Assessment 1B

When I first began this course about Technology, 8 weeks ago, I initially thought it would be very boring and learning how to use digital systems such computers and Ipad’s and perform simple tasks such as excel or word. I had never really had much appreciation for Technology and have always resented how digitalised society is becoming and dreaded the future of technology in regards to the Education system. However it is clear that society is becoming more and more digitalised therefore we (as teachers) need to keep up with that demand and educate our students about Digital Technologies.

As soon as I began the course I found it very daunting and could immediately see the differences between Design Technology and Digital Technologies. However through the weekly challenges and great support from peers and lecturers I have found the course very interesting and it has quickly became my favourite for this term. It is amazing learning about all the different technologies and how we can support/use them in our classroom pedagogy and I have gathered an immense range of resources to take with me throughout my career.

When I started learning about binary code I was very intimidated coming straight from Design Technologies, which I had felt I had done rather good in, to being so confused as soon as I started Digital Technologies. However as I said, with help from others I realised it wasn’t that scary and I rather enjoyed all the examples and video lesson demonstrations provided on moodle. I realised they were easy games I could use either with digital media or ‘unplugged’ with all ages of students. I was less confident then I am now, when I first began this stage of the course however I can say I am a little more confident now and probably still have a lot more learning to go yet before I am very confident in this field. However I have still effectively used digital systems to “automate the transformation of data into information” (ACARA, 2015a) as seen through the links provided.

Throughout this course I have participated in a variety of challenges that I can use in my classroom pedagogy. I have investigated, designed, planned, created and evaluated solutions to various problems that have occurred. Throughout designing these solutions I have always considered the environmental impacts and kept in mind a sustainable future. Which is what my students would be required to do when they are designing their own games or fulfilling challenges set for them, similar to the challenges I have undertook. Each challenge I have participated in over the last few weeks have been based on the four key concepts of computational thinking; abstraction, decomposition, algorithms and patterns.  I have created digital solutions to the problems that have been handed to me using the before mentioned key concepts as well as data collection, representation and interpretation, specification and implementation.

The Rationale for the Digital Technologies Curriculum mentions the learning benefits for students during participation in the course. I have to agree with it because through the challenges I have participated in, that I will utilise in my classroom, I know my curiosity, persistence, innovation, creativity, confidence and respect (ACARA, 2015b) have heightened and I will expect the same results from my students.  I can teach Digital Technologies to my students using either independent or collaborative techniques to portray my message to the students.

Through educating my students about Digital Technologies they will learn a “critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies” (ACARA, 2015c). I will educate my students on how to become innovative creators of digital solutions and effective users of digital systems (ACARA, 2015d).

Through the completion of various challenges throughout the last 3 weeks, I believe I have further developed my computational thinking. All challenges I have partaken in have involved me using my problem-solving skills through digital systems, logically organising data, breaking down problems and designing and using algorithms, as can be seen through the links provided. In my classroom I will enlist challenges similar to all of the ones which will further enhance their computational thinking as well.

References

Australian Curriculum Assessment and Reporting Authority: Digital Technologies. (2015a). Aims. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/aims

Australian Curriculum Assessment and Reporting Authority: Digital Technologies. (2015b). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

Australian Curriculum Assessment and Reporting Authority: Technology. (2015c&d). Rationale. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale