Reflections for EDTS240

Module 2 — What is the Digital Technologies Curriculum? Why is it important to my future role?

1. What is the documents purpose?

The purpose of the Melbourne declaration is to achieve two ‘overarching goals’ for schools around Australia: “Goal 1: Australian schooling promotes equity and excellence” and “Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens” (Australian Curriculum Assessment and Reporting Authority ‘ACARA’ 2009).

The Melbourne Declaration has eight ‘commitment to action’ goals to achieve the ‘overarching goals’:

- Schools in Australia need to develop sturdy partnerships between teachers/staff and family member.

- Teachers need to support quality pedagogies and school leadership.

- In the early childhood environment the educators need to strengthen their education.

- Schools need to increase their middle year development (years 6 to 8)

- Schools need to support primary students to high school and senior students to transition to work/tafe/university

- Schools need to promote a ‘world-class curriculum and assessments’

- Both schools and the government need to improve ‘educational outcomes’ for our Indigenous Australian and disadvantaged Australian from socioeconomic backgrounds.

(Australian Curriculum Assessment and Reporting Authority ‘ACARA’ 2009).

The Melbourne Declaration is the Australian governments statement that encourages schools around Australia to use this framework within the current school system.

2. Creatively characterise/describe the ‘young Australians’ the Declaration is committed to developing (draw, audio or video record your response)

3. Why do you think it is important for teachers to be aware of the Melbourne Declaration?

I think that it is extremely important for teachers to be aware of the Melbourne declaration, as the framework should be embedded within the teacher’s pedagogy. The framework should be advocated, as our schools should be working on the two ‘overarching goals’ and the eight ‘commitment to action’ goals to compliment the ‘overarching goals’.

I believe that teachers need to be aware of the ‘commitment to action’ goals for both schools & their students and parents & families on page 16–17. Teachers should be aware of this as it sets a perfect expectation up of the role of the school/students in regards to achieving the goals and the role of the parents/family members to engage and play a role to achieve these goals in schools around Australia.

I believe that teachers also need to be aware of pages 10–11 as those pages discuss ‘developing stronger partnerships’. This is important goal to achieve, as parents/family members, students and teachers should be constantly communicating amongst one another to achieve the wellbeing of the students in our schools.

Module 3 — Are you ready to implement Project Based Learning in your classroom?

1. When have you participated in a learning experience in which Directed, guided, independent has been a flow of learning? How did it help or hinder you to learn?

I have participated in this type of learning experience when I was in high school. I got taught many different ways to create different forms of documentation (journals, reflection, videos, voice recordings, essay writing, literature reviews, script writing, power point presentations, debates etc.). These techniques where used across all of my subjects during high school which first started as a direct instruction by the student selecting which form of documentation they wanted to conduct there in class work or their project based assessment on. The teacher then would use direct instructions to teach the foundation of these documentation forms (normally there was a list of documentation styles to chose from). The students then had an opportunity to have guided instructions, this was the stage where we could experiment with the documentation that we selected and attempted to use form to best suit our topic of interest (e.g. using power point to discuss atoms and molecules in science or writing journals to reflect on how music has shaped our ideas of the modern world). Once the students where competent to undertake the project then it enhanced to Independent work.

2. How does Project Based Learning prepare students for the 21st Century workplace environment we researched and discussed in our first Module?

Project Based learning prepares our students for the 21st century workplace environment as students learn ‘to take initiative and responsibility’ by building their ‘confidences’ in their surrounding environment (NSW Department of Education, 2016). The ‘subject areas and learning dispositions’ within the program to encourage ‘hands on learning experiences’, this is what John Dewey (a ‘20th century American educational theorist’) states will enhance ‘active experiences’ in students education experiences (Dewey cited by NSW Department of Education, 2016).

NSW Department of Education (2016) Introducing PBL

Module 4 — How is the digital technologies curriculum taught? How do I teach technologies?

3 Things that have inspired you:

- Gardener’s theory of Multiple Intelligences has given me inspiration to better understand the students in my community engagement classroom. By understanding the seven different ways people learn it has encouraged my pedagogical ideology to change to cater for these multiple ways that students learn within the classroom setting and with their surrounding environment.

- Bloom’s Taxonomy has given me inspiration to use his six lower to higher order thinking skills as a scaffold to work through content with my students in community engagement. An example of this is when I am working one-on-one with a student I use Bloom’s Taxonomy Lower Order of Thinking to go scaffold the set task the student has to complete, once the students feels competent I use Bloom’s Higher Order of Thinking by encouraging the student to complete the task independently.

- I feel inspired as a pre service teacher to educate the teachers at my community engagement to use more digital and design technology website and applications. This is especially potent with students from diverse learning capabilities, EAL/D Learners and students with additional needs.

2 things that have intrigued you:

- Learning about Project Based Learning has intrigued me to start writing draft lesson plans for my work placement (next semester), It has provided more than your traditional teaching standard of teaching lecturing and students listening.

- I am intrigued by the ACARA curriculum outcomes within the digital and design technology content. I am intrigued with the way the curriculum outcomes for technology link with the other core subjects (English, Mathematics, Science, HSIE etc.)

1 thing you need to look into more:

- I need to research in greater depth the PCK, TPCK and SAMR theories to enhance my pedagogical ideology with their theories.

Module 5 — Developing Critical Habits of Mind

Has your opinion about the SAMR model changed? As a teacher would you still use it to underpin your teaching activities? Why/why not?

My opinion on SAMR has changed as Jonas Linderoth’s open letter to Dr. Ruben Puentedura has encourage my critical reflection to question Dr. Puentedura expertise on the fact that he does not have a PhD in educational science but in chemistry. Also the lack of peer-reviewed articles that Dr. Puentedura has written has me questioning his knowledge that he does not have the theory or practical knowledge of student’s best interest in technology within the classroom setting. I would use some of Dr. Puentedura SAMR Model however I would critique his model to best suit the students within my classroom environment. I would use his theory to underpin my teaching activities with the use of other theories like Gardner’s Theory of Multiple Intelligences and Bloom’s Taxonomy.

Which learning theory did you identify with most? Why are they important for teachers?

Gardner’s Theory of Multiple Intelligences is the theory that I identify with the most, as I believe that his theory caters to the needs of every student, no matter what level or learning capability they are achieving. This theory is important for teachers as it guides teachers to use the multiple intelligent theory to plan their lessons around the different types of learners in their environment, for example in Gardner’s multiple intelligent novel he discusses how his theory has improved students on the ‘spectrum’ with their music and mathematical intelligents (Gardner 2006).

Gardner, H. (2006). Multiple Intelligences New Horizons in Theory and Practice. New York: Basic Books.

Module 6 — Are you ready for a Design Thinking Challenge?

1. Why does Design Thinking make sense in education?

I believe that Design Thinking makes sense in education as it encourages students to use divergent thinking skills to design an idea where there is a need. For example at the HFLI school the teacher created a design challenge, which was implemented in every subject to encourage students to use design thinking for the need of clean drinking water in developing countries. Design Thinking makes sense in education, as it is the future for education. The HFLI school is moving away from the teacher lecturing information and the student expecting the teacher to know the answer, instead the students need to create a solution, this may take a longer route however these are the skills that these students will use out into their adult life and career.

2. Why is it important to consider Design Thinking as a scaffold for learning in 2017?

It is important to consider design thinking as a scaffold because the scaffold should be the foundation for the students to use their design skills to drive the project to a solution. When the teacher encourages design thinking it is important to scaffold the six-design thinking processes to the students as it should stimulate potential ideas, for example during the ideate process this is the opportunity for students to formulate ideas about possible solutions or possible setbacks their ideas will impact the over all design challenge question.

Module 8 — What is the Design Technologies Curriculum? Why is it important to my future role?

What is the Design Technologies Curriculum?

The Design Technologies Curriculum is a subject, which is different from Digital Technologies Curriculum. This unit is designed to create solutions by using computational thinking and design-thinking processes. The curriculum is designed to implement both the design technologies and the Digital Technologies curriculum in conduction with one another; this is evident with Project Based Learning Model. The Curriculum looks into technologies and society. How does Design Technologies change peoples lives by giving the PBL a real life experience. This is underpinned by the technologies contexts. This can vary from school, teacher pedagogy or resources. The process and production within the curriculum is the section that stays the same which leads students to creating designed solutions for their real world problem.

Why is it important to my future role?

This is important as my future role as a teacher as this unit will educate students in real world scenarios by having the contexts as a guide to creating real life solutions, for example a current issue in food and fibre production is increasing world population. The students will need to research a topic within the issue and create a designed solution (greenhouse farms, plants growing from walls instead of the ground etc.)

Module 9 — What is STEAM? Why you can’t ignore it?

1. What six things does STEM emphasise?

Collaboration, Communication, Research, Problem Solving, Critical Thinking and Creativity.

STEM education emphasises technology and integrates subjects in ways that connect disciplines and relates them to each other. STEM moves away from test performances and focuses on developing higher level thinking skills by connecting classroom learning to learning about the real world.

STEM represents an approach to teaching and learning. One that centres around individual students learning and interests.

2. Which of the theorists we have discussed also focused on higher level thinking skills? Bloom’s taxonomy

3. What does STEAM acronym stand for?

Science, Technology, Art, Engineering and Mathematics

4. Where does MIT think we will find all of the latest scientific and technological development?

Mark Orrow- Whiting states that ‘MIT believes that’s it’s the interplay between the STEAM subjects, that is where we are going to find the latest scientific and technological developments’.

5. What is a MakerSpace? Have you seen/experienced one? Share your experience here?

A MakerSpace is a space where people have the freedom to make things. I have seen one in an early childhood centre, where the educators had an outdoor and indoor MakerSpace section where the children decided what resource materials they wanted to use, they would create things using natural resources or with building material/construction (hammers, nails etc.) I saw this experience as a positive experience as I was pleasantly surprised with some of the ideas the children created; the educators also did not remove the MakerSpace until the children had finished the product, which demonstrated to the children that the educators valued what they where creating.

Module 10 and 11 — Creating problem-based assessment tasks

What comes to mind when you think of the word assessment?

What can you do, as a pre service and beginning teacher, to challenge the traditional educational assessment paradigm?

As a pre service teacher and beginning teacher I believe it’s important in my future classroom to distance us from the traditional educational assessment paradigm as it only encourages students to become stressed when an assessment should be an educational exploration. Students should look forward to conducting an assessment because we are reviewing what they have learnt by partaking in class discussion and class experiences. How I would challenge this is by changing the view of assessment by creating positive experiences for the students. For example having open-ended assessment tasks where the students can select what topic they want to research and encourage the students to choose different forms of submitting the assessment.

Module 12 — What’s in your multimedia toolbox?

If anything you have done online makes up your digital footprint, what is YOUR digital footprint made up of?

My digital footprint is made up of pictures of my family members and I together on holidays and family events, which is shared on social media. I also share a lot of pictures of my pet dog and cat on social media.

Do you need to add anything to your last list? Add them here.

My digital foot also has information about what I search on Google, my online shopping and funny videos I watch on YouTube.

What will you change to make your digital footprint more suitable?

I would be more vigilant in what I post on social media to ensure that future employers will only see information I want them to view.

Google yourself. Are you surprised by what you found?

Yes, I came across a picture of me in an article for the inner west courier. The article was about a high school event that I was apart of that I did not realise was going to appear if I had Googled myself.

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