Krystl Brown - Teaching Technologies - Assignment 1A Case study – Part 1

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EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Introduction: Clearwater Primary School is a small community school with 170 students, offering learning opportunities from foundation to grade 6. The school community has low socio-economic status, which limits educational resources. Teachers cannot fully participate in the technology curriculum. The framework is designed to develop technological skills, to meet current and future needs. Students learn how technology changes and contributes to sustainable futures (Victorian Curriculum and Assessment Authority, n.d.). Limited resources and equipment create barriers to becoming productive members of society; educational technology creates opportunities, regardless of a student’s background. Technology develops academic, social, and cultural skills; it provides cognitive stimulation, motivation, and knowledge intake. Limited access means students cannot compete with fast-paced changes; students lack motivation and are not prepared for our technological world (Lee & Rice, 2014). Clearwater Primary School is fortunate to receive funding to upgrade resources and attempting to support the curriculum. Discussion: Age group: Prep/Foundation Resource 1: Bee-Bots Resource 2: iPad Overview: Foundation students are beginning their educational journey and introduced to new technological concepts, using a range of tools. The technology curriculum is structured to easily follow and what students should be learning. Learning areas give students opportunities to explore our increasingly evolving technological and complex world. Through

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 exploration, students become familiar with products, services, environments, and how they meet the needs and effect our environments (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018). Students are introduced to digital systems that exist within the data being taught, the means of organising and manipulating data to represent understanding. Students use these concepts to develop thinking skills and sequence learning by carrying out the steps involved. Teachers guide students safely to apply new understandings to engage in practices to protect themselves and others. Technology and software applications provide adaptations of different digital solutions and integrating guided learning techniques [VCAA]. (n.d. a). Recommendations: Based on academic research and how 21 st century learning is evolving, and requires resources of today’s digital age, learners need exposure to information communication technology (ICT) to advance knowledge and become active members of society. Resources that support 21 st century learning include the iPad, a powerful resource supporting the curriculum and addressing core knowledge for today’s world (Baroutsis, White, Ferdinands, Lambert, & Goldsmith, 2019, p. 4). The iPad’s attributes consist of photography, video, portability, touch screen, connectivity, comprehensive selection of apps and enhances aspects of learning. Research consistently found iPad’s engage learners to stay on task and produce a collaborative learning environment (Gillispie, 2014, p. 2). Apps engage students in different learning objectives; teachers select apps for the intended purpose and program apps to suit learning intentions (Gillispie, 2014, p. 4). iPads extend concepts within the curriculum, students explore digital systems, and processes required. iPads are a versatile tool, students learn step-by-step procedures and jointly construct their understanding and use the

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 information independently (ACARA, 2018, a). iPads ensure students are participating at high levels through enquiry-based processes, they collect data and analysis different sources (Tay, 2016, p. 4). Different methods ensure learning is improving their abilities for example, iPads provide options for mathematical expression and symbols, comprehension, physical actions, executive functions, expression, and communication. Students with barriers to learning benefit from explicit instruction or rely on iPads as a source to communicate using Siri, a device function (McMahon & Walker, 2014, p. 7). Understanding iPads ensures learning, teachers should let students investigate the technology, use their abilities to guide effective teaching and learning. Learner-centred pedagogies will focus on putting students in control of the learning process to construct their own knowledge, investigate and solve real problems (Tay, 2016, p. 45). Once learners have constructed their understanding, it is important to provide inquiry-based instruction to develop their skills to focus on the purpose of the lesson and allow students to evaluate, and explain their understanding (Crippen & Archambault, 2012). iPads in classroom can create inappropriate use of technology, teachers must monitor and be vigilant with their students’ interactions, to ensure they are being used for intended purposes and not misused. iPads come with many features and not all features are appropriate; for example, teachers should monitor the camera roll to ensure students are not taking inappropriate photos and maintaining school policies (Gillispie, 2014, p. 17). Another useful tool to support a learners’ technological journey is Bee-Bots, a programable floor robot with no default settings and must be programed actioning a series buttons. Bee- Bots will move along the floor, pivot in different directions, and stop between programed commands. Early years students begin understanding new concepts that facilitate later

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EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 learning of science, mathematics, literacy, and coding (Tunnicliffe & Kennedy, 2022, p. 192). Through play, students learn to program Bee-Bots to carry out demands, processes to create patterns and sequences to follow planned routes. Bee-Bots allow students to achieve complex tasks and develop programing knowledge (Gadzikowski, 2021q, p. 88). The curriculum draws upon a variety of technologies to represent graphical systems; Bee-Bots give students opportunities to create their own systems, understand how data is collected, and used to support understanding through exploration, discuss ways to solve problems and find solutions (ACARA, 2018, b). Bee-Bots engages students, it teaches a variety skills and key knowledge acquisition. Students learn new vocabulary to define concepts and processes, how to navigate a grid to move the Bee-bot in the desired direction, navigating to move the Bee-Bot, calibration and measurement to determine how far they would like the Bee-Bot to travel. Through these processes, students engage in critical thinking techniques to determine how they will achieve the desired outcome, students plan and think about how they will develop their Bee-Bot to respond to appropriate demands (Gadzikowski, 2021q, p. 89). The Bee-Bot is an easy tool, though teachers need to apply appropriate pedagogical approaches to maximise effectiveness of the device; teachers need to expand students’ inquiry skills by scaffolding the learning intentions. Through playful exploration, teachers give students the opportunity to explore new concepts and guide their learning (Gadzikowski, 2021q, p. 90). Bee-Bots are not a tool students can use appropriately without guidance, in the introduction phase teachers must provide students with explicit instruction and enough information to develop critical thinking abilities through collaboration, students can work together to create meaning (Tunnicliffe & Kennedy, 2022, p. 110).

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 Conclusion: To conclude, the funding allocation for Clearwater Primary School will guarantee students are using effective tools and devices to support 21 st century learning intentions. Students learning will benefit by using iPads and Bee-Bots and ensures developing necessary skills to match technological advances for success in future endeavors. The versatility of iPads ensures many aspects of their education are balanced. Bee-Bots ensures understanding different concepts to develop critical thinking and transferred across multiple areas of the curriculum.

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 References: Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). Technologies (Version 8.4). https://docs.acara.edu.au/resources/Technologies_Sequence_of_achievement.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018a). Digital Technologies (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/technologies/digital-technologies Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018b). Design and Technologies (Version 8.4). https://www.australiancurriculum.edu.au/f-10- curriculum/technologies/design-and-technologies/?year= Baroutsis, A., White, S. L., Ferdinands, E., Lambert, E., & Goldsmith, W. (2019). Computational thinking as a foundation for coding: Developing student engagement and learning. Australian Primary Mathematics Classroom, 24(2), 10–15. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=c1cb7b25-2f16- 4556-9416-f96478c2e059%40redis Crippen, K. J., & Archambault, L. (2012). Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education. Computers in the Schools, 29(1-2), 157–173. https://doi.org/10.1080/07380569.2012.658733 eb tools to engage a new generation of students. Routledge. https://doi.org/10.4324/9781315819266 Gadzikowski, A. (2021). Coding, Robotics, and Engineering for Young Students : A Tech Beginnings Curriculum (Grades Pre-K-2). Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=6720319#

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EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 Gillispie, M. (2014). From notepad to iPad: using apps and w https://victoriancurriculum.vcaa.vic.edu.au/technologies/digital-technologies/curriculum/f-10 Lee, T., & Rice, S. (2014). Educational Technology and Equity: Students Access To and Use of Computers in Low- and Middle-Socioeconomic Schools. The International Journal of Technologies in Learning, 20(3), 43–. https://doi.org/10.18848/2327- 0144/CGP/v20i03/49092 McMahon, D., & Walker, Z. (2014). Universal Design for Learning Features and Tools on iPads and Other iOS Devices. Journal of Special Education Technology, 29(2), 39–. https://doi.org/10.1177/016264341402900204 Tay, H. Y. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1), 1127308–. https://doi.org/10.1080/2331186X.2015.1127308 Tunnicliffe, S. D., & Kennedy, T. J. (2022). Play and STEM Education in the Early Years : International Policies and Practices (S. D. Tunnicliffe & T. J. Kennedy, Eds.; 1st ed. 2022.). Springer International Publishing. https://doi.org/10.1007/978-3-030-99830-1 Victorian Curriculum and Assessment Authority [VCAA]. (n.d.). Technologies. https://victoriancurriculum.vcaa.vic.edu.au/technologies/introduction/about-the- technologies Victorian Curriculum and Assessment Authority [VCAA]. (n.d.a). Digital Technologies