Technology Online webinar: Developing curriculum-focused digital technology programmes for years 9–10

Kia hora te marinoKia whakapapa pounamu te moanaHei huarahi mā tātou i te rāngi neiAroha atu aroha maiTātou i a tātou katoaHui ē! Tāiki ē!Opening KarakiaMay peace be widespreadMay the sea be like greenstoneA pathway for us all this dayLet us show respect for each otherFor one another

Bind us all together

Karakia Timatanga

Julie McMahon (President NZACDITT) Digital TechnologyKings High School, Dunedin

Technology Online webinar: Developing curriculum-focused digital technology programmes for years 9–10

I was the HOF Technology/HOD Digital Technology at Columba College for 13 Years.

Currently, I teach digital technologies at King’s High School in Dunedin.

I am the current President of NZACDITT and have been involved with the development of the digital technology curriculum since the DTG programme.

Teaching Focus: Developing digital technology outcomes with a purpose

To Inspire: Creativity, Design Thinking, Problem Solving

Introducing Julie McMahon

We will look at:

• how development of digital technology outcomes in the real world correlates with the generic technology curriculum:

○ Technological practice/knowledge => Software engineering

○ Nature of technology => Design thinking/Innovation

○ Technological knowledge => Modelling, components, and computer systems

• why it is key to focus on both skill development and “bigger picture” ideas in junior secondary digital technology programmes

• ideas for successful integration of the generic technology achievement objectives with digital technology learning outcomes in junior secondary programmes (and the balance)

• Learning Progression Diagrams

Webinar outline

Technological practice and software engineering● Even though “software engineering” isn’t an official topic until level 3

computer science, teaching the development process should start in the junior school so that students have the opportunity to develop an embedded understanding of how digital technology outcomes are developed in the real world.

● Encourages collaborative teamwork, problem solving, and communication (key competencies)

Technological practice and software engineering

Software engineering Technology curriculum

Gather requirements (user stories) Brief development (and Technological knowledge)

Design Outcome development and evaluation (and Technological knowledge)

Code/Create Outcome development and evaluation

Test Outcome development and evaluation (and Nature of technology)

Setting sprint goals/project deadlines Planning for practice

Nature of technology and design thinking• The Nature of technology strand can be used to underpin the design thinking,

critical analysis, and innovation in digital technologies – getting students to think of the “bigger picture”.

• Some examples of key achievement objectives are:

○ Discuss examples of creative and critical thinking that have supported technological innovation

○ Explain why a technological outcome could be called a “good” or “bad” design

○ Explain why time and context are important criteria for judging the fitness for purpose of technological outcomes

• These are the foundations for discussions/real world examples around:

○ Robotics and artificial intelligence

○ HCI

○ Cell phone development/convergence of technologies

Technological knowledge – and modelling, components, computer systems

Technological knowledge also supports the “bigger picture” – underpinning concepts that we are teaching our students in digital technology.

• Technological modelling:

○ Why is important to create models and prototypes before launching into development?

○ What software/hardware disasters have happened because of poor modelling?

○ What are some ethical (“should”) decisions relating to the development of digital technologies?

• Technological products/components/tools:

○ What are the best software tools (components) to develop a digital outcome? Why?

○ What makes hardware components more suitable for a outcome (size, speed, and so on)? This can relate to physical/functional specifications and also to new innovation (Nature of technology).

Technological knowledge also supports the “bigger picture” – underpinning concepts that we are teaching our students in digital technology.

• Technological systems:

○ The black box nature of computer systems

○ Input/process/output => transformation of information in a system

○ How do computer/electronics systems interface?

Technological knowledge – and modelling, components, computer systems

Project ideas – Robotics/Robocup• Digital technology

○ Programming/Planning/Testing

○ Algorithms

○ Artificial Intelligence

• Generic technology

○ Outcome development and evaluation - conceptual designs, prototyping, testing, evaluation

○ Nature of technology – robotics and society

○ Technological knowledge – materials/components, technological modelling, systems

Project ideas – Logo development• Digital technology

○ Vector graphics

○ Layout and design (print/web/epub)

○ Ethical issues in digital media

○ Digital media tools

• Generic technology

○ Outcome development and evaluation – conceptual designs, prototyping, testing, evaluation

○ Technological knowledge – technological modelling, materials/tools

Project ideas – Scratch computer game• Digital technology

○ Programming, planning, testing

○ Algorithms

○ Vector graphics

○ Ethical issues in digital media

○ Layout and design

• Generic technology

○ Brief development – attributes, specifications, stakeholders

○ Outcome development and evaluation – prototyping, testing, evaluation

○ Nature of technology – computer games and society

• Digital technology

○ Digital video

○ Image manipulation

○ Ethical issues in digital media

• Generic technology

○ Brief development – research, attributes, specifications, stakeholder feedback

○ Outcome development and evaluation – conceptual designs (storyboards), prototyping, testing, evaluation

○ Technological knowledge – materials/components, technological modelling

Project ideas – Movie making

• Digital technology

○ 3D Modelling skills

○ Animation

○ Real world applications of 3D modelling & Animation

• Generic technology

○ Outcome development and evaluation – conceptual designs (storyboards), prototyping, testing, evaluation

○ Technological knowledge – materials/components, technological modelling

Project ideas – 3D Modelling

http://www.youtube.com/watch?v=2UqFUHaThis

Project ideas – Operating systems and devices• Digital technology

○ Operating systems

○ Digital information (surveys, word processing, spreadsheets)

• Generic technology

○ Nature of Technology – impact/changes of OS and hardware development over time

○ Technological Knowledge – systems

Project ideas – Cell phones• Digital technology

○ Vector graphics

○ Print layout and design

• Generic technology

○ Nature of technology – impact/changes of cell phones and hardware/OS development over time, environmental impact of throw away components

○ Technological knowledge – systems

Technology in the NZC1. Technology in the NZC

2. Indicators of progression

3. So you're teaching

technology

News items

● All news tagged robot

● All news items tagged social media

● All news items tagged digital

Videos

● A technology department with a digital and design focus

● Fablab and Wellington Girls’ College

● School-wide programme planning

Student showcase

● Strategies for engaging girls in computer science

● A soft toy story: Technological modelling and practice combine

Technology Online resources

Content and resourcing

● Skills development versus learning generic technology – what's the balance?● How closely should we be teaching to the technology curriculum? ● What skills are most important to teach to support students’ learning in senior

classes ? ● Should we be offering level one credits at this junior level?● How to run both levels within the one class.● How do you cope when not all learners provide their own device or have access to

a device even for one lesson?● What are suitable relief tasks for digital programmes at this level ?● How to build on year 7 and 8 / junior programmes? ● What are suitable report headings? ● What online assessment tools would you recommend at the moment? ● Where do the key competencies fit in?● What likely change will the recent announcements from the Ministry of Education

make to junior school technology programmes?

Teacher questions

Engaging relevant programmes

• What are some creative and innovative topics we could teach students at junior level?

• What is the best approach for developing critical problem solvers?

• How do you make programmes relevant for ongoing programmes into NCEA but still capture their imagination and enthusiasm for the subject.

General

• Should teachers specialise in the junior technology areas? What would be the subject areas expected to be taught for Y9-10?

• How can we embed digital technologies into other technologies?

• Can you see the potential for cross-curricular teaching?

• How can we make digital technology teachable by non-specialist teachers? • How can we convince school towards incorporating digital technologies in junior

programmes?

Teacher questions

General continued

● How can you align short year 9 courses with NZC requirements that are part of a technology rotation?

● Is it possible to cover the nature of technology strand within assignments in year 10?

● Is it possible to integrate Minecraft and mathematics into digital technology programmes?

● Is it possible to integrate digital and DVC ?

● How do digital literacies impact technology workshops that are skills based?

● What, if any, compulsory elements will be included in the 2017 updated Technology Curriculum (all year levels, including Primary), and what training/resources are likely to be available?

Teacher questions

To ask a question, type your question into the chat.

With many participants, there might be delays so please be patient. Type your question again if you think it has been missed.

Question and answer section

Ka whakairia te tapuKia watea ai te araKia tūruki whakataha aiKia tūruki whakataha aiHui e Tāiki e

Restrictions are moved asideSo the pathway is clearTo return to everyday activitiesEnriched and unified

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