Assisignment 2 - Teaching Technologies.

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. EDU30059 Teaching Technologies Assignment 2: Folio/Presentation Krystl Brown - 103 469 507 eLA Name: Brooke Costanzo Due Date: 02.10.2023

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Lesson title: Tangram Algorithms (Teach This, n.d, a). Year level: 3/4 Topic: Digital Technology - Processes and Production Skills - Coding Duration of lesson: 1 hour Lesson rationale: This lesson provides 21 st century learning, technology’s a growing factor in everyday life, students need to acquire necessary skills to interact in society; students learn life skills that foster development to expand their thinking and experiments capture mental pictures to represent information using different methods (Humble, 2018).

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Students background knowledge: This activity complements the previous lesson, ‘Introduction to Coding’; as a class, students investigated simple coding showed in coding or instructions through a specific order to meet goals for example, boiling pasta, students view the steps of getting a pot, to the final steps of cooking the pasta. Students work in pairs to replicate tangram puzzles for their partner to translate (Teach This, n.d, b).

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Learning objectives: This lesson aligns with the Australian Curriculum, Digital Technology learning areas content descriptors, Processes and production skills: Investigating and defining AC9TDI4P01. Generating and designing AC9TDI4P02. Knowledge and understanding: Data representation AC9TDI4K03 ( Australian Curriculum, Assessment and Reporting Authority, n.d. a). Students will learn to:  Use algorithms to communicate ideas and instructions to a partner.  Turning visual instructions into algorithms Learning environment and resources: The lesson will take place indoors,  Pairs will work in the open space of the classroom.  The whole class sat at their desks to complete worksheets using manipulatives. The resources required will be,  IWB for presentation  Tangram Algorithm cards  Tangram pieces (shapes)  Tangram worksheets  Checklist

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Assessment strategies:  Peer assessment, working in pairs; students have instructions and a checklist, pairs have responsibility in completing the activity correctly before moving on (McDonald, 2016).  Teacher observation, observing all students throughout the activity, they record key information if students have understood the information, support intervention; finish lesson with Exit Slip Three, two, one (Sangster & Overall, 2006). Stage of Lesson Approx. time Pre-service Teacher’s Actions: Student Actions / Tasks:

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Stage 1: Introduction 10 Minutes.  Review previous lessons presentation. Ask students,  Why are algorithms or instructions important?  Can you think of a time you had to follow instructions?  Why do instructions need steps? Explain to students’ computers have brains too, they follow instructions/commands given. Explain the activity,  Partners sit back-to-back.  Holds tans and algorithm card.  Shapes by name and colour.  Demonstrate tans on page.  Provide feedback.  Handout resources.  Set a 20-minute timer. Answer questions to familiarise themselves with the concept.  Reflect on their own personal experience.  Listen to today’s instructions.  Arrange pairs and gather resources from teacher.

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Stage 2: Body of lesson Part 1: 20 Minutes Part 2: 15 Minutes. Part 1:  Observe and provide feedback.  Prompt discussions, current process. Ensure,  Shapes, colour, and name used.  Peer support  Hold cards appropriately. Modifications,  Struggling students are supported throughout algorithm activity. Extension, Consolidate/demonstrate information from the worksheet. Part 2:  Announce pack up.  Students’ complete worksheets with manipulatives. Provide further support if needed. Part 1:  Communicate process, if hard or easy.  Offer support and feedback.  Complete algorithm challenge  Complete checklist.  Complete role change.  Seek assistance if needed. Part 2:  Pack up.  Start worksheet, use manipulatives.  Ask for support if needed.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Stage 3: Conclusion 10 Minutes  Collect worksheets.  Class discussion. Asks students,  Describe the challenges.  Why activity is important?  Examples, good instructions/bad instructions? Why?  Did you need clear and precise information? Why? Reinforce,  Computers need algorithms, big ideas get broken into smaller instructions in a particular order. Exit Slip (Australian Education Research Organisation, 2021, December 9). Reflect on lesson,  Explain learning.  Exit Slip Three, two, one.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Lesson title: What is a Hovercraft Year level: 5/6 Topic: Design and Technology - Knowledge and understanding – Build a Hovercraft Duration of lesson: 2 hours Lesson rationale: Students have investigated inventions that have been created to help mankind in challenging environments (Aston, 2016). This activity provides elements of fun; students look at amazing solutions to problems and build a hovercraft. Students will build the hovercraft to better understand the air cushion and how blowers work to produce large volumes of air (Teach This, n.d, c). Students background knowledge:

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. The past two weeks, students have investigated hovercrafts, why they were invented, their purpose and their contribution to society; students investigated their versatility of being used on different surfaces and different terrains (e.g., land, ice, mud, and water). Students looked at movement, mechanical aspects, how it is cushioned air that generates the propellers and air is directed to the fans (Aston, 2016, p. 172).

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Learning objectives: Students will build their own hovercraft, replicating how a hovercraft works using air as the driving force to get a hovercraft to move. This lesson aligns with the Australian Curriculum, Design and Technology learning areas content descriptors, Knowledge and understanding Engineering principles and systems AC9TDE6K02. Processes and production skills Investigating and defining AC9TDE6P0. Generating and designing AC9TDE6P02. Producing and implementing AC9TDE6P03. Collaborating and managing AC9TDE6P05 (ACARA, n.d. b) Learning environment and resources: Students will build their hovercraft in the classroom and take them outside to test them out. Resources needed,  IWB - display presentation (Teach This, n.d. c).  IWB - display instructions (Teach This, n.d. d).  IWB - YouTube video, Balloon-Propelled CD (Hovercraft Martha Stuart, 2017, July 29).  Pop-top lids  CD/DVD’s  Glue  Balloons  Worksheets  Hot glue gun.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Assessment strategies:  At the end of a unit, a summative assessment will be used to gauge how well students have understood, teachers use the student’s hovercraft and previous work to determine if the students have successful understood the topic (Sangster & Overall, 2006, p. 18).  Teachers will use formative assessment to engage students in conversations, ask questions about their build to determine understanding and the build process (Sangster & Overall, 2006, p. 21). Stage of Lesson Approx Time Pre-service Teacher’s Actions: Student Actions / Tasks:

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Stage 1: Introduction 35 Minutes Review previous lessons, ‘What is a Hovercraft’ Presentation to refamiliarise students with the topic,  History of hovercrafts.  What is a hovercraft, what they are used for?  How hovercraft’s work. Explains learning experience,  Consolidate learning with worksheet, class to complete together, with presentation displayed on IWB. Students who can complete independently may work ahead.  Set up classroom to begin building hovercraft.  Every student will build a hovercraft, instruction will be displayed on IWB.  Whole class discussion to familiarise themselves with hovercrafts.  Answer questions about what they know.  Listen to instructions about today’s activity.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Stage 2: Body of lesson Part 1: 20 Minutes. Part 1:  Work through worksheet questions.  Support students and write the answer on the IWB.  Collect worksheets, set room up for building the hovercrafts.  Put on YouTube video.  Provide materials and put instructions on the IWB.  Apply CD template to the CD with glue and then students can go to lunch while these dries. Part 1:  Answer questions to consolidate learning, refer to IWB if needed.  Pack up and clear space for building hovercrafts.  Collect resources.  Apply template to CD.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Part 2: 45 Minutes. Part 2:  Help students apply pop-top lids to CD.  Ensure students have created an air suction and there are no leaks.  Take students outside to test their hovercraft. Part 2:  Use hot glue gun to apply pop-top lid to CD.  Double check work for any leaks.  Take hovercraft outside to demonstrate. Stage 3: Conclusion Assist students with demonstrating their hovercraft, let students race their hovercraft and question students,  Will the air pressure in your balloon make a difference to how the hovercraft will move?  Would the weather elements make a difference?  Does the weight of the hovercraft impact how far the hovercraft will go?  Give students an exit question about their hovercraft.  Blow up their balloons and attach them to their hovercraft.  Help peers if needed and have races.  Answer and investigate the teachers’ questions.  Answer exit question.

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Critical reflection: Lesson 1: Within the digital technology curriculum, students can broaden their understanding of digital systems and develop their computational thinking using digital systems. This activity provides students with knowledge of how computational systems work but also how algorithms are important in our everyday lives for different purposes to understand digital systems and evaluate information (ACARA, n.d. c). Students require support from other curriculum areas well as offer support to those areas, students are investigating digital systems and processing data, they are learning and applying knowledge from the mathematics curriculum (Statistics); students are using mathematical concepts by comparing and describing two-dimensional shapes (ACARA, n.d. d). Technology is forever changing, and this requires students to explore fundamental aspects, technological innovation is being improved at a fast pace, though the ideas of technology stay the same, technology still requires algorithms to function, and students still need to understand how these algorithms work. This activity provides students with core learning intentions in understanding how technology represents input data (Beauchamp, 2017). Computational thinking is reflected in 21st century learning needs; students are developing competencies that will ensure students are able to be active in their communities, students will learn creativity, critical thinking, and problem-solving abilities, this activity focuses on students working in social environment where they get to investigate concepts by breaking down the information, focusing on important aspects and they use this information to gather new information with patterns and sequences (Beauchamp, 2017, p. 10). Lesson 2.

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Design technology relates closely to the science curriculum, when cross-curricular areas are supported, they encompass transdisciplinary approaches to enhance scientific and mathematical literacy, design and computational thinking, problem-solving and collaboration skills. I like this activity because it provides students with the resources to develop, model, analyse and improve solutions to real-world problems. They started their investigating inventions that changed the human races abilities to enter areas easily (ACARA, n.d. e). Students engaged in this activity learn how equipment is used to support mankind in their endeavours, through innovative ideas, scientists invented the hovercraft to make life easier; students will see how this invention was made and why; they looked at inventions that enhances our way of life and how scientist made it possible, through investigations they built their own hovercraft to support their understanding (Nicolescu, O’Connor, & Piguet, 2012). I was recently on placement and being in the classroom showed me how far education as come since I was at school, teaching in the 21 st century shapes our future citizens through the curriculum, it is our responsibility as future educators to ensure students understand new concepts and how technology is changing our way of life. I found students had a better understanding of technological innovations than I did and this because students are being taught these concepts at school as part of their learning journey to equipe students with the abilities to enter the world as adults (Gosper & Ifenthaler, 2014).

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Reference Aston, T.-A. (2016). The really useful book of science experiments: 100 easy ideas for primary school teachers. Routledge. https://doi.org/10.4324/9781315768304 Australian Curriculum, Assessment and Reporting Authority. (n.d. e). Australian curriculum: Design and Technologies – Years 5 and 6 (Version 9). https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/design-and-technologies/year-5?view=quick&detailed-content-descriptions=0&hide- ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0 Australian Curriculum, Assessment and Reporting Authority. (n.d. d). Australian curriculum: Mathematic. Year 3 (Version 9). https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/mathematics/year-3_year-4?view=quick&detailed-content-descriptions=0&hide- ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0 Australian Curriculum, Assessment and Reporting Authority. (n.d. c). Australian curriculum: Digital Technologies. Rationale (Version 9). https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-learning-area/technologies#digital-technologies Australian Curriculum, Assessment and Reporting Authority. (n.d. a). Australian curriculum: Digital Technologies – Year 3(Version 9). https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/digital-technologies/year-3?view=quick&detailed-content-descriptions=0&hide- ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0

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EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Australian Curriculum, Assessment and Reporting Authority. (n.d. b). Australian curriculum: Design and Technologies – Years 5 and 6 (Version 9). https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/design-and-technologies/year-5?view=quick&detailed-content-descriptions=0&hide- ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0 Australian Education Research Organisation. (2021, December 9). Classroom Exit Slips. https://www.edresearch.edu.au/resources/classroom-exit-slips Beauchamp, G. (2017). Computing and ICT in the primary school: from pedagogy to practice (Second edition.). Routledge. https://doi.org/10.4324/9781315628042 Gosper, M., & Ifenthaler, D. (2014). Curriculum models for the 21st century: Using learning technologies in higher education (1st ed.). Springer. https://doi.org/10.1007/978-1-4614-7366-4 Humble, S. (2018). Creating the coding generation in primary schools: a practical guide for cross-curricular teaching. Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=5046905 Martha Stuart. (2017, July 29). Balloon-Propelled CD Hovercraft. [Video file]. YouTube. https://youtu.be/DikofrxCiXs?si=bnji6fEASmR4IuCK McDonald, B. (2016). Peer assessment that works: a guide for teachers. Rowman & Littlefield. https://ebookcentral.proquest.com/lib/swin/reader.action? docID=4206503 Nicolescu, G., O’Connor, I., & Piguet, C. (Eds.). (2012). Design Technology for Heterogeneous Embedded Systems (1st ed. 2012.). Springer Netherlands. https://doi.org/10.1007/978-94-007-1125-9 Sangster, M., & Overall, L. (2006). Assessment: A practical guide for primary teachers. Continuum. https://ebookcentral.proquest.com/lib/swin/reader.action? docID=742439

EDU30059 Teaching Technologies: Assignment 2 Folio Krystl Brown – 103 469 507. Teach This. (n.d. a). Tangram Algorithm. https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:118861d3-07f8-44d9-afc8-82167be1af3d Teach This. (n.d. b). Introduction to coding. Introduction to Coding Presentation.pptx Teach This. (n.d. c). What is a Hovercraft? What is a Hovercraft Presentation.pptx Teach This. (n.d. d). What is a Hovercraft? https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:2ac995fa-09f8-4ed8-ba70-4ce8437e042c

Assisignment 2 - Teaching Technologies.

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