Transcript Unpacking Digital Technologies

Victorian Curriculum F–10
Online professional learning session
Unpacking Digital
Technologies
Paula Christophersen
Digital Technologies, Curriculum Manager
Key messages
The Digital Technologies curriculum is new
Digital Technologies focuses primarily on students
creating digital solutions, not just using digital
solutions
Digital Technologies is not the new name for
eLearning/digital learning/ICT
Up to 50 per cent of the curriculum can be learned
‘unplugged’ (no digital device)
Creating digital solutions
Ways of thinking
using programming
include computational, design
languages and productivity
and systems thinking
tools such as Microsoft suite
Digital Technologies involves students
creating digital solutions through the use
of information systems and specific ways
of thinking about problem solving
Information systems
comprise people, data,
processes and
digital systems
Design, create, manage and evaluate
sustainable and innovative solutions
Apply computational thinking concepts
Confidently use digital systems
Apply protocols and legal practices when
communicating, collaborating and creating
solutions
Apply systems thinking to monitor, analyse,
predict and shape interactions
Abstraction
• generalisations
• rule-making
Data
• properties
• representations
Development
• defining problems and
describing solutions
• developing and evaluating
solutions
Digital
systems
• components
• networks
• communicating and
collaborating
Interactions
and impact • consequences and
opportunities
Strands
Digital Systems
Data and
Information
Creating Digital
Solutions
analysing
hardware
representing
data
designing
networks
projects
developing
These are key
content areas,
not sub-strands
evaluating
Digital Systems
Data and Information
Data
representation
symbolism and
separation
Data collection
properties, sources, types
of data
Data
interpretation
patterns and
contexts
Source: Penny Rowe, Department of Education and Training
Data and Information
Digital Data
•
•
•
•
Images, sounds and text
Ways that data is encoded
How computers encode and represent data
How is data transferred and stored
Source: Penny Rowe, Department of Education and Training
Creating digital solutions
• Determining if
the digital
solutions meet
current and
future needs
• Carrying out
designs using
programming
languages
• Defining
problems
Evaluating
Analysing
Developing
Designing
• Determining
instructions,
appearances
and
experiences
Status of curriculum components
Level
descriptions
Mandated
Content
descriptions
Advisory
Elaborations
Achievement
standards
Mandated
Advisory
Curriculum as a continuum
http://victoriancurriculum.vcaa.vic.edu.au/technologies/digital-technologies/introduction/scope-and-sequence
5 bands for
Digital
Technologies
11 levels
Eng
Maths
Progression of content
Knowledge and skills are represented as a
continuum. Here is an overview of the
progression of a content description in the
Data and Information strand
F-2
3-4
5-6
7-8
Represent
data as
images
Represent
data in
different
ways
Whole
numbers as a
basis for
representing
data
Represent
data in
binary
9-10
Compression
of data
Band
Suggested
learning time to
progress to next
band (hours)
F-2
30
3-4
40
5-6
60
7-8
80
9-10
80
Coding human
knowledge in a
way that can be
carried out by a
digital device
Students apply different ways of thinking when determining and
using appropriate data, processes and digital systems to create
innovative digital solutions.
Data and
Information
Computational
thinking
Design
thinking
Systems
thinking
Digital
Systems
Creating
Digital
Solutions
Ways of thinking about problem solving
Computational thinking, for example
• modelling aspects of solutions
• sequencing steps and decisions (algorithms)
• deconstructing problems into their component parts
Design thinking, for example
• generating ideas for further development
• evaluating ideas, based on criteria
• conceiving opportunities for new solutions
Systems thinking, for example
• seeing connections between solutions, systems and society
• identifying components of systems
• identifying intended and unintended outputs of a system
Computational thinking
A problem-solving methodology that
involves various techniques and
strategies in order to solve problems
that can be implemented by digital
systems.
It involves organising data logically,
breaking down problems into
components, and the design and use
of algorithms, patterns and models.
Source: Glossary
Computational thinking – a hybrid!
Constructive
Logic
Abstract
Modelling
(representations)
Computational thinking – a hybrid!
Decomposing problems
Generalising
and
applying
rules
Identifying
patterns
Precisely stating
decisions
Progression of content
Knowledge and skills are represented as a
continuum. Here is an overview of the
progression of a content description in the
Creating digital solutions strand
F-2
3-4
5-6
Follow,
describe and
represent a
sequence of
steps and
decisions
Define
simple
problems,
and describe
and follow
Design, modify and
follow simple
algorithms
represented
diagrammatically
…
7-8
Design
algorithms
represented
diagrammatically
and in English
9-10
Design algorithms
represented
diagrammatically
and in structured
English
Design, modify and follow simple algorithms represented
diagrammatically (Levels 5 and 6)
Start/stop
Task or action
Condition
Link
Flowcharts for present participles for verbs – ‘play’
Start/stop
Start/stop
Task or action
Get a verb
Condition
Add the suffix ‘-ing’
Link
Write new
word
Source: Based on DLTV Journal 3.1, 2015, p 17
Flowcharts for present participles for verbs – ‘make’
Start/stop
Start/stop
Task or action
Get a verb
Condition
Add the suffix ‘-ing’
Link
Write new
word
Source: based on DLTV Journal 3.1, 2015, p 17
Flowcharts for present participles for verbs – ‘make’
Start
Start/stop
Start/stop
Get a verb
Task or action
Get a verb
NO
It ends in
‘e’
YES
Remove the ‘e’
Condition
Add the suffix ‘-ing’
Add the suffix ‘ing’
Link
Write new
word
Write new
word
Design thinking
Purposeful use of strategies for
understanding design problems and
opportunities, visualising and generating
creative and innovative ideas, and analysing
and evaluating those ideas that best meet
the criteria for success and planning.
Designing stems from the notion that
current products, processes, systems or
services are either unsuitable for our needs
or can be improved.
Design thinking is a process that is purposeful
Imagine
Create
Innovate
Idea
2
Divergence
Idea
3
Idea
1
Convergence
Preferred idea
Systems thinking
A holistic approach to the identification and solving of problems
where parts and components of a system, their interactions and
interrelationships are analysed individually to see how they
influence the functioning of the whole system. This approach
enables students to understand systems and work with
complexity, uncertainty and risk.
Victorian Curriculum Glossary
It also involves understanding the interdependence between
information systems and how a change or output from one
system can affect another, and how this affects larger systems
such as the economy and society.
VCE Computing study design
Intended
Inputs
Processes
Outputs
Unintended
Cause and effect?
Loops
(interdependencies
between elements)
What’s the
difference in the
interface? Why?
Comparing curricula − what’s the difference?
Victorian Curriculum F–10
Australian Curriculum
(Version 8)
STRANDS
(structural change
only)
Digital Systems
Data and Information
Creating Digital Solutions
PROCESSES
(name change but
not content)
Analysing
Designing
Developing
Evaluating
Investigating and defining
Generating and designing
Producing and implementing
Evaluating
Collaborating and managing
ACHIEVEMENT
STANDARDS
(structural change)
One set
Two sets
• Digital Technologies
• Learning area (with Design
and Technologies)
ICT and the Victorian Curriculum
Q. Why is there no
ICT capability
curriculum in the
Victorian
Curriculum?
A. Because ICT
content is embedded
in some learning
areas and can be
applied in all others.
More information is available here:
http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities
ICT treatment in the Victorian Curriculum
Embedded in
content
descriptions,
such as …
Applied in all
learning
programs to
support
learning,
such as …
•
•
•
•
•
•
•
Mathematics
Geography
English
The Arts
Digital Technologies
Languages
Design and
Technologies
•
•
•
•
•
illustrating
sharing
recording
comparing
predicting
ICT examples: mandated and discretionary
•
Embedded in
curriculum
(mandated)
Applied in
learning
programs
(discretionary)
•
•
•
Use a range of software, including word
processing programs, to create, edit
and publish written and multimodal texts
(English Level 6)
… use a range of software to interpret
and visualise data to create information
(Digital Technologies Level 6)
Examine the influence of emotional
responses on behaviour, relationships and
health and wellbeing (H&PE Level 6)
Sudden geological changes or extreme
weather conditions can affect Earth’s
surface (Science Level 6)
ICT and Digital Technologies
Schools decide how students will acquire and
apply ICT and Digital Technologies knowledge
and skills in order for them to be active
contributors to an increasingly digitised
economy and society
• embedded
• discretionary
ICT
Digi Tech
• Creating digital
solutions
• Digital systems
• Data and
information
• Informed
contribution to
an increasingly
digitised
economy and
society
Student
learning
For further information please contact:
Paula Christophersen
Curriculum Manager, Digital Technologies
9032 1724
0407 043 110
[email protected]