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