The Digital Technologies Curriculum in Context: v4

@CathDigLearn

https://goo.gl/x9Cczx

The Digital Technologies

Curriculum in Context

#cewapl

Daniel Groenewald

Digital Learning Coordinator

v3

What are we learning today?

What’s in the Digital Technologies Curriculum

How to plan to integrate ICTs

What technology is working well for

you in work or life and why?

https://goo.gl/7Rlojk

Context

#WTH. Where did our world go?

Where are we going?

UBERAirbnb

Tesla

Outsourcing

Facebook

Automation

Globalisation

eBayAmazon

Technological change has disrupted modern life

Pokemon GoVirtual Reality

Linkedin

Snapchat

Twitter

Quantified Self

Constant Notifications

and updates

drones

Surveillance

A new kind of human is being fashioned:

homo technicarum?

Do we turn our backs or join in?

Many blue and white collar jobs have been

absorbed by technology and globalisation.

Australia’s digital economy is

growing rapidly.

$50 Billion $79 Billion

Sourc

e: D

elo

itte

-A

ustr

alia

’s D

igital P

uls

e:

Key c

halle

nges for

our

nation –

dig

ital skill

s,

jobs a

nd e

ducation (

2015)

2013-142011

Sou

rce: Co

mm

ittee for Eco

no

mic D

evelop

men

t of A

ustralia

-A

ustra

lia's fu

ture w

orkfo

rce? (20

15

)

Sourc

e: D

elo

itte

-A

ustr

alia

’s D

igital P

uls

e:

Key c

halle

nges for

our

nation –

dig

ital skill

s,

jobs a

nd e

ducation (

2015)

Sou

rce: Co

mm

ittee for Eco

no

mic D

evelop

men

t of A

ustralia

-A

ustra

lia's fu

ture w

orkfo

rce? (20

15

)

But who will benefit most from

the digital economy?

Sourc

e: D

elo

itte

-A

ustr

alia

’s D

igital P

uls

e:

Key c

halle

nges for

our

nation –

dig

ital skill

s,

jobs a

nd e

ducation (

2015)

Sou

rce: Co

mm

ittee for Eco

no

mic D

evelop

men

t of A

ustralia

-A

ustra

lia's fu

ture w

orkfo

rce? (20

15

)

5 million Australian jobs are predicted to

be replaced by computers by 2025

How can we help our children flourish in

The Digital Age?

Technology in Education

How has technology affected education?

How can we leverage Technology to benefitour kids?

Gamification

RoboticsCoding

STEM

Learning

Spaces

Learning

analytics

Flipped

learning

3D printing

Adaptive learningTelepresence

Maker

spaces

Wearables

There’s been an enormous growth in learning

technologies.

Artificial

Intelligence

Virtual Reality

Cloud collaboration

Online learning Informal learning

Augmented Reality

Virtual AssistantsDigital Badging

PC

Ph

oto

credit: R

ama

2016

Learning

devices have

developed

enormously1950

HOBART DECLARATION

1989

ADELAIDE DECLARATION

AUSTRALIAN CURRICULUM

2009

MELBOURNE DECLARATION

20111999

TECHNOLOGIESCURRICULUM

2018

An understanding

of the role of science

and technology in

society, together with

scientific and

technological skills

Be confident,

creative and

productive users of

new technologies

Young people need

to be highly skilled in

the use of ICT…there

is a need to increase

their effectiveness

Students need the

knowledge, skills

and confidence to

make ICT work for

them at school, at

home, at work

Society needs

enterprising

students who can

make discerning

decisions about the

development and

use of technologies

1990MLC first

laptop program in the world

2010 arrival of The iPad

1993 public Internet

in Australia

2016 Consumerization of Virtual Reality

2020 Mainstreaming of

Online learning andArtificial Intelligence

2009Digital

Education Revolution

The emphasis on ICTs has

steadily increased in curricula

But are we where we want to be?

What’s working well?

Even better if?

Implementation

dips

Technical infrastructure took

many years to get right

Photo:https://upload.wikimedia.org/wikipedia/commons/2/24/Sunday_school_at_the_Baptist_church_which_is_not_on_company_property_and_was_built_by_the_miners._Lejunior,_Harlan..._-_NARA_-_541342.jpg

CHANGE

has been

slow, tricky

uneven and

incomplete

Confusing results

“PISA results show no appreciable

improvements in student

achievement in reading,

mathematics or science in the

countries that have invested heavily

in ICT for education”

(PISA: 2015, 15)

Discussion:

What are the major challenges to engage

students at school?

We have wicked challenges ahead

For context, see Fullan, NPDL (2016); Ken Robinson, Schwalbe, The Fourth Industrial Age Kevin Kelly, The Inevitable

Automation and globalisation have

absorbed many jobs

Many students are bored

and disengaged

The economy demands different skill-

sets to what schools provide

Many teachers are

alienated, fatigued

and time poor

Educated youth are unemployed

Schooling, as a set of legacy

structures, tends to discourage

creativity and promote conformityParents cohorts are

increasingly demanding

Our world requires creative

solutions to difficult problems

Comfortable in

and through change

Adaptive and agile

Digitally

discerning

Be genuinely

Collaborative

Learn

continuously

Produce new media

Socially intelligent

Creative and dynamic

Problem seek and solve

Be an expert and apprentice

What do students need to

succeed in the digital Age?

Growth mindset

Be customer facing

Operate

entrepreneurially

Learn deeply

Self direct learning

Work with others to find and solve real problems

Find the truth in the noise

Relate well to many cultures

persevere

Leverage digital tools and platforms

Learn deeply

Develop

character

and virtue

Welcome to 2028. My name is

Lucas. I am 28 years old. I

manage a number of farms in

Australia’s North both remotely

and on premise. I program,

manage and maintain the drone

swarm which water, weed and

delivers crops .

I work in a small team that

services East Asia. There is an

enormous demand for our protein

enriched organic silver beet. I am

grateful to my teachers at …

because they taught me how to

…

Curriculum

Why is technology a general capability?

What’s in the Digital Technologies

curriculum?

How is it different from the ICT

capability?

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

THE ICT CAPABILITYTODAY

Values (RE)

Repairing our relationship

with Aboriginal Australia

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

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

Effective users of digital technologies Confident developers of digital solutions

Digital Technologies:

Key Terms and Concepts

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

Design

Thinking

Ideate

3. We formulated a range of cabin

design ideas for long distance flights

Empathise

Define Prototype

Test/adapt

Launch Evaluate

7. We evaluated the positive

feedback and celebrated our

success and many awards

4. We developed a range

of protoptypes

5. We tested our

prototypes on actors

and customers and

6. We changed our products

based on feedback and

developed the best cabin

2. We endeavor to improve

comfort for all passenger's

on long distance flights

1. What is it like for

our customers to

travel long

distances?

AIRNZ

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

Provides practical opportunities to use design thinking, computational thinking

and information systems to develop innovative digital solutions and knowledge

addressing contemporary challenges

Knowledge and

understanding

Digital SystemsRepresentations of

Data

Digital

implementation

Collecting,

managing and

analysing data

Creating

Solutions by

Processes and

production skills

Digital Systems

(hardware and

software and used

for an identified

purpose

Data can have

patterns and be

represented and used

to make simple

conclusions

StrandsTeachers select content from here

Students apply knowledge and understanding through P&P skills

Year level descriptions provide an overview of key/core concepts

Content description set out the knowledge and skill to be learned

Year Level Achievement standardsare provided

Design and Technology

Technologies (P-8) Learning Area

Subject

Sub Strands

Society needs enterprising students

Hop Scotch Code

1. In a group of 4, using the commands provided (or symbols you make

up), make one group member travel up and back the hop scotch grid.

2. Write out your list of commands (algorithm) and ask another member

to follow your algorithm

3.When finished, complete this online coding activity in a pair:

https://goo.gl/XaEm9Q

4.As a group discuss what aspects of the Digital Technologies

curriculum has been covered and how you might apply a similar

approach in your classroom.

http://www.digitallearningcewa.com/

Tweet @cathdiglearn to tell us

one thing you found useful

about the website and one

thing you’d like to see on it:

use #cewapl

Digital Pedagogies

• What do we most need to do now?

In summary

• We have the technology

• We have the curriculum mandate

• We have some exemplary practices

Traditional Approaches to Ed-Tech pedagogy

– Primary

TECHNOLOGY CONTENT

KNOWLEDGEPEDAGOGY

Traditional Approaches to Ed-Tech pedagogy

– Secondary

TECHNOLOGY CONTENT KNOWLEDGE

PEDAGOGY

It is not effective to add

new technologies on to old

things or existing curricula.

Start with a new blueprint

and explore how

technology changes

instructional practice

Image: https://en.wikipedia.org/wiki/File:Rocket-bike.jpg

REDEFINTION E

MODIFICATIONE

AUGMENTATION

SUBSTITUTION E

TRA

NSFO

RM

ATION

ENH

AN

CEM

ENT

The SAMR

Model

Ruben R. Puentedura,

Transformation, Technology, and

Education. (2006) Online at:

http://hippasus.com/resources/tte/

PDF with hyperlinks

Imovie

PDF

Weebly

Tech acts as a tool substitute with no functional change to task

Tech acts as a tool substitute with functional change to task

Tech enables improvement in task design

Tech enables significant improvement to task in a way that was inconceivable in the paper based world

Lesson evaluations using

SAMR

Get into groups of four, access the resource on the

next slide and complete the activities.

Group 1 https://goo.gl/YFc1sk

Group 2 https://goo.gl/lZ5nQo

Group 3 https://goo.gl/7Skvz0

Group 4 https://goo.gl/EF75va

Group 5 https://goo.gl/7JLN1H

Group 6 https://goo.gl/RertvU

Gro

up

Lin

ks

TPACK+CAPb

TECHNOLOGY PEDAGOGY

CONTENT KNOWLEDGE

TPACK with adaptions: Mishra and Koehler (2006)

21ST C General CAPABILITIES

Investigating

Communicating

Creating

Applying social &

ethical protocols

Managing and

operating ICT

ICT

Critical &

Creative

Thinking

Personal

& social

capabilityIntercultural

understanding

Maximising student choice over

what they learn and how they

learn supercharges motivation

and sustains positive learning

behaviors

Project-problem

based

Content

Knowledge Pedagogy

Autonomy

Technology

ENGAGEMENT

Making teaching and

learning choices that

connect with the elements

of DDLD is critical to

effective instruction

Strong learning area

specific expertise that is

curricula compliant

advantageously fast tracks

scaffolding and targets key

skills and knowledge more

effectively

Effective deep learning cuts

across learning areas through

project based learning tasks

that investigate real and

relevant questions and assess

learners on authentic outputs

Learning contexts that engage,

excite, enthuse, personalise

and challenge are the

foundation of effective

sustained learning

Groenewald 2016

The Elements of Deep Digital Learning Design

Capabilities

Engagement

Effective planning with/for

technology capabilities increases

engagement, collaboration and

access to skills and knowledge

Effective planning with/for

technology capabilities

increases engagement,

collaboration and access to

skills and knowledge

DIAGNOSIS

ENGAGEMENT

BUILDING KNOWLEDGE

TRANSFORMATION

PRESENTATION

REFLECTION

THE DIGITAL LEARNING AND

TEACHING CYCLE

Socrative

TedTalks

Zaption

Explain

Everything

Powtoons

Blog

D Groenewald (2016): Adapted from K. Love et al, BUILT: 2003

Pedagogical flow

Apps at pedagogically appropriate

stage of learning

Effect sizes and their realisation through technology

Technique Effective size

Tech choices SAMR scale Teaching and learning phase

Formative evaluation with analytics

.90 Socrative quiz Film learning ShowbieZaption

Augmentation Building knowledge

Classroom discussion

.82 Online ForumYouTube video comments Twitter Instagram

Augmentation Building knowledge

Teacher and Lesson clarity

.75 Published lesson plans on the LMS Flipped learning with learning analytics

Augmentation Prior to engagement

Student feedback .75 Ongoing live OneNote Live google docs Showbie

Modification Building knowledge and reflection

Session Challenges –

Integrating the models

Use the following planning sheet to construct and

evaluate an effective lesson using ICTS

Instructional

work flow

Activity General Capability ICT Capability

Element

ICT

tool

SAMR

level

Learning Aras

intention/focus

By the end of this lesson, students will be able to identify

Diagnosis

Engagement

Building

Knowledge

Transformation

Presentation

Reflection

Creating and evaluating a lesson/unity with ICT

D G

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wa

ld: A

da

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m K

. L

ove

et a

l, B

UIL

T: 2

00

3

How can tech

be leveraged?

What do

students need

to know

What do they

need to to

investigate

Driving

Question or

challenge

Students to

chose

How

to present

Present

learning

publcly

Get feedback

to improvePROJECT BASED

LEARNING

Instructional

work flow

Activity General

Capability

ICT Capability ICT

tool

SAMR

level

Learning Aras

intention/focus

By the end of this lesson, students will be able to

Big Idea

Essential

question

The Challenge

Guiding

Questions/Acti

vities

Solution

Publish/Reflect

Problem Based Learning Learning

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Using Deep Learning Assessment Matrices

Rule 1. You must complete all the shaded activities.

Rule 2. You must complete another 4 activities. They

must not be in the same column or row.

Rule 3. Choose a partner and complete another

activity that neither your of you have completed.

Word Logic & Maths Space & Vision

Body Music People Self

Remembering

List ten key ideas that

were important to the

Ancient Greeks.

Create an accurate

itinerary of the daily life

of a Spartan solider

Chart the journey of

Alexandra the Great

graphically.

Act out a battle

between competing

Ancient Greek City-

states.

Find an appropriate song

or piece of music to

accompany a series of

images that recount an

important event in Ancient

Greece

With a partner, prepare

a short talk about a

famous Ancient Greek

In your journal,

explain what you

found most

interesting about

Ancient Greece.

Understanding

Describe a famous battle

in Ancient Greece

and its outcome

Create a timeline of

significant events in

Ancient Greece

Tell the story of a key

event in Ancient

Greece in cartoon

form

Build an A4 size model

of an important Ancient

Greek building or

monument. Explain its

construction and

importance.

Write and perform and

song that celebrates or

laments an episode in

Ancient Greek mythology.

Describe the

behaviours you would

expect to see from a

typical boy and a typical

girl in Ancient Greek

society

Describe how

you prepare to

be a Spartan

Soldier.

Applying

Create a test about

Ancient Greece in the

style of Who Wants to be

A Millionaire

Calculate the provisions

required to feed and

shelter a battalion of

soldiers in the Trojan

War

Create a poster to

promote the values

of an Ancient-Greek

City state

Teach a gymnastic or

athletic skill performed

by Ancient Greeks to

your friends

Record an audio retelling

of a famous story from

Ancient Greece using

sound effects

Participate in a debate

about the different

attitudes to the

education of boys and

girls in Sparta

Explain your

personal beliefs

about the value

of war for solving

conflict in Ancient

Greece

Analysing

Explain why Ancient

Greek City-States

struggled to defend

themselves from outside

forces.

Explain and chart

alternative routes and

methods of travel from

Sparta to Athens

Use a Venn diagram

to compare Ancient

Greece with Ancient

Egypt.

Perform a role play of a

famous Ancient Greek

scientist or philosopher

relating news of a

discovery

Which event from Ancient

Greek history would be

best accompanied by

dramatic music and why?

Instruct a class on the

skills required to be

successful Greek

Soldier

Compare and

contrast the

experiences of

teenage boys

and girls in

Ancient Greece

Evaluating

List 5 assets that were

essential to maintaining

harmony between Greek

City-States

Chart similarities and

differences between

Ancient Greece and

modern Australia using

a graphic organiser

Use a series of

Photos or Photostory

to explain the rise

and fall of Ancient

Greece

Evaluate the benefits of

the Olympic Games to

Ancient Greece

Explain how effective a

Greek amphitheatre was

in carrying sound to the

audience

As a group, determine

the legacy of Ancient

Greece

Explain how you

would feel if you

were part of a

defeated Army in

Ancient Greece

Creating

Write a poem, story,

newspaper article,

describing an uplifting or

tragic moment in Ancient

Greece

Create a poster explaining

the mathematical theories

of an Ancient Greek

Mathematician

considering their

relevance to modern life

Accurately draw and

label the parts of a

Greek Ship, such as a

Trireme, explaining the

purpose of the boat’s

design and its success

in battle.

Dress up as an Ancient

Greek and take your class

on a virtual tour of your

City-State or lecture your

class in the style of an

Ancient Greek

Philosopher

Write a song celebrating the

achievement of a specific

City State

Facilitate a class debate

on an important issue in

Ancient Greece such as

slavery.

Which type of

Ancient Greek

citizen do you most

resemble (e.g..

soldier, scientist,

philosopher) and

why?

Daniel Groenewald

Digital Learning Coordinator, COWA

[email protected]

@d_groenewald

Notes in progress

Leveraging human learning preferences: The Ed-Tech Quintet

Mode Traditional realisation Associated Practice Digital Realisation

Social Listening, talking,

storytelling

Communication, collaboration,

Sharing

Commenting, dialoguing

through social media

Mobility On the savannah, in-situ

workshop

Anytime, Anyplace Learning and

Creation

At home, on the bus,

whatevs

Visualisation Painting Making abstract concepts

tangible

Infographics, websites,

Storytelling Within family setting, around

the campfire

Knowledge integration and

transmission

iMovie, YouTube,

BookCreator,

Gaming Chasing, running, catching,

outwitting

Feedback loops and formative

assessment

Khan Academy, Udemy,

Socrative, Maths Space

Puentedura: http://hippasus.com/rrpweblog/

59

http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png

Dale Edgar’s “cone of experience”

60

• More student autonomy

• Personal choice

• Sense of discover

• Motivation

• Can be interesting but

• Teacher determined

• See what others see

The pedagogy of the cave

Design

Thinking

Ideate

3. We developed a range of cabin

designs for long distance flights

Empathise

Define Prototype

Test/adapt

Launch Evaluate

7. We evaluated the positive

feedback and celebrated our

success and many awards

4. We developed a

range of prototypes

5. We tested our

prototypes on actors

and customers and

6. We changed our products

based on feedback and

developed the best cabin

2. We endeavor to improve

comfort for all passenger's

on long distance flights

1. What is it like for

our customers to

travel long

distances?

62

Student choice in

assessment types

Creativity

Problem solving and

collaboration in groups

Real world relevance

Peer sharing and

celebration

The ingredients of a 21st Century curriculum

Part 4:Session

Challeng

e

Part x: -xx

Activity Time

Activity Time

More than half of Australian workers will need to be able to use, configure or build digital systems in the next 2-3 years

Activity Time

Activity Time

Activity Time

Activity Time

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2005

Inauguration of Pope

Benedict

2013

Inauguration of Pope

Francis

I can learn

anywhere,

anytime and at

the point of need

I can access the

best that has

been thought

and done

I can

collaborate

with peers and

learn from

anyone

I can find

things

relevant to me

I enjoy

Interactive, rich

visual and audio

resources that

excite and

inspire

I can listen to

and observe

lessons more

than once

My world is

changing and I

need these skills

to live a good life

Why I like to use Technology to learn

“The culture of constant

connection takes a toll both

professionally and personally.

We waste time, attention, and

energy on relatively unimportant

information and interactions.”

Harv

ard

Busin

ess R

evie

w,

June 2

015:

110

The rise of the Centaur

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Students need the knowledge,

skills and confidence to make

ICTs work for them at school, at

home, at work.

AC

What would you say to Lucas?