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Unpicking technologies education

See also: teaching, teaching-digital-technologies

Random record/thinking about some content

Content#

Coding contexts#

AC link create a designed solution

Solution types

  • Code solutions

    • Coding as instructional sequences to create solutions to problems
    • Programming languages treated as other ICTs (**big mistake - reprogramability is key **)
      • Makes the point that coding is fundamental and required for all automation and information based solutions
    • being creative, solving problems, and develop innovative ideas is key
    • Year 7 focus coding to include iterations and branching
      • Block languages: Daisy, Blockley, Scratch, Foos, or Mindstorms, https://groklearning.com appears to have integrated tutorials
      • Visualisations - flowcharts
    • project-based learning is useful - scaffold student progression - development of thinking skills

  • Application solutions

    • software application - main type of coding solution
    • again emphasis on solving real-world problems
    • https://code.org - non-profit (US) for teaching computer science
    • includes Javascript applab - blockly/online environment
    • educator overview - detailed curricula

  • website solutions

  • game solutions

    • Incorporating games can be challenging

      • Many types of games, students may only be interested in some
      • Students can become focused on mastering gameplay, rather than coding/solutions
      • The need to create "solutions to a wider problem" also mentioned
      • Complexity of game development and students attempting to do more than they are ready for
        • Solution being to scaffold engagement - modify, rather than create etc.
        • Points to code.og Flappy as an example

      • AI solutions

      • Overview of AI

      • Expert solutions positioned as one of the easiest AI technologies to program (times have shifted)

Example activities#

  • And onto CS First

  • Provides a variety of interfaces and lessons for scaffolding the learning of computer science

    • Special version of the scratch editor
      • Everything on screen is a sprite
      • Sprites wear costumes

  • Pencil Code Gym

    • browser-based tutle graphics

Automation context#

  • Digital system solutions

    • Process data in binary; made of hardware, controlled by software, connected to form networks (sub-strands)
    • digital systems part of K&U
    • data representation linked to Aboriginal calendars as example of using different representations
    • TED-Ed - Inside your computer

  • Input solutions

    • various type of input hardware - instructions & data to digital devices

    • pedagogical tools

      • circuit boards: Makey Makey, CodeBug, Arduino.
      • educational kits: Circuit Scribe, LittleBits
      • single board micro-computers: RasberryPi, BBC:MicroBit
        • sensors of various types
        • circuit boards may require soldering - but cheaper than education kits

  • Automation solutions

    • algorithmic processes can be automated - all about the orchestration
      • observation: technology is more and more replacing the human
    • positions the importance of students being able to create solutions
      • observation: my personal practice, etc.
    • home automation - iftt as an example and their site includes social media related examples, now supporting the "no code" brand
      • observation: the IFTTT structure provides a possible framework for students listing their problems/solutions

  • Robot solutions

    • one of the original algorithmic automation tool
    • examples: robot arms, 3d printers in cakes/pizzas, mobile robots,

    • robot tools for education

      • Younger years: Beebots, Bluebots, Probots; Oz-bots - limited problem solving capability; Dash and Dot robots; Sphero robots.
      • Older years: Lego Mindstorms, Edison Robots, Vex, etc.
      • Gears Robot simulator - Open source, browser based robot simulator somewhat based on the Mindstorms environment, including Python etc links - available online - could be used for competively (e.g. sumo competitions)

  • Drone solutions

    • Solutions to problems from pizza delivery, surveillance, personal cinematography, global war on terror
    • Focus on drones that can be programmed
    • use to teach programming
    • Require awareness of drone rules from the Civil Aviation Authority
      • inside basically okay (standard risk management with flying objects)
      • outside - cannot be flown within 30m of other people e.g. student drone operators are 30 m from you

Information context#

  • Data acquisition solutions

    • integrated with stats from mathematics
    • data logging - systematic collection of data using a digital device
    • data as digital

  • Data representation solutions

  • Data interpretation solutions

  • Geospatial data solutions

    • location data - can be linked to geography/HASS
    • mapping data combined with X to display different data depending on device location
    • beacons, RFID chips etc.

  • Data privacy and security solutions

Pedagogy#

  • Activity based learning

  • elemental-learning-design

  • Project based learning

    • Build into the Technologies curriculum

    • Different methods

      • extrinsic Project Based Learning (ePBL)

        • Projects arise externally, pre-determined solutions, replication is that aim

      • intrinsic Project Based Learning (iPBL)

        • students choose solution path, perhaps also choice of problem

    • integrate project management into PBL - timelines, planning, stages, communication, collaboration

  • Challenge based learning

    • Framework for learning while solving real-world challenges
    • collaborative, hands on requiring identificatin of Big Ideas, asking questions, discovery and solution

  • Collaboration

    • Should be taught in secondary
    • Benefits: broader range of skills, viewpoints, adaptability, can be more efficient

  • Play based learning

    • self-chosen and self-directed
    • intrinsically motivated
    • guided by mental rules
    • imaginative

  • Integration connections

Misc resources#

Technologies - core concepts#

Thinking skills - mental process we use to do things: solve problems, make decisions, ask questions etc.

  • Critical and creative thinking

    • It's the process, the attempt, rather than the solution that's important
    • Comparison
      • Creative thinking: imagine, invent, change, design or create
      • Problem solving - improve, design, refine, combine, invent
      • Critical thinking - analyse, breakdown, compare, list, sequence, rank
    • One process:

    • inquire;

      • develop questions
      • identify, process and evaluate information

    • generate;

      • Create possibilities
      • consider alternatives
      • put ideas into action

    • analyse;

      • interpret concepts and problems
      • draw conclusions and provide reasons
      • evaluate actions and outcomes

    • reflect

      • thinking about thinking
      • transfer knowledge

    • Creativity

      • preparation - explore the problem's dimenions
      • incubation - internal thinking, unconscious
      • intimation - feeling a solution is on the way
      • illumination - creative ideas becomes conscious
      • verification - considered, verified, elaborated, articulated

  • Strategic thinking

    • Support skill

    • Components

      • Entrepreneurial

        • Defined as being about creating a preferred future, hence many types of entrepreneurs: business, creative (produce creative works), social, knowledge, institutional

        • Effectuation - another name fo entrepreneurial thinking - 5 key principles

          • Means / Bird in the hand principle - start with your entrepreneurial capital
          • Affordable loss principle / focus on downside - how much time etc
          • Co-creation partnership / Crazy quilt principle - cooperating with those you trust, sharing with others increases entrepreneurial capital
          • Leverage contingencies / lemonade - change, make do
          • Worldview / control versus prediction akk Pilot in the Plan - can't predict what will happen, but can influence and respond - Collaboration - Project Management - Growth/moonshots

  • Futures thinking - see the world as it may be, and be empowered to change it

    • Scenarios
    • Trends
    • Forecasting
    • Backcasting

  • Systems thinking

    Opposite of decomposition by seeing at larger scales, and of futures thinking with a focus on the next little bit.

    • Change over time
    • Simulations
    • Connection circles
    • Stock and flow

  • Design thinking

    • Investigating and defining

      • critiquing, exploring and investigating needs, oportunities and inforamtion
      • critically reflect on intention, purpose and operation of technologies and design solutions
      • examine values, analyse, question and review processes and systems

    • Generating and designing

      • developing and communicating ideas for a range of audiences
      • use critical and creative thinking
      • evaluate, justify and synthesis
      • graphical representation

    • Producing and implementing

      • apply various skills and techniques, safe work practices etc
      • select and use appropriate tools, materials, components, equipment, techniques and processes

    • Testing and evaluating

      • evaluate and make judgements
      • identify and develop criteria for success
      • consider implications and consequences
      • test and judge
      • reflect and transfer

    • Collaboration and management

Computational thinking#

  • Computational thinking

  • Problem thinking

    • Rarely do teachers allow students to explore and find problems themselves
    • defining a problem precisely and clearly, identifying the requirements and breaking the problem into manageable pieces and stages
    • Process - a very sequential and somewhat problematic description
    • Identify the problem
    • Identify the causes
    • Brainstorm solutions
    • Select the best solution
    • Implement a solution plan
    • Follow up, evaluate, monitor progress

  • Data thinking

    • data collection - properties, sources and collection of data
    • data representation - symbolism and separation
    • data interpretation - patterns and contexts

  • Algorithmic thinking

    • specification
    • algorithms (following and describing)
    • implementation

  • Evaluative thinking

    Examining evidence to make judgements. Evaluative claims have two parts: conclusion and explanation

  • Chrome Music Lab - collection of music related tools - could be used to explore data representation

Assessment#

QCAA resources including standard elaborations

  • Recommended that teachers focus on assessing one or two content descriptions in one unit, with selected content descriptions that might also be covered from another learning area. Allowing teachers to focus assessment and provide students multiple opportunities to demonstrate achievement

Achievement#

  • Achievement standards

  • Work samples

  • Design briefs

    • Presents the scope, audience and criteria for an effective design
      • project summary and background
      • target users
      • design requirements
      • proposed solution, and
      • resources and timeframe
    • enables clients to make sense of a designed solution and to understand how the designed solution will be achieved

  • Assessing general capabilities

    • AC has 7 capabilities divided into two groups
      • support students to be successful learners: literacy, numeracy, digital literacy, critical and creative thinking
      • develop ways of being, behaving and learning to live with others: personal and social capability, ethical behaviour, intercultural understanding
    • embedded into learning area content descriptions
    • teachers are encouraged to
    • model capabilities
    • identify connections with capabilities
    • provide a variety of learning activities to support development
    • provide opportunities for students to practice as authentic elements of the learning area
    • provide feedback on progress

  • Formative assessment

    • CSER's 4 simple ideas for formative assessment
    • Concept maps
    • Checklists
    • Think aloud

    • Quizzes

    • CSER's 4 simple ideas for summative assessment

      • Test
      • final project
      • presentation
      • text production

    • Peer critique

      • Be hard on content, but soft on people
      • Give critique which is kind, specific, and helpful

Closing#

  • School policies

    • Ed Qld owns the copyright of learning materials, but must be able to be released under Creative Commons attribution
    • Need to check approved sites

  • Professional development

    • At least 20 hours per year
    • Balance of employer directed, teacher identified, a range of types

  • Learning communities

    • School community
    • P&C and Parent body
    • School networks and clusters
    • Professional associations
    • QSITE
    • BETA
    • Online communities

  • Time allocations

  • Delivery options