Digital Technologies Delivery options Alternative ways of implementing

Digital Technologies: Delivery options Alternative ways of implementing the Digital Technologies curriculum Levels 7 to 10 Paula Christophersen Digital Technologies Curriculum Manager

OVERVIEW OPTIONS AND TOOLS • Essence of Digi Tech curriculum • Requirements • Options • Strengths and challenges of options • Processes/resources to support decision making • Sample learning programs SAMPLES

Overview: Essence of Digi Tech Creating digital solutions Ways of thinking using programming include computational, design languages and productivity and systems thinking tools such as Microsoft suite Digital Technologies involves students creating digital solutions through the use of information systems and specific ways of thinking about problem solving Information systems comprise People, Data, Processes and Digital systems

DIGI TECH STRANDS DIGITAL SYSTEMS DATA AND INFORMATION CREATING DIGITAL SOLUTIONS analysing hardware representing data designing networks projects developing These are key content areas, not substrands evaluating

Overview: Essence Design, create, manage and evaluate sustainable and innovative solutions Apply computational thinking concepts Confidently use digital systems Apply protocols and legal practices when communicating, collaborating and creating solutions Apply systems thinking to monitor, analyse, predict and shape interactions

Overview: Requirements Band F-2 Suggested allocation over band (hours) 30 3 -4 40 5 -6 60 7 -8 80 9 -10 80 Students should have the opportunity to demonstrate Level 10 standards

Options and tools: Alternatives DIGITAL TECHNOLOGIES Digi Tech Stand alone Import Digi Tech STEM Theory (Digi) Practice (STEM) Distributed ENG MATHS D&T MEDIA

Options and tools: Stand alone

Options and tools: Stand alone & STEM Source: http: //tinyurl. com/plewxxd

Options and tools: Stand alone & STEM DIGI TECH PURPOSEFUL DESIGN & TECH PEDAGOGY INQUIRY SCIENTIFIC INQUIRY

Options and tools: Stand alone & STEM QUESTIONING AND PREDICTING PLANNING AND CONDUCTING PURPOSEFUL DESIGN SCIENTIFIC INQUIRY RECORDING AND PROCESSING ANALYSING AND EVALUATING COMMUNICATING

Options and tools: Stand alone & STEM • Digital systems • Data and information • Creating digital solutions PURPOSEFUL DESIGN (DIGI) SCIENTIFIC INQUIRY • Skills and processes • Declarative and procedural knowledge of disciplines STUDENT LEARNING IN STEM

Options and tools: Distributed

Connections - Science

Connections - Maths

Options and tools: Stand alone + - Skilled/interested teachers Isolation of learning area Less PD Timetable requirements Easier program coordination Availability of skilled teachers

Options and tools: Stand alone + -

Options and tools: Distributed + - WIDER OWNERSHIP GREATER PD EXTENDED APPLICATIONS LOST OPPORTUNITIES SHARING OF TEACHER LOAD LOST IDENTITY

Options and tools: Distributed + -

Options and tools: Distributed + - SKILLED TEACHERS ‘FRIENDLY’ TIMETABLE EXPLICIT TEACHING CONSTANT COLLABORATION REAL-WORLD PROBLEMS COMPETING DEMANDS

Options and tools: Digi Tech and ICT? Data and information Creating digital solutions ICT capability Digital systems

Options and tools: Decision making program A guaranteed and viable curriculum ensures that all students have an equal opportunity to learn. Each student will have access to an effective or highly effect teacher, and access to the same content, knowledge and skills in each section or class http: //preview. tinyurl. com/hj 6 fose

Options and tools: Does planning matter? o Robert Marzano’s analysis of school effectiveness research (2003): o a guaranteed and viable curriculum as the school level factor that has the most impact on student achievement. o Empirical evidence that a characteristic of underperforming schools is lack of curriculum documentation o Empirical evidence that what is not taught is not learnt – osmosis is not an effective teaching and learning strategy

Options and Tools: Hattie’s approach WHERE ARE WE GOING? HOW ARE WE GOING? WHERE TO NEXT?

Options and tools: Decisions Factors • • • Staff e. g. o Readiness o Allotments o PD Students Community Sector Physical resources • • Equipment Infrastructure Time • • Priorities Timetable Policy • • • Medium term 2017 -18 Long term 2018 -19 Options and Tools: Decisions Human resources • Short term 2016 -17 Curriculum construct/documentation Curriculum ‘whitespace’ Assessment and reporting

Options and tools: ‘A’ Decisions A Acquisition – whom? when? Application – how? when? where? Assessment – whom? when? how?

Options and tools: Knowing the curriculum

Options and tools: Knowing the curriculum

Options and tools: Knowing the curriculum A to 2 3 to 4 5 to 6 7 to 8 9 to 10

Options and tools: Digital systems sequence Management, movement & control Digital systems sequence Transmission & security Components & networks Peripherals & data Purposes Systems Networks Security

Options and tools: Data and information sequence Compress, privacy, model, visualise Binary, structure, visualise Numbers, acquire, validate, interpret Types of data, collect, create Images, sort, present Information Ideas Collaborative projects & visual solutions Interactive solutions & modular programs

Options and tools: Analyse and design Analyse & design (user interface) Define & Design Analyse & design (criteria)

Options and tools: Develop sequence Objectoriented, enterprise Text-based programming, innovation Visual solutions, iteration, sustainability Visual solutions, branching, local perspective Users of systems

Evaluate Policies, innovation, risks and sustainability Innovative and consider risks and sustainability Common personal, school or community needs Information, comm & recreational needs Current and future community and sustainability needs

Options and tools: Curriculum mapping http: //www. vcaa. vic. edu. au/Pages/foundation 10/viccurriculum/digitechcmt. aspx

Options and tools: Course planning

Sample learning programs: Levels 7 and 8 Insert timing chart from Google drive for F to 2

Sample learning programs: Levels 7 and 8

Options and Tools program A guaranteed and viable curriculum ensures that all students have an equal opportunity to learn. Each student will have access to an effective or highly effect teacher, and access to the same content, knowledge and skills in each section or class http: //preview. tinyurl. com/hj 6 fose

PAULA CHRISTOPHERSEN Victorian Curriculum and Assessment Authority christophersen. paula. p@edumail. vic. gov. au 9032 1724 0407 043 110