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.

Reflection Ass task A

Throughout this process I have learnt that in today’s environment technology is changing the way we interact with the world (Anazagasty, 2010). From the beginning, I felt encouraged and excited by the opportunities for technology to provide teachers and students with the ability to teach, learn, create and express ideas in a revolutionary way.

Throughout completing my design challenge I have acquired a wealth of knowledge about the practical and pedagogical issues emerging from this task. Design challenges are a great way to educate students about technology. I have learnt that by incorporating a range of activities throughout the design process helps to cater for diverse learners. And by utilizing a variety of visual literacies and teaching strategies has been shown to improved education outcomes (Younie, Leask, & Burden 2015). I am now aware that modern classroom practices in technology help connect the students with the real world (Lewis, 2009). In this way, I feel my design project enabled students to realize learning can be practical, inventive and lead to a greater independence.

Throughout this process and through the course readings it has become evident it is beneficial to use variety of pedagogical approaches (Younie, Leask, & Burden 2015). I feel by taking a student centered approach to teaching has assisted to engage students and facilitated understanding of the design process. What is more, it was interesting to discover that the lesson approaches, objectives and outcomes may change as the lessons evolve. 

I know appreciate the benefits of planning and feel you can never plan enough. It is agreed, the more details considered the smoother and effective the other components work (Australian Government Department of Education, Employment and Workplace Relations 2014). I have learnt to ensure activities are age appropriate and at the same time deliver an enjoyable engaging experience for all stakeholders. For myself, creating a blue print and other activities of the design cycle from start to finish really helped target the required learning outcomes and scaffold student learning in a productive way.

Receiving and giving peer feedback has been extremely beneficial by giving me confidence in my design project and by providing additional useful ideas to improve my own thinking process and design. In addition by giving feedback on others designs has provided me with a wealth of additional ideas and inspiration. I have found using the wiki to communicate and express ideas has been beneficial despite losing a group members in the middle of the course. By completing a risk assessment also aided my thinking and reflective process by analysing every detail ensuring every step is safe and appropriate. Most of all I have realized the importance of an ongoing reflective process in the interest of ongoing deeper understanding and refinement (Australian Government Department of Education, Employment and Workplace Relations 2014).

The main challenges I experienced included time management and considering student prior knowledge and personal attitudes towards what is considered healthy ingredients. Although through guided group discussions and research and other planning tasks, students were able to acquire a good understanding of what are healthy ingredients. In addition, sourcing and keeping fresh ingredient and keeping costs down was also a factor.

As stated in (The Australian Curriculum Assessment and Reporting Authority, ACARA, 2014) our ever changing and complex world is becoming increasingly technological. It is imperative to develop knowledge to respond to the challenges and realize that the use of technologies has a huge impact in the education environment. Throughout each step, my thinking and understanding evolved by considering every detail and reflecting on the practical side of the tasks. By incorporating and embedding curriculum links throughout the design process has assisted me as an educator to target required content and learning outcomes. It has also helped me to acquire a deeper understanding of the students ability’s, needs and challenges (Lewis, 2009). I feel that throughout this design process I have made numerous links to the Foundation to Year 2 Content Descriptions and achievement standards (see wiki links to curriculum doc.) Furthermore, I have been encouraged by the opportunities to extend and embed  learning to a variety of other subject areas.

As stated in (ACARA), technologies enrich and impact on the lives of people and societies globally. Furthermore, Australia needs enterprising individuals who can make decisions and independently and collaboratively develop solutions to complex challenges. I feel my project will help contribute to this desired outcome. I feel the activities engaged students in critical and creative thinking and instilled in students and myself the value of planning and the reviewing processes to realize ideas. As an educator, by incorporating what I have learnt and by taking students through the design process has been beneficial to the student’s ongoing education.

References

Anazagasty, J. (2010). What is technology? A learning module. Retrieved from. http://cnx.org/resources/77b0af39b23bb25e9a8706aba3c20b34/Technology%20definition2.pdf

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

Australian Government Department of Education, Employment and Workplace Relations. (2014). Educators My Time, Our Place. Retrieved from. files.acecqa.gov.au/...Framework.../educators_my_time_our_place.pdf

 Lewis, T. (2009). Creativity in technology education: providing children with glimpses of their inventive potential. International Journal of Technology & Design,19(3), 255–268. doi: 10.1007/s10798-008-9051-y

Mind tools, (2015). Decision Matrix Analysis. Retrieved from. http://www.mindtools.com/pages/article/newTED_03.htm

Younie, S., Leask, M., & Burden, K. (2015). Teaching and learning with ICT in the primary school (2nd ed.). Abingdon, Oxon: Routledge.

Reflection 4

Throughout the process of teaching this design project the benefits of being reflective and adaptive has become evident. I have realized that throughout the process opportunities arise to incorporated additional learning and ideas and even extend concepts to other learning areas. By creating a blue print of the design cycle from start to finish really helps target required learning outcomes and scaffold student learning in a productive way. Due to the planning process and nature of the project I identified limited issues or complications, although I have realize teaching time is limited and a precious resource. By receiving and giving peer feedback has been beneficial to gauge what peers think and allowed me to reflect and consider alternative ideas.

 I feel by students engaging in this task and by taking a student centered approach to teaching this project will benefit learners in a number of ways including, understanding and engaging with the design process, understanding what healthy eating is and the benefits and by gaining independents to produce a healthy sandwich on their own in their future and applying this knowledge in a holistic way. In addition by completing the risk assessment has also contributed to the planning process by identifying hazards and allowing additional opportunity to reflect and improve the leaning process. 

I have found using the wiki to communicate and express ideas has had some benefit, although it has been at times frustrating losing group members in the middle of the course and often losing files and being denied access a number of times.

Reflection 3

The decision-making phase-

The design cycle phase a decision-making process was used to select the most evaluate suitable ingredients and designs for the project. This activity assisted to select the most appropriate processes and designs based on hard evidence. By considering student research on what are healthy ingredients, functionality of design, preferred tastes and availability and cost of ingredients identifies how students work through the process to meet the desired need of the design. Students then have the opportunity to compare, discuss and reflect on their design and make improvement if necessary.In addition students could revisit earlier research and leaning to evaluate if their design meets the desired criteria and reflect on how this learned skill may benefit their lives eg. health ect.

Reflection 2

Reflection of design project

Throughout this process it has become evident of the importance and benefit of an ongoing reflective process. The reflective process has helped me to acquire a deeper understanding of the students ability's, needs and challenges and has helped me to embed and scaffold additional learning and content. I have been encouraged by the opportunities to extend learning to a variety of subject areas. There is so much you can incorporate the hardest part is fitting the learning into limited time frame. In addition it is interesting when taking a student centered approach, that the lesson outcomes may change as the lesson evolves. 

By incorporating and embedding curriculum links throughout the design process assists me as an educator to target required content and learning outcomes. By receiving and giving peer feedback has been extremely beneficial by giving me confidence in my lesson design and to provide useful ideas  to improve. In addition by giving feedback on others designs has provided a wealth of additional ideas and inspiration.

Project Designing a healthy sandwich.
Taking a student centered approach, through research and discussion students will identify what are the components and design of a sandwich and  what ingredients make a healthy sandwich.

• Students will then consider research and leaning to design a sandwich
• Students will then reflect on design
• Students will them construct sandwich and eat.
• Student will then reflect on taste and design and opportunity for improvement and opportunities to incorporate  learning to other projects and independence in the future. 

Reflection 1- Matthew Kelly

Changing the way we interact with the world. I feel encouraged and excited by the opportunities for technology to provide teachers and students with the opportunity to teach, learn, create and express ideas in a revolutionary way.

What is Technology?

Traditionally technology has been referred to as machines, equipment, computers and digital devices. In today environment technology can no longer be considered as a collection of devices or machines. Technology today is the application of knowledge for practical purposes or the branch of knowledge that deals with the creation and use of technical means or the application of this knowledge for practical ends (Anazagasty, 2010). In an educational setting, technology is providing teachers and students with the opportunity to teach, learn, create and express ideas in a revolutionary way, changing the way we interact with the world.

References

Anazagasty, J. (2010). What is technology? A learning module. Retrieved from  http://cnx.org/resources/77b0af39b23bb25e9a8706aba3c20b34/Technology%20definition2.pdf

Aim and Rational of Technologies Curriculum.

As our ever changing and complex world  becomes increasingly technological, it is imperative to develop knowledge to respond to design challenges. Knowledge, understanding and skills involved in the design, development and use of technologies are can play important role transforming today’s societies and in turn has a huge impact in the education environment (The Australian Curriculum Assessment and Reporting Authority, ACARA, 2014).

The Australian Curriculum: Design and Technologies aims to engage students by creating opportunities across a range of technologies and contexts to create design solutions in a range of contexts. Design and Technologies facilitate the opportunity for students to investigate ideas, create and manage projects, design solutions, experiment with ideas and plan, produce, reflect and evaluate designs individually or in groups.

In addition to the overarching aims for the Australian Curriculum: Technologies, Design and Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

• ·    Develop confidence as critical users of technologies and designers and producers of designed solutions
• ·    Investigate, generate and critique innovative and ethical designed solutions for sustainable futures
• ·     Use design and systems thinking to generate design ideas and communicate these to a range of audiences
• ·    Produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes
• ·    Evaluate processes and designed solutions and transfer knowledge and skills to new situations
• ·    Understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.

Visual Literacy

Visual Literacy

Visual literacy includes a wide range of visual applications and products including; tables, lists, graphics, concept/mind maps, timelines and systems maps (Younie, Leask, & Burden, 2015). In today’s world visual literacy is an important tool that educators can utilize to deliver engaging lessons and assist to incorporate and embed information in the interest of improving educational outcomes (Younie, Leask, & Burden, 2015). By utilizing a range of visual literacy techniques, teachers and students are able to deliver, organise, share and compare ideas. In the same way, visual literacy can encourage critical thinking, facilitate higher order thinking skills and assist to develop problem solving skills. What is more, visual literacy skills have been shown to improved education outcomes by developing memory and student ability to identify key ideas assisting in a variety of ways. (Younie, Leask, & Burden 2015)

References

            Younie, S., Leask, M., & Burden, K. (2015). Teaching and learning with ICT in the primary school (2nd ed.). Abingdon, Oxon: Routledge.

Verbs - Student Activity

Verbs:	Pedagogy
assess	Teacher to develop criteria to assess ideas/elements/design in a variety of ways accommodating for a range of students abilities and leaning styles. Students should be supported and learning scaffold ed to encourage ongoing learning. Students may be required to show ability to investigate, plan, implement and reflect, individually or in groups to investigate  range of ideas, preferences and solutions.
manage	The teacher must become a facilitator to support and encourage student learning. The teacher should support students to manage ideas, develop procedures and plans to manage process.
monitor	It is the teacher’s role to observe and collect and record information drawn from observations throughout the learning process and provide feedback on students work.
investigate	Teacher to facilitate opportunities for students to investigate and research topics encouraging students to record, compare and evaluate learning.
design	By providing an overview of the processes and concepts of design, teacher should enable students to think critically to achieve design solutions across a range of products, ideas and criteria’s.
evaluate	Teacher to discuss with students about their investigation and ask questions to encourage students to critically reflect upon findings in the interest of validating or improving design concepts.

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 EDCU12039: DESIGN AND DIGITAL TECHNOLOGIES 2015