Thompson, Peter (2015). Technologies, Digital Technology
Design and Technology: Implications opportunities hypotheticals.
Presentation prepared for ICT Educators NSW Term 4 Meet
26th October 2015
Tara Anglican School for Girls
ICT Educators NSW
Licensing: Creative Commons
www.ictensw.org.au
Technology
Curriculum
October 2015
Technologies
Digital Technology
Design and Technology
implications opportunities hypotheticals
Endorsement
Endorsement
On 18 September 2015 the Education Council endorsed all outstanding Australian Curriculum
including:
Revised F – Year 10 Australian Curriculum for English, Mathematics, Science, Humanities
and Social Sciences, The Arts, Technologies and Health and Physical Education.
F – Year 10 Australian Curriculum: Languages for Arabic, Chinese, French, German, Indonesian, Italian,
Japanese, Korean, Modern Greek, Spanish and Vietnamese.
Australian Curriculum: Work Studies, Years 9–10 (an optional subject designed to ready young people for
work).
Jurisdiction
Each state and territory, and the systems and
schools within it, are responsible for its
implementation. State and territory education
authorities will determine the timeframe and
take-up of the Australian Curriculum,
including which version of the Australian
Curriculum should be used.
Composition of BOSTES
The membership of BOSTES is prescribed by the Act.
President appointed by the Governor,
three members nominated by the Director-General
of the NSW Department of Education and
Communities with knowledge and expertise in
primary and secondary school education and
vocational education and training,
and 19 other members appointed by the Minister.
a) New South Wales Vice-Chancellors’ Committee
b) two nominees of the Council of the Federation of Parents
and Citizens Associations of New South Wales, one primary
and one secondary school
c) Catholic Education Commission, New South Wales
d) Association of Independent Schools of NSW
e) New South Wales Independent Education Union
f) one parent of a child attending a non-government school,
g) two principals of government schools, one being a nominee of the New
South Wales Primary Principals Association and the other a nominee of the
New South Wales Secondary Principals’ Council
h) New South Wales Teachers Federation, one primary the other secondary
i) one person with knowledge and expertise in early childhood education
j) an Aboriginal person with knowledge and expertise in the education of
Aboriginal people and
k) six other persons having, in the Minister’s opinion, qualifications or
experience that enables them to make a valuable contribution to primary or
secondary education in New South Wales.
In NSW, the Australian
curriculum is implemented
through new syllabuses and as
such follows syllabus
development processes for
syllabus re-developments.
Hypothetical
Syllabus Development Process
The process, using a project
management approach, involves four
phases:
•
•
•
•
Syllabus Review
Writing Brief Development
Syllabus Development
Implementation
Major features of the process are as follows:
Advice is sought at key points from teachers, significant individuals
and organisations.
In particular, professional teachers associations play an
important role.
BOSTES appoints Board Curriculum Committees to assist with its
monitoring and quality assurance role. These committees report
directly to BOSTES on the quality of the material produced by
project teams and ensure the integrity of the syllabus
development process.
A project manager, appointed either internally or externally by
BOSTES, manages the syllabus development project, developing
the initial proposal, establishing consultative networks, managing
consultation, and drafting and revising syllabus documentation.
The process produces a syllabus package which, dependent on years of
schooling, will include some or all of the following elements:
• syllabus
• support material providing
• advice on implementation
• advice on assessment
• sample teaching and learning programs
• sample assessment activities accompanied as appropriate by marking
guidelines
• annotated student work samples performance descriptions specimen test or
examination papers
• principal’s support package parent and community support material.
Consultation
Consultation
Consultation
Consultation
Consultation
Opportunities?
Further into the future?
STEM?
Or Design and Tech?
Or Technology and Engineering Education?
Or Technology study?
Or Digital Technology?
BOSTES projects
• STEM
• Coding across the curriculum
WHY?
Understanding Science, Technology,
Engineering, and Mathematics
(STEM) Skills. Think about key
skills needed in today's workplace:
problem solving,
analytical thinking,
and the ability to work
independently.
Understanding Science, Technology, Engineering, and ...
www.iseek.org/careers/stemskills.html
Think about key skills needed in today's
workplace:
• problem solving,
• analytical thinking, and
• the ability to work independently.
What do they all have in common?
They're all related to STEM
http://www.iseek.org/careers/stemskills.html
STEM on the Job
Most employers want workers who are able to reason and solve problems
using some math, science, or technology knowledge.
Key STEM skills include:
• Analytical skills to research a topic, develop a project plan and timeline,
and draw conclusions from research results.
• Science skills to break down a complex scientific system into smaller
parts, recognize cause and effect relationships, and defend opinions
using facts.
• Mathematic skills for calculations and measurements.
• Attention to detail to follow a standard blueprint, record data accurately,
or write instructions.
• Technical skills to troubleshoot the source of a problem, repair a
machine or debug an operating system, and computer capabilities to
stay current on appropriate software and equipment.
http://www.iseek.org/careers/stemskills.html
Think STEM is just for geeks? Not true! Many workers in STEM fields use
"soft" skills at work as much as they use math and science.
These soft skills include:
• Communication and cooperation skills to listen to customer needs or
interact with project partners
• Creative abilities to solve problems and develop new ideas
• Leadership skills to lead projects or help customers
• Organization skills to keep track of lots of different information
http://www.iseek.org/careers/stemskills.html
Computers will reshape the labour market in
two key ways. They will:
1. Directly substitute for labour, with a high
probability that as much as 40 per cent of
the jobs in Australia could be replaced by
computers within a decade or two; and
2. Disrupt the way work is conducted,
expanding competition and reducing the
costs to consumers but also reducing the
income of workers.
Modelling conducted for this report suggests
almost five million jobs face a high
probability of being replaced in the next
decade or two while a further 18.4 per cent
of the workforce has a medium probability of
having their roles eliminated. Jobs that
involve low levels of social interaction, low
levels of creativity, or low levels of mobility
and dexterity are more likely to be replaced
by automation.
•
•
•
•
•
•
Existing curriculum
Science and Tech
Technology (mandatory)
IST, IPT, SDD of course!
also Industrial Tech (engineering and multimedia explicitly)
iSTEM, Robotics, Forensics
Other SDBECs
Project Based Learning
is “a systematic teaching method that engages
students in learning knowledge and skills through
an extended inquiry process structured around
complex, authentic questions and carefully
designed products and tasks.”
This process can last for varying time periods and
can extend over multiple content areas.
• Project-based learning requires
“complex tasks, based on challenging questions or
problems, that involve students in design, problemsolving, decision making, or investigative activities;
give students the opportunity to work relatively
autonomously over extended periods of time; and
culminate in realistic products or presentations”
Project-based instruction often has a
‘driving question’ encompassing worthwhile content
that is anchored in
a real-world problem;
investigations and artefacts that allow students to
learn concepts, apply information, and represent
knowledge in a variety of ways;
collaboration among students, teachers, and others
in the community so that participants can learn from
one another; and use of cognitive tools that help
learners represent ideas by using technology
http://www.learnnc.org/lp/pages/4753
Prepared for a future?
Informed design
HOFSTRA center for
STEM research
New York, NY USA.
STEM?
Design and Tech?
•OrPBL
Technology and
Engineering Education?
•Orintegrated
learning
Technology
study?
•Orlearning
that
has meaning to
Orstudents
Digital Technology?
•
•
•
•
Driving Question
Relevance
Voice and Choice
Public Audience
PBL =
Project Based Learning
or
Problem Based Learning
DBL =
Doing Based Learning!
Questions
Comments
Innovation lecture 2015
Salah will speak about:
• Examples of robotic ground and air vehicles, their
capabilities and where the technology is taking us
• Autonomous Operations like those found in mining,
agriculture and intelligent transportation
• Is there a human-machine divide or is there synergy?
• What do we need to look at when considering the
future impact of automation in our lives?
Discounted tickets are available for
university and school students.
The Warren Centre for Advanced Engineering
Sydney University