Tuesday 29th of August
Tim Bell and Hinerangi Edwards
Consultation on the draft digital technologies curriculum. Asking for feedback etc
The industry needs diversity so that all clients needs are met.
Digital devices are important for humans, that is the goal. Those who understand humans and what they need will be the most successful.
What is needed to teach DT/HM?
- Growth mindset
- Learning from the children – ako
- Positive attitude
- Connect with students and other teachers
- Problem solving
- Reflective practice
- Two key building blocks:
- Digital technologies pedagogy
- Computer experience
- Teachers already bring a lot of the building blocks required
- Eg. sequential search vs binary search
- Phone book example – finding a number, finding a name.
Examples of algorithms
- Pixels of a picture. csfieldguide.org Interactive tools
- Pixel viewer Task to students to colour in the giant picture and piece it together.
- Māori and English is very similar. Māori is more horizontal and English is vertical.
- Māori looks at the impact on their value and culture. This is something to consider for the English one.
- Programme outcomes split up over year levels.
Components of a computational device:
Picture of what a digital device actually is and what it does. Biggest field of research is the pink arrows – sociology, psychology etc.
Programming is trial and error – to design a programme that does what you would like it to do. But it is not always successful
Big point of the curriculum is to give the students a chance to explore what the subject area REALLY is. Not what they stereotypes say that it is. Women are on average better computer programmers than men. This goes against the stereotype. Many students are not exposed to the real idea of what digital technologies offers and thus base their opinions on the wrong assumptions.
Does this new curriculum do this?
Feedback in a survey – submission tinyurl.com/dt-hm-workshops
- Progress outcomes should be levels.
- Cultural impact for the English speaking to be considered as part of the learning areas.
Criteria this relates to:
Practicing Teacher Criteria
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Code of Ethics
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
1 – Key Competencies – Managing Self,
3 – Key Competencies – Thinking