Assignment 1: Task B Attempt 2– EDCU12039: Design and Digital Technologies. Matthew Kelly – S0244955

Throughout this course and engaging in the leaning tasks and activities has cemented my view that technology is changing the way we learn and teach in an educational setting. Using digital technology provides us as educator’s fantastic resources to engage students and to enhance learning experiences for all stakeholders. By developing my own computation thinking and skills will enable me to do the same for my future students. Engaging in this course has been of great value to myself and I have enjoyed experimenting and experiencing the opportunities of utilizing a range different technologies to enhance my pedagogical options when planning lessons. In addition, I now realize educators have the opportunity to share and collaborate to utilize and create exciting engaging lessons and teaching resources. I have also learnt that to ensure students become innovative, risk-taking, reflective problem-solvers, there needs to an emphasis on providing students with the necessary design skills and technological practices (Mawson, B, 2003).

I now realize the importance of the skills and process required for utilizing technologies and computational thinking to create effective digital technologies. It was also refreshing to learn that you no longer need to be a graphic designer or computer expert to utilise digital technology or to design digital resources. As I have learnt that with the amount of online tools available today anyone can have a go, as there are a whole range of different programs online and these can be utilised by a layman with no previous design experience (Queness, 2011).

The Australian Curriculum, Assessment and Reporting Authority Digital Technologies (ACARA) aims to encourage students to acquire computational thinking and knowledge of information systems to define, design and implement digital solutions. In this way, in order to develop my own computational thinking, I have found it beneficial engaging in the Angry birds game and programs like Code studio, CodeCombat, Code.org and scratch. Playing around with these sites, like all new technology, at first was daunting and seemed complex, although with most new technology the more I played around and experimented, my ability and understanding increased.  I can envisage how programs like these are beneficial when endeavouring to introduce and teach students about code by encouraging them to interpret data and create and design using digital platforms. It has become evident how programs such as these are fantastic resources for engaging students to learn about computer programing, code and develop computational thinking. I really look forward to utilizing programs like this with my future students. If I can work it out I'm confident most students will also. I had direct experience with the appeal of these games when my seven year old son saw me playing the angry birds program on Code.org and continued to engage with game independently for over an hour.

In order to assist student understanding of the Binary code number system I attempted to come up with a game you might play with learners called binary cards shootout. This required me to flip over binary cards while two students compete to verbally call out the number represented. Although I feel this game needs refinement as my own understanding of binary code increases.

A learning outcome of the F-2 Australian Curriculum Digital Technologies strand requires students to follow, describe and represent a sequence of steps and decisions to solve simple problems (ACARA). To help achieve this I have learnt that an algorithm is a step by step list of instructions for solving a problem.  And a program can be an algorithm that has been encoded into programing language. When engaging with the Khan Academy site I started by drawing simple shapes. I then experiment with code to try more complex shapes and designs. At first I thought this is way out of my league then slowly began to gain some understanding. I am grateful for sites like these that explain with video tutorials how to work with code and by spending a lot more time interacting with programs like this not only will enhance my own understanding but also to assist my future students. 

Infographics and interactive web pages provide teachers a way to present data, learning content and ideas in a variety ways. I feel of huge benefit is that teachers can tailor these resources and deliver lessons relevant to their students’ diverse needs and interests. In addition technology and digital resources such as these can encourage independent or additional learning. For my first attempt at creating a digital learning resource I used the site Wix.com to create an interactive map of Australia with external links to relevant learning content would be a useful digital resource and be a good place to start creating. By embedding external links to useful sites and information and making it as interesting as possible, I can really envisage the benefits of using digital resources such as these to enhance learning.

I have been experimenting with developing digital task cards. I feel these are great interactive learning tools and I only wish I had access to resources like these when I was at school. At first it seemed difficult and complex, although as I experimented and interacted with the creation of this resources I slowly became more familiar and competent with the programs. I now have a vision of how I can utilize sites like this to create a useful engaging resources, and like most new things practice will help a lot. I have also found Technologies such as blogs and wikis are great resources to encourage and facilitate communication and collaboration. I look forward to utilizing these resources within my future classrooms as a way of facilitating collaboration and engaging and enhancing learning.

In conclusion, I have learnt that Technology education should be a creative, hands-on, problem-solving process which develops cognitive functioning (Lewis, T. 2009). I realize learners benefit from being connected to the real world, challenged and allowed freedom to encourage creativity and promote higher order thinking and there is a lot to consider if I am to fully utilize the technology available today.

References.

Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian curriculum. Retrieved from. http://www.australiancurriculum.edu.au/

Lewis, T. (2009). Creativity in technology education: Providing children with glimpses of their inventive potential. Retrieved from. http://scholar.lib.vt.edu/ejournals/JTE/v17n1/lewis.html

Mawson, B. (2003). Beyond 'the design process': an alternative pedagogy for technology education. International Journal of Technology and Design Education, 13 (2), 117-128. Retrieved from. http://eds.b.ebscohost.com.ezproxy.cqu.edu.au/eds/detail/detail?sid=3d5a9d35-f75d-4ecd-b4f5-477ba545c632%40sessionmgr113&vid=0&hid=103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=a9h&AN=17020180

Queness, (2011). How To Design Your Own Infographics. Retrieved from. http://www.queness.com/post/9942/how-to-design-your-own-infographics

Weekly Tasks

Engaging in the Angry birds game and programs like Code studio, CodeCombat  and Code.org are all fantastic resources for engaging students to learn about code. It took me a little time to process but before long I figured it out and I was really into it. By listing the codes in the correct order, for example move forward, turn left, move forward, turn right ect I was able to catch the pig. It really got my computational brain workingI had direct experience with the appeal of these games when my seven year old son saw me playing the angry birds program on Code.org and continued to engage with game independently for over an hour.I really look forward to utilizing programs like this with my students. If I can work it out I'm confident most students will also.

When engaging with the Khan Academy site I started by drawing simple shapes. I then experiment with code to try more complex shapes and designs. At first I thought this is way out of my league then slowly began to gain some understanding. I am grateful for sites like these that explain with video tutorials how to work with code and by spending a lot more time interacting with programs like this not only will enhance my own understanding but also to assist my future students. 

Playing around with the site “scratch” was also beneficial in developing my computational thinking. I began by following the task instructions of a fish tank with fish swimming and an octopus going side to side at the bottom of the screen. And then experimented with other ideas of trying to get characters to simulate a game of basketball.I really enjoyed playing around with all the settings and seeing what was possible. Although I am still definitely a novice I can really see the opportunities for developing creative thinking and design.

I have attempted to create a digital resource using Wix.com. I thought an interactive map of Australia with external links to relevant learning content would be a useful digital resource and be a good place to start creating. By embedding external links to useful sites and information making it as interesting as possible. I an really envisage using digital resources such as these to enhance learning.

 

I have been experimenting in developing a digital task card. I feel these are great interactive learning tool. I know I have to create a similar resource to this for another course and I have enjoyed making myself familiar with the possibilities. I wish I had access to resources like these when I was at school.

A binary code represents text or computer processor instructions using the binary number system's two binary digits, 0 and 1. A binary code assigns a bit string to each symbol or instruction.

I attempted to come up with a game you might play with learners called binary cards shootout. This required me to flip over binary cards while two students compete to verbally call out the number represented. Although I feel this game needs refinement as my own understanding of binary code increases.

Using programs like Bubbl.us are fantastic for creating mind maps. I have found this program relatively easy to use and a great way to present information.

Benefits of utilizing ICT

The integration of ICT not only enhances  learning and creates opportunities for student engagement and motivation but can also support a range of teaching, learning and assessment approaches including:

•  Developing critical and creative thinking skills
• Opportunities to work collaboratively, locally, nationally and globally
• Access to a range of resources, stimulus materials and learning tools 
• Equip students with the necessary knowledge and skills 
• Develop awareness of the public nature of online activity and related responsibilities

ICT for developing problem solving skills:

ICT as a tool for problem-solving is valuable for both individual and collaborative learning where students can brainstorm and share knowledge, reflect upon their previous representations. Integrating ICT into learning has shown to assist students to develop problem solving skills and analytical thinking. In addition, ICT provides tools that enable students to represent a problem and experiment with possible solutions (Mackenzie, 2009).


ICT for Computational thinking:
Breaks down into four categories.
Decomposition (breaking problems down),
Patterns (repetition of design).
Abstractions (abstracting the details from a problem so a solution can be found with multiple purposes).
Algorithm (instructions).

Computational thinking is something we do everyday and is an important skill for completing most tasks.
It was refreshing to discover there are a range of resources available to develop students computational thinking suitable from a young age.
As Children today are practically born interacting with an ipad or similar technology it is imperative as a teacher I develop and enhance my own Computational thinking skills.

Mackenzie, S. (2009). Developing problem-solving capacity in a primary school environment using control ICT. Retrieved from. www.teacherleadership.org.uk/.../2/.../article_4_-_shelagh_mackenzie.pdf

NSW Government (2015) Board of Studies Teaching & Educational Standards NSW: Integrating ICT Capability. Retrieved from. http://syllabus.bos.nsw.edu.au/support-materials/integrating-ict/

Reflection of Digital Tasks

Engaging in weekly tasks and experimenting with a range of digital technologies has been a great experience. I have had a go creating a digital resource using Wix.com, an interactive map of Australia with external links to relevant learning content. I brainstormed an activity to help develop students understanding of binary codes and I have been experimenting creating digital task cards using weebly and similer programs (see wiki). I appreciate programs like Scratch as a way of engaging students to develop their knowledge and skills in programming, problem solving, thinking mathematically and using logic and reasoning. In addition, I have seen how utilizing tools such as interactive whiteboards and can be a great tool in any classroom.

Developing an understanding of binary codes and acquiring skills like programming, creating blogs, webpages and info graphics is a must for today's teachers.
 By engaging with and exploring programs like these, I am confident that these and other resources are a fantastic and useful tool for all learning areas. In addition, they are easily adaptable and applied to suit the required learning content. At first it seemed difficult and complex, although as I experimented and interacted with the creation of these resources I slowly became more familiar and competent with the programs. I now have a clearer vision of how I can adapt and utilize digital resources to create and deliver engaging lessons, and like most new things practice will help a lot. 

Legal safe and ethical practice with ICT

 Incorporating ICT resources into the classroom presents issues in regards to the safe, ethical, and responsible uses of these technologies. In the educational environment it is important teachers apply codes of practice for safe, secure and responsible use of ICT's (ACARA, 2014). 

Teachers need to be vigilant and aware and should make sure they secure and protect digital and personal information. Teachers continually need to set values and review the use of ICT in terms of safety, ethical practice, legality and responsibility. And consider students rights and cultural differences and be sensitive of these when accessing and delivering information on-line. By continually reflecting and evaluating the use of ICT and its impact on students and other stakeholders teachers will ensure a range of preventative measures to address issues concerning the well-being and safety of all stakeholders.

Younie, Leask, & Burden (2015, p.235) advocate that "we need to raise awareness about online identity and digital footprints and highlight becoming responsible digital citizens."

Digital Resources

Info-graphics and other digital resources.

Info-graphics or interactive web pages provide teachers a way to present data, learning content, teaching ideas and content in a variety ways. Teachers can tailor these resources and deliver lessons relevant to their student’s diverse needs and interests. What is more, technology and digital resources such as these can encourage independent learning or become a tool to extend learning in an enjoyable way.

Binary codes and numbers:

All digital technology including Computers, mobile phones, fibre optics, and satellite communications use binary numbers. The binary number system consists of zeros and ones and is used to convey information.

Digital Technologies.

The opportunities for educators use Digital Technology to educate students are endless. While presenting information from a textbook or in plaintext is becoming a pedagogy of the past, by utilizing technologies like infographics or interactive web pages provides teachers a way to present learning content and ideas in a variety of ways.