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THE DIGITAL
TECHNOLOGIES
CURRICULUM @CathDigLearn
http://goo.gl/mW7Pi2
http://www.digitallearningcewa.com
Learning IntentionTo provide a practical overview of the Digital Technologies Curriculum that demystifies the content and empowers teachers
Activity Time
https://goo.gl/LoZXpC
Go to link below and respond to the question on the Padlet Wall
A context for Digital Tech
A digital economic future
inevitable
Knowing information is no
longer enough
Digital Disruption
impacting on everyday life
The function of schools is
preparation for life
The Curriculum says so
We need enterprising
people to flourish
Uber
Airbnb
Tesla
Outsourcing
Automation
Globalisation
eBay
Amazon
A disruptive economy
$50 Billion $79 Billion
Source: Deloitte - Australia’s Digital Pulse: Key challenges for our nation – digital skills, jobs and education (2015)
2013-142011
5 Million: number of
Australian jobs predicted to be
replaced by computers by
2025
Source: Committee for Economic Development of Australia - Australia's future workforce? (2015)
Australia’s Digital Economy
Entrepreneurial & ICT savvy
Comfortable in and through change
Adaptive and agileDigitally discerning
Productive
Collaborative
A great learner
A confident producer of new media
Socially intelligent
Growth Mindset
Creative and dynamic
Customer facingProblem seeker and solver
Expert in something
What skills do we need?
Numeracy
Critical & Creative Thinking
Ethical Behaviour
Personal & social capability
Investigating
Literacy
Intercultural understanding
Communicating
Creating
Applying social & ethical protocols
Managing and operating ICT
ICT Capability
English Health/PE HASS Sciences
The ArtsLanguages Maths Technologies
CurriculumTODAY’S
Values (RE)
Creatin
g susta
inable
ways of li
ving
Repairing our relationship with Aboriginal Australia
Engaging with our
Asian neighbours
So what does ICT capability look like at the end of Year 2..?
Applying Social & Ethical protocols
Students comment online on a class video accurately, thoughtfully, respectfully
Use ICT to safely share ideas
Identify and safely operate computer for learning
Investigating with ICTs
Communicating with ICTS
Creating with ICTs
Recognise that people create and own digital content
Students use software to present survey data in a list, chart or pictograph in Maths or Dig Tech
Students use colour coding and drawing to show a timeline in HASS
Managing and Operating ICTs
Students make an information report and identify and acknowledge where the information came from
Experiment with ICT to modify data for a particular audience
Use ICTs to identify, record and classify information
While word-processing, students Identify basic hardware – e.g. mouse, keyboard, monitor – and use it efficiently
How is ICT Capability different from Digital Technologies?
Specific computer science skills
Work-life efficiencies
General productivity
Always integrated Can stand alone as a subject
Solving specific problems with computational and design thinking
DesigningProducing and Implementing Evaluating
Collaborating and managing
Investigating and defining
The process of implementing digital solutions investigating and defining
The nature and properties of data, how they are collected and interpreted
Digital Technologies (P-8)
A subject that aims to provide students with practical opportunities to use design thinking, computational thinking and information systems knowledge to develop innovative
solutions and knowledge addressing contemporary challenges
Knowledge and understanding
Digital Systems Representations of Data
Digital implementation
Collecting, managing and analysing data
Creating Solutions
Processes and production skills
Digital Systems (hardware and
software and used for an identified
purpose
Data can have patterns and can be
represented and used to make simple
conclusions
Design Thinking
Empathise
Define
Ideate
Prototype
Test
What’s going on here?
How about tyres with chains
Your tyres slip on the snowHow about tyres with chain links that cut into the snow
This is working!
Abstraction
Algorithm Design
Computational Thinking
Decomposition
Pattern Recognition Many adverbs end in”ly”
Instructional texts begin with imperative verbs “put”
If my boss emails me, reply, I am away and will get back to you
A story has setting, characters, a key problem, and a resolution
Breaking down a problem into its parts
Observing patterns
Developing instructions to do jobs
Identifying general principles in patterns
An approach to problem solving
The Websitehttp://www.digitallearningcewa.com/
Explore preprimary lesson plan
Activity Time
Checking inIn general, what is the focus of Digital Technologies?
How is Digital Technologies different from the ICT capability?
Out of 10, how confident would be teaching and assessing Digital Technologies in 2018?
Additional NotesTBA
Activity Time
