Mind the (Digital Technologies) gap.

This text was originally prepared for Educational Services Australia and published on the Scootle Lounge, and has been modified to suit this post.

mind the gap

(Image credit: A photo by Pawel Loj)

With the nation’s first Digital Technologies Curriculum available here and now, many schools have begun implementation into their own school settings, or are looking to do so in 2017.

As a new curriculum which brings challenges that either excite or terrify teachers, how do schools prepare themselves for successful implementation?

Below is a list of questions, key considerations, and resources that might be useful for school communities who wish to successfully implement the Digital Technologies Curriculum.

 

mind-the-digital-technologies-gap

Key considerations and questions to ask in order to prepare for implementation and sustainability of the Digital Technologies Curriculum

Audit Teacher Readiness

  • Are teachers willing to shift?
  • Are teachers familiar with the curriculum?
  • What is their level of expertise?

Some teachers might sigh at the thought of continued ‘meddling’ with our curriculum, but we need to face reality; advancements in technology are rapidly shaping the world as we know it. It is our obligation to ensure that students are best prepared for a world which is increasingly reliant on technology. The Australian Government’s National Innovation & Science Agenda is one reflection of this response to a shifting workforce and innovation economy.

It should be of no surprise that the NMC and CoSN reported that these trends are already having an impact in schools as identified in the 2016 Horizon Report; with the idea of ‘Coding as Literacy’, and ‘Makerspaces’ as the new classroom. The report certainly puts into context the changing landscape of education in light of technology, and will remind teachers of the need to be responsive educators that provide the best possible learning for their students.

In July of this year, the ABC produced a compelling documentary titled ‘Future Proof’: 44 minutes of provocation that will ignite plenty of healthy discussion around the need to introduce concepts of Computer Science at an early age.

TED talks can also be useful for sparking conversation. Mitch Resnick’s ‘Let’s teach kids to code’ talk clearly outlines the benefits of  students learning to code. Also worth looking at is a talk by Linda Liukas titled ‘A delightful way to teach kids about computers’. Linda is the author of the picture story book Hello Ruby.

 

Audit Student Readiness

  • What prior knowledge do students have?
  • What are their needs?

With several toy manufacturers placing toys that involve computer programming into the marketplace, some students are becoming exposed to certain skills and concepts of Computer Science before their teachers even deliberately provide these opportunities.

Modern students who grow up with technology are fluent with ICT, and navigate technology easily. Teachers will be called upon as expert learners to assist students to be effective at using those fluencies for productive learning, and designing solutions with technology. A key distinction between the ICT Capability in the Australian Curriculum and the Digital Technologies Curriculum, is that the Capability assists students to be effective users of ICT, whilst the Curriculum assists students to be effective creators of solutions with ICT.

 

Digital Leadership

  • Which teachers or programs can be used?
  • How is ICT embedded in curriculum?
  • How is ICT supporting Learning & Teaching programs?

The introduction of Computer Science concepts into our curriculum is unfamiliar to most teachers (I am yet to meet too many teachers that have degrees in both Education and Computer Science!)

Teachers on the front line will be the crucial linchpin to determine implementation success. TPACK is a framework that identifies the type of knowledge required for effective pedagogical practice in light of technology. Leaders should be aware that the knowledge and practice of concepts such as computational thinking or algorithms is adding another layer to the already complex problem of leveraging technology with students in the classroom.

The University of Adelaide has been pioneering teacher education of Computer Science in recent years, and offers a free MOOC for teachers to prepare them to be effective educators with the curriculum. More recently, the university has also provided access to a lending library for schools, and supporting project officers in each state. More information can be found on their website.

The Digital Technologies Hub which contains plenty of links, curriculum resources, implementation advice, and access to professional development is also an invaluable resource for schools.

 

Curriculum Leadership

  • Where are the strategic links between Technologies and other curriculum areas?
  • Is there solid planning in place for weekly, termly, semester, yearly overviews?

Schools must make deliberate decisions that consider when the knowledge and skills of the curriculum are taught, and how evidence of student’s development is captured, assessed, and reported upon. It will be up to the collaborative expertise of teachers to design cross-curricular opportunities to develop students’ knowledge and skills in purposeful and engaging units. This will require dialogue and support with a variety of stakeholders within the planning process, and should not be left to one individual, or the resident ‘technology expert’ in the school.

One thought on “Mind the (Digital Technologies) gap.

  1. Thanks Anthony – what a great post and very thought provoking as to how schools could, if they haven’t already, set about implementing the new digi tech curriculum.
    But I admit that the new curriculum is daunting enough for those working as ICT teachers, like myself in a primary school, let alone classroom teachers. I don’t think the terminology used helps matters either. But after one’s initial reaction to the curriculum settles and one begins to tease it out, it does become apparent that quite a few things listed are already being taught in various other subject areas. Things like algorithms are simply sequences of steps and when it comes to data, graphing activities address this. It must also be remembered that in the new digi tech curriculum there are many ‘unplugged’ activities – meaning no computer access is required. Personally I find the ‘digital systems’ area the most challenging – especially at the yr 5/6 level, as I have not had to understand nor teach this side of computers before. But there are some amazing resources appearing now to support all involved in the new digi tech curriculum and Anthony has done a great job pooling them. I especially like Anthony’s comment ”A key distinction between the ICT Capability in the Australian Curriculum and the Digital Technologies Curriculum, is that the Capability assists students to be effective users of ICT, whilst the Curriculum assists students to be effective creators of solutions with ICT.” In this age we do need to get students thinking and solving problems. Technology can be a great tool to assist this to happen. We want our students to be more than just consumers of technology, they need to take control and be given the encouragement and opportunity to create solutions. The new digi tech curriculum can help achieve this!

    Like

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