Assignment 1b

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Swinburne University of Technology *

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EDU30059

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Electrical Engineering

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Apr 3, 2024

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EDU30059 Teaching Technologies Assignment 1b: Case Study Part 2 Due Date: 11/09/2023 Student Name: Student ID: Word Count: 1098

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template Clearwater Primary School is a small community school with a student population of approximately 170 students. The majority of students are from English-speaking families, with 20% of students speaking a language other than English. The school has a strong connection with the Wurundjeri People on whose land the school is located. Recently, the school had been successful in being allocated a substantial amount of funding for the purchase of new technologies and resources to support the teaching of the Technologies curriculum and 21st century teaching and learning practices. The school principal has requested the following information: 1. Student learning activities Using the resources identified in Assignment 1A, provide a clear, detailed plan of what students will be doing (e.g. activities) in the Technologies domain (400 words total). Community level E.g. Prep, Junior ( Years ½) Middle (Years 3/4) Senior (Years 5/6) Junior learning community, grade 1/2. Resource 1 Australian Curriculum or state content descriptor/s and code/s “Generate and communicate design ideas through describing, drawing or modelling, including using digital tool” (AC9TDE2P01) (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2023, version 9.0). “Access their school account with a recorded username and password” (AC9TDI2P06) (ACARA, 2023, Version 9.0). Learning activities (include any strategies for differentiation) Scratch Jr (n.d) is a free application for schools. Designed for the junior year levels of primary school, Scratch Jr. is an interactive coding program that can be used on iPads and computers. Scratch Jr. promotes cross-curricular links between literacy, art, and coding. In this activity, students create a social story using Scratch Jr. using the platform's simple drag-and-drop coding blocks to create animated stories. Each student required a username and password for account access to ensure security. The teacher will first discuss social stories and how they teach people social skills and appropriate behaviour in various situations and collaboratively brainstorm ideas for social situations, such as sharing, being kind, taking turns, etc. Students will choose characters and backgrounds and add movement, sounds, and dialogue for vibrant storytelling. Students will share their social stories and explain the social skills or behaviours their stories are teaching. Students will also reflect on the social lessons conveyed in each story. 2 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template More advanced students in Scratch Jr. can be challenged to create more complex stories by adding more programming blocks. At the same time, students at a lower level can be paired with a more competent student in Scratch Jr. or work in small groups with the classroom teacher. Resource 2 Australian Curriculum or state content descriptor/s and code/s “Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)” (AC9TDI2P02) (ACARA, 2023, version 9.0). “Sequence steps for making designed solutions cooperatively” (AC9TDE2P04) (ACARA, 2023, version 9.0). Learning activities (include any strategies for differentiation) Incorporating Bee-Bots in primary school classrooms can allow students to learn coding while practicing skills such as counting, sequencing, problem-solving, and directionality. Bee-Bots are valuable tools for introducing cross-curricular subjects such as science, math, language, and reading. Moreover, they also play a crucial role in familiarising students with the fundamentals of computational thinking (Bowen et al., 2023). During the Bee-Bot activity, students are given square pieces of paper to draw pictures of things they have seen in their community, e.g., schools, library parks, etc., which will be stuck on a 4 x 4 grid. Students will choose a starting position and program the Bee-Bot to navigate through it. This activity will involve students in problem-solving and critical thinking about how they will get through the community. More advanced students can face challenges by designing maps or enlarging grids, complete with start- finish points and obstacles. This enables the programming of the Bee-Bot toward specific destinations. Additionally, students can alternate in delivering instructions. Teachers may provide templates for guidance, give individualised or small-group instruction, eliminate graphics, and support students requiring assistance moving between points. The activity concludes with a teacher-led discussion promoting students to reflect on their coding skills. 3 | P a g e

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template 2. Assessment strategies Analyse a range of suitable assessment strategies that you would consider using in the teaching of the Technologies curriculum to assess student learning. Include in your response, if relevant, the benefits, limitations and/or implementation constraints of your assessment strategies (400 words). Assessment strategies (400 words) Assessing students can be challenging for teachers. However, assessment preparation in technology education must be one of the first activities completed to track students’ progress while completing tasks. Teachers are required to evaluate their teaching while carefully examining their assessments while addressing questions such as “What specific technological skills and knowledge do I want to impart to my students?” “Will this area of learning link to another learning area that will contribute to my teaching and the learning of my students?” (Albion et al., 2022). Teachers must choose an appropriate assessment style based on facts and meaningful to all stakeholders (Albion et al., 2022). Assessment rubrics can be helpful and efficient tools for evaluating students. They need to be adequately assessed in the context of the cohesion of the criteria. Some rules should be followed to guarantee that the criteria are comprehensive and of the highest calibre (Albion et al., 2022). This includes using language that is both positive and easy to understand, having the criteria readily observable, including typical behaviour that encompasses a wide range of attributes, making each level immediately apparent, not weighting the criteria, and using four or fewer criteria for every performance (Griffin & Robinson, 2014). Assessment rubrics can be used to assess students using Bee-bots and their ability to program the Bee-bots to complete specific tasks, such as navigating an obstacle course or following a specific path. The rubric can include criteria such as the accuracy of the programming, the speed of completion, and the ability to troubleshoot and debug any errors. Rubrics can also assess the students' understanding of programming concepts, such as sequencing, loops, and conditionals. Peer assessment is a technique used for evaluating the performance of an individual or group’s work throughout the activity being executed or at the end. (Albion et al., 2022) . A recent study showed that peer assessment allows students to identify areas for improvement and provide verbal or written constructive feedback. However, it also can promote growth and development, increasing motivation and academic performance ( Double et al., 2020). Peer assessment can be used to assess students using Scratch Jr. on the iPads. Students can provide their peers with verbal constructive feedback at any point throughout the execution stage, or they can also 4 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template provide a brief verbal comment or advice after students have completed their presentations to the class. For students with difficulty giving feedback constructively and respectfully, the classroom teacher can assist with cue cards with sentence starters (Albion et al., 2022). 3. Critical reflection Provide a brief critical reflection on the significance of the Technologies curriculum in developing 21st century skills (200 words). Critical reflection on the significance of the Technologies curriculum in developing 21st century skills (200 words). The curriculum focused on technologies dramatically contributes to cultivating essential 21st-century skills. This curriculum integrates many competencies, including knowledge, critical thinking, innovation skills, media literacy, and effective communication (Alismail & McGuire, 2015). The idea of 21 st -century skills is not new, but it has gained more attention recently as schools aim to better prepare students for the changing economy and workforce. These skills emphasise what students should do with experiences rather than the experience itself (Albion et al., 2022). However, given the variety of meanings, it can be challenging to specify what exactly is meant by "21st-century skills." (Silva, 2009). Students need 21st-century abilities to excel in their jobs in the rapidly evolving digital world. These abilities include critical thinking, creativity, cooperation, communication, and information literacy. (Winaryati & Hidayat, 2020). The Australian Curriculum: Technologies assist students in developing the mental processes required to adapt and improve upon modern work environments and life in the 21st century (Albion et al., 2022). The Technologies curriculum is evidence-based and challenges students to think critically, essential for 21st- century education (Higgins, 2014). In conclusion, students are growing up in a fast-changing technological world. They must develop their skills to ensure future success not only during their education but throughout their careers. References 5 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template Albion, P., & Campbell, C. (2022). Technologies Education for the Primary Years (2nd ed.). Cengage Learning Australia. Alismail, H. A., & McGuire, P. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice , 6 (6), 150–154. Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Foundation to Year 10 curriculum: Technologies (v9.0). https://v9.australiancurriculum.edu.au/ Bowen, G. M., Knoll, E., & Willison, A. M. (2023). Using Bee-Bots® in Early Learning STEM: An Analysis of Resources. In Exploring Elementary Science Teaching and Learning in Canada (pp. 147–165). Cham: Springer International Publishing. Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review , 32 , 481- 509. Griffin, P. & Robertson, P. (2014). Inclusion in Action, 4 th Edn. South Melbourne: Cengage. Higgins, S. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum?. Prospects , 44 (4), 559–574. Scratch Jr. (n.d). Coding for young children. https://www.scratchjr.org/ Silva, E. (2009). Measuring skills for 21st-century learning. Phi delta kappan , 90 (9), 630-634. Winaryati, E., & Hidayat, M. T. (2020). Conceptual Framework of Evaluation Model on 4 C'S-Based Learning Supervision. International Journal of Learning, Teaching and Educational Research , 19 (8), 173-193. 6 | P a g e

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