Krystl Brown - Teaching Technologies - Assignment 1A Case study – Part 2

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2. 1 | P a g e 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 Community level Prep/Foundation. Resource 1 Australian Curriculum or state content descriptor/s and code/s https://www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/lesson-ideas/what-s-the- buzz/ https://www.digitaltechnologieshub.edu.au/media/d4kofgo3/what-s-the-buzz_teacher-student- instructions.pdf Knowledge and understanding. Recognise and explore digital systems (hardware and software components) for a purpose ACTDIK001. Processes and Production Skills Follow. Describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems ACTDIP004. Design and Technologies Knowledge and Understanding. Explore how technologies use forces to create movement in products ACTDEK002. Explore how plants and animals are grown for food, clothing, and shelter and how food is selected and prepared for healthy eating ACTDEK003. Links to other learning areas. English - Language (Text structure and organisation). Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose ACELA1463.

EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 2 | P a g e Mathematics - Measurement and Geometry (Location and transformation). Describe position and movement ACMMG010. Learning activities (include any strategies for differentiation) This learning activity will be explored using a Bee-Bot; a Bee-Bot is a small device that can be programmed with its seven buttons with up to forty steps. A Bee-Bot can move forwards, backwards, left, and right; this allows students to programme their Bee-Bot in order to perform a sequence of steps and gives students an exciting way to develop different methods to produce and understand data systems ( Merdan, 2022). Bee-Bots allow students to make their own decisions and they can programme their own Bee-Bot at their own pace; if students are needing more of a challenge, to challenge advanced students allow students to come up with programming languages that are completely different to those being used with the class. If students are hesitant to participate, they could be challenged to document the class’s progress, by taking photos or recording the Bee-Bot (Gadzikowski, 2021). Throughout this activity, students will explore real bees as a topic to learn mapping sequences or algorithms; using the Bee-Bots, students will use their knowledge about bees to develop a map of an area from a bee’s perspective; this can include different symbols or visuals they can display on their mapping area, for example hives, water, hazards, other insects, and flowers. Images can be placed in different areas of their mapping board. The aim of the activity is for students to create a path for their bee, from the hive to the flowers and avoid the hazards by programming their bee-bot correctly. Students can work in small groups to develop their mapping area ( Digital Technologies Hub, n.d). Resource 2 Australian Curriculum or state content descriptor/s and code/s Design and Technologies knowledge and understanding. Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs ACTDEK001. Explore how plants and animals are grown for food, clothing, and shelter and how food is selected and prepared for healthy eating ACTDEK003. Design and Technologies Processes and Production Skills. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions ACTDEP005. Links to other learning areas. Geographical Knowledge and Understanding The representation of the location of places and their features on maps and a globe ACHGK001 The places people live in and belong to, their familiar features and why they are important to people ACHGK002. The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them ACHGK003.

EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 3 | P a g e Geographical Inquiry and Skills: Observing, questioning, and planning. Make observations about familiar places and pose questions about them ACHGS001. Learning activities (include any strategies for differentiation) https://www.digitaltechnologieshub.edu.au/search/scratchjr/ https://primezone.edu.au/resource/out-and-about-on-farms/ This activity will be explored using iPads and an app ScratchJr; students will use this app to connect the graphical programming blocks to make characters move, jump, dance, and sing ( Digital Technologies Hub. n.d. b) . ScratchJr is programming language app that encourages creativity and expression by enabling young children to create their own interactive projects through coding. Through ScratchJr students can recount of all the information they have collected and create a story to represent their information in the correct order of processes ( Bers & Resnick, 2016). In this lesson students are learning about different places, how people live there and the features of these places. Students will learn how farmers grow food and fibre and organise their ideas in sequence using ScratchJr, through the app students will document their process, how these processes work and in the correct sequence (Primezone, n.d.). iPads are a versatile resource for students and their learning; they provide students with opportunities to explore and create functional learning intentions. Studies consistently show digital technologies support collaboration between learners and teachers; iPads provide students with a different means to learn and understand topics; using the software available students collaborate effectively by structuring materials and providing a system for integration, negotiation, coordination and communication. The flexibility and portability of an iPad allows students access support anywhere and gives students the ability to learn different systems that will benefit their learning (Falloon, 2015). 2. Assessment strategies

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 4 | P a g e Assessment strategies (400 words) Formative assessments are used to determine learning, at the beginning and during the process of learning (Digital Technologies Hub, n.d. c). Teachers use formative assessment using observation strategies to check student understanding, monitor student learning and gauge how students are progressing; teachers can provide students with feedback to identify strengths, weaknesses and provide insight into areas students can improve on. Formative assessments can be used with the activities that have been mentioned, students are required to create their own representation for their collected data, formative assessments will help students in their enquiry and development stage of their work if teachers are providing feedback to help guide students in their learning to create systems. For example, think aloud strategies can be used by inviting students to explain their work; using prompts to explain different aspects of their work (Digital Technologies Hub, n.d. c). Summative assessment is an assessment of learning towards the end of a unit of work, and used to determine progress and achievements that can be communicated through schools or parents to understand a student’s achievements (Kopp, 2015, p. 147). Summative assessments can be delivered through tests, final projects and representation of work completed; teachers can use this form of assessment once students have completed their activity and use their completed work to determine if a student has correctly understood the learning intention (Digital Technologies Hub, n.d. c). Summative assessments are used to count or appear in a student’s semester report or transcripts; summative assessments could be used by the teacher by asking students to write or draw pictures as evidence of the coding process (Kopp, 2015, p. 147). ScratchJr offers their own assessment app and their rubric outlines how to assess student’s understanding of programming, once students have been exposed to ScratchJr, teachers can use different templates and ask student to reconstruct the blocks to understand if they have successfully understood the concept. Students are asked to construct a sequence of steps (algorithm), teachers can use this assessment to see how well students have executed the instructions given and this gives students the opportunity to demonstrate their skills using the technology (Digital Technologies Hub, n.d. d). The ScratchJr assessment app links closely with project-based assessments; project-based assessments require students to be creative using 21 st century skills and demonstrate their knowledge, and skills through designing, planning by producing instructional based work. Project-based assessments are used by the teacher to encourage, collaborate, communicate knowledge and promote interdisciplinary skills (Kopp, 2015, p. 151). 3. Critical reflection

EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 5 | P a g e Critical reflection on the significance of the Technologies curriculum in developing 21st century skills. In the past several decades the way we teach, learn, work and play has changed dramatically, society has advanced into a technological world. For this reason, there is a growing demand for academic proficiency and education is being delivered differently. Teachers have the responsibility of preparing students for the real world, developing 21 st century skills are crucial for their student’s success, and to achieve this, the teacher must include 21 st century tools and skills (Vreeburg, Yurick, Nagaraja & Novak, 2010). To be active members of society students must learn and possess the skills necessary, these include creativity, and innovation skills, critical thinking, and problem solving; communication and collaboration skills. Many schools have had financial barriers to incorporate developments in their technology, the demand on schools to deliver the curriculum in ways to prepare students for the real world, creates issues for schools to deliver the curriculum using 21 st century skills technological advancements (Joyce & Calhoun, 2012, p. 1). Integrating 21 st century academic and career skills enhance students’ ability to understand and retain the content that is relevant and meaningful to their lives, and this requires schools to be equipped with the appropriate resources (Joyce & Calhoun, 2012, p. 2).

EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 6 | P a g e References. Bers, M. U., & Resnick, M. (2016). The official ScratchJr book : help your kids learn to code. No Starch Press. https://learning.oreilly.com/library/view/the-official- scratchjr/9781457196423/ch01.html#ch01lev2sec05 Digital Technologies Hub. (n.d. a). What’s the buzz? https://www.digitaltechnologieshub.edu.au/teach-and-assess/classroom-resources/lesson-ideas/what-s-the- buzz/ Digital Technologies Hub. (n.d. b). ScratchJr. https://www.digitaltechnologieshub.edu.au/search/scratchjr/ Digital Technologies Hub. (n.d. c). Unpacking assessment. https://www.digitaltechnologieshub.edu.au/teach-and-assess/assessment-overview/unpacking-assessment/ Digital Technologies Hub. (n.d. d). ScratchJr Assessment. https://www.digitaltechnologieshub.edu.au/teach-and-assess/assessment-resources/sample-assessment- tasks/scratchjr-assessment/ Falloon, G. (2015). What’s the difference? Learning collaboratively using iPads in conventional classrooms. Computers and Education, 84, 62–77. https://doi.org/10.1016/j.compedu.2015.01.010 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# https://www.digitaltechnologieshub.edu.au/media/uw1f12c4/what-s-the-buzz_lesson-sequence.pdf

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2. Krystl Brown – 103 469 507 7 | P a g e Joyce, B. R., & Calhoun, E. (2012). Realizing the promise of 21st-century education: an owner’s manual. Corwin. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=1104568 Kopp, K. (2015). Integrating technology into the curriculum (Second edition.). Shell Education. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=5881921 Merdan, M. (Ed.). (2022). Robotics in education: RiE 2021. Springer. https://link.springer.com/book/10.1007/978-3-030-82544-7 Primezone. (n.d.). Out And About on Farms. https://primezone.edu.au/resource/out-and-about-on- farms/ Vreeburg Izzo, M., Yurick, A., Nagaraja, H. N., & Novak, J. A. (2010). Effects of a 21st-Century Curriculum on Students’ Information Technology and Transition Skills. Career Development for Exceptional Individuals, 33(2), 95–105. https://doi.org/10.1177/0885728810369348

Krystl Brown - Teaching Technologies - Assignment 1A Case study – Part 2

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