ICT to: • define and plan information searches • locate and access data and information through: - search engines and directories - navigation tools between and within documents - opening files of different formats - organising data and information using ICT tools • select and evaluate data and information by applying criteria to verify the integrity of data and information and their sources. Information-and-Communication-Technology-capability/
  32. 32. Creating with ICT Students use ICT to generate ideas, plans and processes to: • clarify a task, or the steps and processes required to develop responses to questions or solutions to problems • generate products or solutions for challenges and learning area tasks to: - develop, refine and present new understandings in a digital form - create a digital input or a process to support a digital output to transform digital data and information. Information-and-Communication-Technology-capability/
  33. 33. Communicating with ICT This element involves students in using ICT to communicate ideas and information with others and collaboratively construct knowledge, in adherence with social protocols appropriate to the communicative context (purpose, audience and technology). Students use ICT to: • share, exchange and collaborate: - sharing information in digital forms - exchanging information through digital communication - collaborating and collectively contributing to a digital product • understand and apply social protocols to receive, send and publish digital data and information • apply techniques or strategies to ensure security of digital information, to control access, protect files and report abuse. Information-and-Communication-Technology-capability/
  34. 34. Managing and operating ICT This element involves applying technical knowledge and skills to work with information. Students: • use digital technologies efficiently including: - troubleshooting - adjusting parameters - monitoring occupational health and safety issues • select appropriate combinations of digital hardware and software to match the needs of the user and the task • understand the transferability of knowledge and skills between digital systems and applications • use software to manage and maintain information in digital files. Information-and-Communication-Technology-capability/
  35. 35. Applying social and ethical protocols and practices when using ICT This element involves students in developing an understanding of: • intellectual property pertaining to digital information • digital information security, including the responsibility to: - protect the rights, identity, privacy and emotional safety of online audiences - avoid and prevent cyberbullying - ensure security of self and/or others - respect audiences, being aware of the portrayal of self and others • the benefits and consequences of ICT for individuals, groups and communities in society, such as: - becoming drivers of ICT, seeing themselves as creators as well as consumers of ICT - recognising its capacity to enhance participation and inclusion - analysing how changes in technology impact on and relate to changes in society. Information-and-Communication-Technology-capability/
  36. 36. Locate the Learning continuum Information-and-Communication-Technology-capability/
  37. 37. ICT Learning Continuum • The continuum is presented in two formats: • The first shows expected learning for each stage of schooling. • The second shows expected learning across the three stages of schooling. • Use the View buttons to switch between these. Information-and-Communication-Technology-capability/
  38. 38. Information-and-Communication-Technology-capability/
  39. 39. Information-and-Communication-Technology-capability/
  40. 40. Information-and-Communication-Technology-capability/
  41. 41. Information-and-Communication-Technology-capability/
  42. 42. Information-and-Communication-Technology-capability/
  43. 43. Applying Social & Ethical Protocols & Practices What does this element break down into? DECD Social Media Policy
  44. 44. Applying Social & Ethical Protocols & Practices Copyright Issues Copyright for schools Creative Commons (video, search engine, licenses) Cyber Safety Cyber Smart, Get Safe Online
  45. 45. TASK (5 minutes) • Individually or in pairs, search for the ICT general capability icon in one year level.
  46. 46. TASK (5 minutes) • In pairs, briefly discuss how you could design a learning task for a specific year level that aligns with the Investigate, Create or Communicate elements. • Remember: This is NOT an ICT or Cyber safety lesson - rather think about TPACK ie using technology to investigate, create, communicate specific content in safe and ethical ways.
  47. 47. Australian Curriculum: Technologies • “Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies. It needs people who can independently and collaboratively develop innovative solutions to complex problems and contribute to sustainable patterns of living” (p. 1). • “All young Australians should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies. … They will do this by evaluating how their own solutions and those of others affect users, equity, sustainability, ethics, and personal and social values.” (p. 1). Missy Schmidt Chris Rowell
  48. 48. Two Key Ideas 1. Systems Thinking and the overarching idea: Creating preferred futures “A holistic approach where parts of a system are analysed individually to see the whole, the interactions and interrelationships between the parts and how these parts or components influence the system as a whole” (p. 4).
  49. 49. Two Key Ideas 2. Project Management • “… students are explicitly taught how to manage projects. This includes planning; evaluating processes; considering constraints; risk assessment and management; decision- making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process. Every technologies project involves the use of resources and it is critical that there is planning for sustainable use of resources when managing projects” (p. 5).
  50. 50. Australian Curriculum: Technologies • Two subjects: 1. Design and Technologies 2. Digital Technologies • Band levels: – F-8 compulsory – 9-10 optional • Two Strands in both subjects – Knowledge and Understanding – Processes and production skills %20Australian%20Curriculum%20Technologies%20- %20February%202013.pdf
  51. 51. Australian Curriculum: Technologies • Content Descriptors “These describe the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. Content descriptions do not prescribe approaches to teaching in the Technologies subjects. The content descriptions have been written to ensure that learning is ordered appropriately and that unnecessary repetition is avoided” (p. 5).
  52. 52. Australian Curriculum: Technologies • Content Elaborations Provided as “support material to illustrate and exemplify what is to be taught to assist teachers in developing a shared understanding of the content description” (p. 6)
  53. 53. Australian Curriculum: Technologies • Achievement Standards “ indicate the quality of learning that students should typically demonstrate by a particular point in their schooling” (p. 7). “describes the quality of learning (the depth of conceptual understanding and sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement” (p. 7).
  54. 54. Digital Technologies Subject HacksHaven
  55. 55. Rationale • “it is critical to the wellbeing and sustainability of society and the economy and environments that the benefits of information systems are exploited ethically” (p. 59). • “Ubiquitous digital systems such as mobile and desktop devices and networks … are an essential problem- solving toolset in our knowledge-based society” (p. 59). • “Digital Technologies provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation” (p. 59).
  56. 56. Two Related Strands 1. Knowledge and understanding – information systems: data, processes, digital systems, people, and their interactions 1. Processes and production skills – defining and solving problems through using digital systems, critical and creative thinking and applying computational thinking.
  57. 57. Two Related Strands “Programs should balance and integrate both strands to “systematically transform data into digital solutions that respond to the needs of individuals, society, the economy and the environment” (pp. 61, 68).
  58. 58. Five Key Concepts 1. Abstraction, underpins all content, particularly relating to the concepts of data representation and specification, algorithms and implementation. 2. Data collection (properties, sources & collection of data), data representation (symbolism and separation) and data interpretation (patterns and contexts). 3. Specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and programming). 4. Digital Systems (hardware, software & networks and the internet) 5. Interactions (people & digital systems, data & processes) and impact (impacts and empowerment) (p. 63).
  59. 59. 1. Abstraction: involves hiding details that aren‟t relevant, to focus on a manageable number of aspects of an idea, problem or solution at one time. 2. Data collection, representation and interpretation: focuses on the nature and properties of data, how they are collected and represented and how they are interpreted in context to produce information. 3. Specification, algorithms and implementation: focuses on the precise and elegant definition and communication of problems and their solutions, beginning with describing tasks in daily life and culminating in accurate definitions of computational problems and their algorithm solutions. 4. Digital Systems: focuses on the components of digital systems: hardware, software, and networks and the internet. 5. Interactions and impact: focuses on all aspects of human interaction with and through information systems, and the enormous potential for positive and negative economic, environmental and social impacts enabled by these systems (p. 64)
  60. 60. Computational Thinking • The 5 key concepts “span the key discoveries of computer science and information systems, with ideas about the organisation, representation and automation of information and communication that also correspond to the key elements of computational thinking” (p. 63).
  61. 61. Computational Thinking
  62. 62. Computational Thinking The term computational thinking was first used by Seymour Papert in 1996 and made popular by Jeannette Wing in 2006. Computational thinking is integrating the power of human thinking with the capabilities of computers. The essence of computational thinking is thinking about data and ideas, and using and combining these resources to solve problems. Teachers can encourage students to “think computationally” by moving technology projects beyond “using” tools and information toward “creating” tools and information.
  63. 63. TASK (10 minutes) In pairs, select a Band level (F-2, 3- 4, 5-6, 7-8 or 9-10) • Discuss which Content Descriptors (numbered) you would like support to translate into learning activities. • Highlight these areas on the Scope and Sequence page provided. Draft%20Australian%20Curriculum%20Technologies%20- %20February%202013.pdf
  64. 64. F-2 Example • Rube Goldberg Machine 2#TOC-Rube-Goldburg-Machine ApS3c#!
  65. 65. 3-4 Example • Scratch 2013edn/dt3-3-4#TOC-Design-Challenge- Example1 mFLI
  66. 66. Review of Questions Alexander Drachmann
  67. 67. Conclusion • There are 5 elements of the ICT General Capability that are to be embedded across all learning areas (not taught in isolation. • Teachers need to design learning activities which require students to investigate, create and communicate their learning using ICT in ways that are socially and ethically responsible.
  68. 68. Conclusion • The two subjects of the Technologies learning area can be integrated with other areas. • The two strands of the Digital Technologies subject should be integrated. • There are many ways to address the five key concepts in the Technologies curriculum. • Teachers can encourage students to “think computationally” by moving technology projects beyond “using” tools and information toward “creating” tools and information.
  69. 69. Thank-you Access this presentation at: Contact: 8201 3941 @tsweeney8