EDU30059 Assignment 1B

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Swinburne University of Technology *

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EDU 30059

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Mechanical Engineering

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Feb 20, 2024

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Samantha Porter 104117276 EDU30059 Assignment 1B: Case study Word Count: 1100

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 Community level E.g. Prep, Junior ( Years ½) Middle (Years 3/4) Senior (Years 5/6) Foundation Resource 1 Australian Curriculum or state content descriptor/s and code/s “ Recognise and explore digital systems (hardware and software components ) for a purpose ACTDIK001 ” (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018). Learning activities (include any strategies for differentiation) Show the children a range of software buttons, such as the camera app, calculator, settings, and calendar, while explaining their purpose. To encourage children to become familiar with the iPad software, they will work in pairs and navigate various stations within the classroom where they can practise using the apps together. Stations will include a variety of short tasks written on cue cards, such as taking a photo of your peer with something blue, rolling the dice five times and adding all the numbers up using the calculator app to get children used to navigating an iPad and understanding the purpose and functions of the software. This experience would encourage children to practise collaborative problem-solving and build on their digital literacy skills (Clarke, 2022). Grouping children, for example, an advanced student with a student who speaks English as a second language, supports their learning as they can build knowledge through peer scaffolding and using the iPad as a hands-on visual aid (Vasquez, 2018). For advanced children, harder cue cards can be used to explore an app more deeply, such as filming a video instead of taking a photo. This lesson would encourage the children to examine the software for an iPad and the purposes of digital systems using constructivism as a pedagogical approach. Resource 2 Australian Curriculum or state content descriptor/s and code/s “ Generate, develop and record design ideas through describing, drawing and modelling ACTDEP006 ” 1 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template (ACARA, 2018). “ Use materials, components, tools, equipment and techniques to safely make designed solutions ACTDEP007 ” (ACARA, 2018). Learning activities (include any strategies for differentiation) Children can build a bridge out of Lego to hold up as much weight as possible. Begin by having children investigate types of bridges by providing a range of books, posters and access to the internet for them to gather information on real-life bridge designs, then get them to sketch out a design they want to make. The teacher can use discussions to gain insight into their thought processes. Next, children will create their designs using Lego bricks. All steps will be documented in a folio that can be shared at an exhibition night with their final designs. This experience aims to build on children’s critical thinking and problem- solving skills as they encounter challenges throughout their build. For example, if it breaks in the middle, they must critically reflect on why this might be and problem-solve to readjust their design to make it stronger. Children will be encouraged to identify a testing method by finding something in the room to add to their bridge to test strength. Duplo can be an alternative for children who do not have the fine motor dexterity to manipulate the smaller Lego pieces. Children who find the task too easy can be challenged by encouraging them to make a longer bridge and heavier items to test the bridge's strength. This learning experience encourages children to learn design concepts such as generation, planning, implementation and what materials can be used to create items through a hands-on approach (ACARA, 2018). 2. Assessment strategies Assessment strategies (400 words) Formative and summative assessments are vital components of the technologies curriculum, and both serve distinct purposes in evaluating student learning outcomes. Formative assessments are ongoing processes used throughout lessons that teachers use to provide immediate feedback to students. They focus on identifying areas of strength and need for improvement, emphasising skill development and knowledge acquisition (Albion et al., 2022a, pp. 220-224). An effective formative assessment strategy that could be used in early primary school is the ‘two stars, one wish’ approach. This approach encourages children to critique their work, focusing on their strengths and areas for improvement in the technologies curriculum. It can also be beneficial to encourage peers to assess each other's work using this method to teach them the processes of giving constructive feedback and acknowledging strengths in 2 | P a g e

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template others' work (Breakspear, 2020). Two stars one wish could be applied to the digital technology activity listed above, where children discuss two apps they found easy or fun to use and one they would like to learn more about and why. This strategy can be adapted to oral presentations for younger students in the foundation year who may still be developing their writing skills, fostering confidence and constructive feedback skills. Summative assessments are completed at the end of a unit to assess the overall learning achieved. They are based on various sources to evaluate knowledge, understanding, and production skills (Albion et al., 2022b, p. 223). One effective summative assessment strategy is exhibitions at the end of a unit or topic that showcase students’ work, illustrating their learning journey. Exhibitions engage students by providing an audience for their efforts and encouraging them to take ownership of their learning (Brady & Kennedy, 2018, pp. 64-65). This assessment strategy could be applied to the design activity as mentioned above. Children would create a portfolio that documents their investigation of bridges, their sketches of bridge structures, design using Lego (each stage including failures) and new strategies to build stronger bridges. The Australian National Schools Network (ANSA) created a comprehensive rubric guideline that teachers can use to assess students as researchers, active learners, reflective learners and presenters (Brady & Kennedy, 2018, p. 64). While exhibitions are an innovative assessment method, their adoption may vary among teachers, leading to evaluation inconsistencies (Davidson, 2009). Another limitation or constraint is that preparing for and setting up an exhibition can take time and effort. Everyone on board must be completely involved and willing to help to make the process run smoothly (Morningside College, 2006). 3. Critical reflection Critical reflection on the significance of the Technologies curriculum in developing 21st century skills (200 words). The Technologies curriculum is vital for developing essential 21 st -century skills, equipping students to excel in an ever-changing world. The Curriculum contains Digital Technologies and Design and Technologies. Digital technologies foster computational thinking and problem-solving skills essential to succeed in a technology-driven world, as seen in the activity using iPads. Over 90% of today’s jobs require applicants to have strong information communication technology (ICT) skills (University of Derby, 2014). Through hands-on projects, Design Technologies equip children with critical thinking, creativity, problem-solving, and innovation (TheLauCM, 2011), highlighted in the Lego activity. When equipped with 3 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template these skills, children can create practical solutions for challenges faced in the real world. Collaboration and teamwork, another fundamental skill set, are fostered by both Digital and Design Technologies, where children learn to consider diverse perspectives, share ideas, and offer feedback respectfully, skills that are not only valuable throughout school but in their future careers (Guaman-Quintanilla et al., 2022). To conclude, the Technologies curriculum is essential for fostering 21 st -century skills. When equipped with these competencies, children are more likely to succeed in an interconnected world where adaptability and innovation are paramount. References Albion, P., Campbell, C., & Jobling, W. (2022a). Technologies Education for the Primary Years (pp. 220–224). Cengage Learning Australia. Albion, P., Campbell, C., & Jobling, W. (2022b). Technologies Education for the Primary Years (p. 223). Cengage Learning Australia. 4 | P a g e

EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template Australian Curriculum Assessment and Reporting Authority. (2018). The Australian Curriculum . The Australian Curriculum ; ACARA. https://www.australiancurriculum.edu.au/ Brady, L., & Kennedy, K. (2018). Assessment and Reporting: Celebrating Student Achievement (pp. 64–65). Pearson Australia. https://ebookcentral.proquest.com/lib/curtin/reader.action?docID=5441004 Breakspear, S. (2020, December 2). Teaching Sprints - Feedback & Formative Assessment: Two stars and a wish . Vimeo. https://vimeo.com/486589573 Clarke, M. (2022). Links to 21st century learning - Department of Education, Australian Government . Department of Education. https://www.education.gov.au/australian-curriculum/national-stem- education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching- stem/links-21st-century-learning#:~:text=Linking%20to%2021st%20century%20learning Davidson, J. (2009). Exhibitions: Connecting Classroom Assessment With Culminating Demonstrations of Mastery. Theory into Practice , 48 (1), 36–43. https://doi.org/10.1080/00405840802577585 Guaman-Quintanilla, S., Everaert, P., Chiluiza, K., & Valcke, M. (2022). Fostering Teamwork through Design Thinking: Evidence from a Multi-Actor Perspective. Education Sciences , 12 (4), 279. https://doi.org/10.3390/educsci12040279 Morningside College. (2006). Advantages and Disadvantages of Various Assessment Methods . https://www.clark.edu/tlc/outcome_assessment/documents/AssessMethods.pdf TheLauCM. (2011). Design Council: What Is Design? [YouTube Video]. In YouTube . https://www.youtube.com/watch?v=oyUklqKrrZ0 University of Derby. (2014). Digital literacy and why it matters . Www.youtube.com. https://www.youtube.com/watch?v=p2k3C-iB88w&t=155s Vasquez, V. (2018, February 28). Scaffolding Techniques for English Language Learners: Part 1 | Center for the Collaborative Classroom . Center for the Collaborative Classroom. 5 | P a g e

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EDU30059: Teaching Technologies Assignment 1B: Case study part 2 template https://www.collaborativeclassroom.org/blog/scaffolding-techniques-english-language-learners- part-1/ 6 | P a g e