Teaching Technologies
Section 1
What students will be doing (e.g. activities) in the Technologies domain
The first important thing to look at is the expectation of the curriculum. A point to note is that companies such as Apple seek graduates with 21st century skills. In specific, employers require graduates who are critical thinkers, able to work together, communicate effectively using the available communication tools, and creative to improve productivity (Levin-Goldberg, 2012). However, a survey conducted by different organizations found that 50% percent of recent graduates do not have 21st-century skills Employers argue that schools have failed to provide students with technology skills hence students find it difficult to solve real-world problems (Levin-Goldberg, 2012).Thus, educational environments should adapt to the changing world and incorporate 21st century skills to help students on how to utilize technology in the real world. Technology curriculum in Clearwater Primary School expects to help students develop excellent communication skills, critical thinking skills, collaboration, and creative thinking.
Resource: Binary coding and Bee-Bots
In introducing the resources, teachers should use a Design-Based Research approach. A point to note is that teachers face challenges in planning instructional activities. The first important point to note is that binary coding is a resource that helps in computational thinking or in other words the resource help students understand problems and find solutions (Papavlasopoulou et al. 2019). Note that the purpose of using binary coding and Bee-Bots is to help students solve complex problems and gain learning experience. Binary coding and Bet-Bots resources do not require special expertise. However, students should need critical thinking skills (Papavlasopoulou et al. 2019). For example, in binary coding, students need to present the data using a binary coding system. When using bee-bots, students need to operate the computer. In general, it means that students need to interact with the object, thus require critical thinking skills and problem-solving skills. Thus, to help students develop computational literacy, teachers should use design-based research. This methodology entails:
- Creating a constant collaboration with students in real-world setting
- Help students take appropriate actions and focus on coding behavior
- Help students with relevant learning materials
- Motivate students to develop a positive attitude (Papavlasopoulou et al. 2019).
Note that the reason for choosing design-based research is that it the best intervention in solving practical problems. The designing process has a different phase such as;
- Focus- students will set a goal as well as the problems to address.
- Understand phase-students will use methods such as observations and data analytics to understand the problem.
- Define-students will define the problem and design solutions
- Conceive- students will apply their knowledge to imagine a solution.
- Build- students will implement the solution and assess whether the resources have helped achieve the intended goals.
- Test- students will use formative evaluation to assess the validity and success of the resource (Easterday et al. 2014)
Pedagogy approach
In the technologies domain, a problem-based learning pedagogy approach will help students' foster creativity and innovation. Students will also solve real-world problems using critical thinking questions. Problem-based learning will also allow students to collaborate in utilizing the resources hence improve motivation and engagement (Levin-Goldberg, 2012).
Binary coding activities
- Encoding worksheet- the purpose of the worksheet is to present the binary cod
- Information sheet- students will present all information including words and picture
- Binary cards activity- students will use cards and arrange them appropriately
- Flashcards- students will read the instructions, share ideas, and understand the programs element (Teach Starter, Inc. 2020).
Bee-Bots activities
- Programming a bee-bot
- Bee-bot maze worksheet
- Bee-bot maps
- Bee-bot coding
- Beet-bot math (Highfield, 2010).
Section 2.
Focusing on assessment strategies, it is important to note that information technology has enabled students to acquire knowledge. However, students face challenges in that they do have the opportunity to practice knowledge in a real-world setting. Thus, students develop disengaged behaviors and 30% drop out according to the statistics from the National Centre for Education (Education, 2011). In assessing what students have learned or in other words evaluating students' achievements, teasers should use a strategy known as Challenged Based Learnings. Under this strategy, teachers should conduct a formative assessment and summative assessment.
Informative assessment
Formative assessment in other words is a continuous assessment. Thus, teachers should use the informative assessment in an informal team setting and create a collaborative environment to promote student-student interaction and student-teacher interaction (Education, 2011).
Summative assessment
The role of summative assessment is to evaluate what students have learned. As a teacher, it is important to assess students' new knowledge, challenges, and success, and give them immediate feedback. It is important to note that challenge-based learning allows students to engage in discussion and research problems and solutions. For example, as students' user resources such as binary coding and bee-bots, they will identify the challenges while using the technology or rather a real-world problem. Furthermore, students will create a solution and they should provide feedback (Education, 2011). This is what is known as Challenge Based Learning and also an assessment strategy that would allow students to identify real-world challenges and solutions, hence gain real-world knowledge. Note that in conducting the assessment, the teacher’s aim is to understand students' performance and identify the gap in the learning process. This strategy is important in that it supports collaboration in that in conducting the assessment, teachers will gain new knowledge and a new way of thinking (Education, 2011). Note that when students get the opportunity to identify challenges, teachers will not provide them with solutions but they will give them enough time to find solutions. Furthermore, as students enter the real world, they will come up with real challenges that neither the student nor the teacher will be able to find a solution. Thus, collaboration is needed between students and the techier to find the solutions.
The challenge Based Learning has benefit in that teachers will use formative assessment to understand the students' learning and provide them with feedback. This information gathered during formative assessment will help assess what students have learned (Education, 2011). Students will learn and develop critical thinking and identify the challenge and find solutions hence gain new skills.
Section 3.
Australia Curriculum Assessment and Reporting Authority (2012) has identified the 21st-century skills that students need. The 21st-century skills are known as general capabilities and students are required to develop these capabilities and also to apply them outside school. For example, 21st-century skills or general capabilities are;
- Literacy- In the 21st century, the economy demands graduates with higher literacy levels. Students must have writing and reading skills, and also should be able to communicate effectively
- The technologies curriculum is significant in helping students develop literacy. Note that as students use technology, they will find plenty of apps and software and as they embrace these tools, they will increase enjoyment and engagement in learning and more importantly develop visual literacy.
- Numeracy- today's economy requires graduates with logical thinking and numerical concepts to solve problems. Students will use technological tools to address real-world mathematic problems (ACARA, 2012). Rather than using theory to solve problems, students will gain knowledge and skills of numerical concepts and develop algorithmic thinking.
- ICT capability- In the 21se century, students are required to use ICT to solve real-world probes. The technologies curriculum will allow students to gain communication skills, technical skills, and problem-solving skills that will enable them to communicate with others and operate ICT.
- Critical thinking- In the 21st century, students need critical thinking skills to identify problems and provide innovative solutions. The technologies curriculum will allow students to use technology to solve problems (ACARA, 2012). In using digital tools, they will think critically and creatively to create a solution to challenging problems.
Personal and social capability-students need social skills for them to fit in modern societies. They need self-awareness and self-management or in other words the need to understand themselves and other people in society and the workplace. The curriculum will allow students to work in project management, use digital tools to share ideas, make decisions concerning the communities and environment, among other skills that will promote social capability (ACARA, 2012).
Ethical understanding- students need to develop ethical behaviors and practices in all settings. The curriculum will help understand ethical procedures and behaviors such as individual privacy and data protection (ACARA, 2012).They will apply the knowledge in a real-world setting where they will solve complex issues while adhering to ethics.
Intercultural understanding –In the 21st century, students need cultural knowledge for them to work effectively within cross-cultural situations. The technologies curriculum will allow students to interact with diverse communities and respect other cultures' traditions (ACARA, 2012). They will learn to value cultural diversity and work with cultural groups.
Reference
Australia Curriculum Assessment And Reporting Authority. (ACARA). (2012). The Shape of the Australia Curriculum Technologies
Easterday, M. W., Lewis, D. R., & Gerber, E. M. (2014). Design-based research process:
Problems, phases, and applications. Boulder, CO: International Society of the Learning
Sciences.
Education, A. (2011). Challenge Based Learning: A Classroom Guide. Online).(http://ali. apple.
com/cbl/global/files/CBL_Paper. pdf), accessed on July, 17, 2016.
Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem-solving.
https://files.eric.ed.gov/fulltext/EJ891802.pdf
Levin-Goldberg, J. (2012). Teaching Generation TechX with the 4Cs: Using Technology to
Integrate 21st Century Skills. Journal of Instructional Research, 1, 59-66.
Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children's learning
Problems, phases, and applications. Boulder, CO: International Society of the Learning
research. Computers in Human Behavior, 99, 415-427.
Sciences.
Teach Starter, Inc. (2020). AUSTRALIAN CURRICULUM TEACHING RESOURCES. https://www.teachstarter.com/australian-curriculum-categories/technologies/digital-technologies/digital-technologies-years-5-and-6/digital-technologies-years-5-and-6-digital-technologies-knowledge-and-understanding/\
