the digital technologies curriculum in context: v4
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@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
UBERAirbnb
Tesla
Outsourcing
Automation
Globalisation
eBayAmazon
Technological change has disrupted modern life
Pokemon GoVirtual Reality
Snapchat
Quantified Self
Constant Notifications
and updates
drones
Surveillance
$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
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
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
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)
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
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
• What do we most need to do now?
In summary
• We have the technology
• We have the curriculum mandate
• We have some exemplary practices
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
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
roe
ne
wa
ld: A
da
pte
d fro
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
Groenewald.daniel@cathednet.wa.edu.au
@d_groenewald
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
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
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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
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