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Assessment 2

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Freeman morgan

on 4 June 2015

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Transcript of Assessment 2

There are many avenues through which teachers can implement the technologies pedagogies within primary school classrooms. Students are faced with major global changes, including a need for innovative thinking and a high level of ICT competence to compete in a knowledge economy, consequently the Australian Curriculum has responded to such demands, producing the Technologies curriculum.
The National Professional standards for teachers mandates teachers must use a variety of teaching strategies through the use of digital resources and tools to facilitate accelerated and deep learning, promote creative and innovative thinking and inventiveness, engage students in exploring real world issues and solving authentic problems, promote student reflection and promote collaborative knowledge construction (Australian Institute for Teaching and School Leadership [AITSL], 2012).
A key aspect for the teaching of ICT’S in the classroom is ensuring students are aware of the legal, safe and ethical considerations within the Technologies Curriculum. Educators must model safe online practices and educate children in regards to the correct procedures such as copyright laws and cyber safety

This presentation focuses on effective digital pedagogies that can be used to safely and purposefully with primary school students to achieve deep learning outcomes for each of the challenges; Constructing a Wiki and completing an egg drop design challenge.

Digital Pedagogies in the Classroom
Example of a finished egg drop design
The egg drop challenge is a common design and digital technologies/science challenge for middle primary students. Almost all adults will remember back to their schooling life and recall creating some form of bedding or parachute to protect their raw egg before launching it from a great height. This challenge encourages students to think about forces/impact of gravity and then find suitable materials to design a safe house for their egg.

The children's final designs must be dropped from a height of 2 metres onto the concrete below.


Design Challenge- Egg Drop Challenge
Collaborative Learning through Wikis
Students have the opportunity to develop authentic problem solving skills through experimentation with digital pedagogies such as concept mapping.


Authentic Problem Solving through Concept Mapping
EDCU12039 - Assessment 2
Online Safety through QR Codes
Creative and Innovative Thinking through Infographics
While completing the egg-drop challenge students will meet each criteria from the rationale. Authentic problem solving can be achieved through students using concept maps to brainstorm ideas for the materials they want to use in their challenge. Online safety is achieved through the use of QR codes ensuring students are only accessing appropriate and relevant websites. Innovative and creative thinking is promoted through Infographics, which are a creative way to bring life to the information driven curriculum, prompt learning and engage students. Students can succeed in working collaboratively through the use of a wiki page to communicate with their peers to give feedback.

The Egg Drop Challenge

Strengths
Teaches the design cycle
Encourages collaboration
Encourages creativity and innovation
Promotes problem solving
Weaknesses
Not a challenge you would be faced with everyday
Time consuming
The need for resources
Recommendations
This lesson could be incorporated into the science and technology strands in the Australian Curriculum.
Conclusion
Concept Mapping Example
QR code example
Criteria:
To enhance online safety the use of QR codes will ensure students are directed to child friendly and useful websites.
How to use a Quick Response (QR) codes in the egg drop challenge:
The QR codes take students to websites about gravity, material properties and any other helpful resources such as interactive games.
QR codes can be displayed on worksheets or learning spaces for students to scan.
Collaborative Learning through Wikis
Criteria
How to use concept mapping in the egg drop challenge:
Concept mapping can be used to display their design cycle.
Concept mapping can be used to brainstorm ideas for materials
Concept mapping can be used to brainstorm ideas to improve their design challenge
Concept Mapping Reflection
Introduction to our Presentation
QR code reflection
Concept mapping is an effective tool in students developing their authentic problem solving thinking skills as it an interactive way for students to be able to express their ideas. Inspiration Software (2015) states “concept mapping is a powerful way for students to reach high levels of cognitive performance.” Concept mapping is a way to encourage visual learning and is an effective starting off point for lessons where students are brainstorming or discussing ideas. There are many online resources available to teachers and students for concept mapping and are an effective tool in the classroom because students can go back and easily edit their work. Concept maps allows students to visually display their thoughts so that they can see them in front of them.
QR codes allow students to go access websites in a fast and
efficient manner. Students do not have to worry about entering time consuming URL addresses or using time consuming search engines to find a useful website (Miller, 2014). When students need to do their own research it often leads them to loosing motivation and concentration on the task as they are going to multiple websites some of which will not be age appropriate. The use of the QR codes means students are quickly directed to helpful websites and resources so they can get straight into the activity and reading the information.
The QR codes enable students to be engaged in deep learning as they are not wasting any time on searching for useful websites and are given some of the best resources for the topic (Burns, 2013).

Criteria


Effective use of classroom wiki pages assists in the development of vital collaboration skills. Wikis provide an online platform for students to present, respond and critique to ideas within the group.


1. Overview of Digital Pedagogies
2. Overview of Egg Drop Challenge
3. Egg drop challenge Australian Curriculum links
4. Authentic Problem Solving Criteria
5. Concept Mapping Example
6. Concept Mapping Reflection
7. Online Safety Criteria
8. QR Code Example
9. QR Code Reflection
10. Creative and Innovative Thinking Criteria
11. Infographic Example
12. Infographic Reflection
13. Collaborative Learning Criteria
14. Wiki Example
15. Wiki Reflection
16. Conclusion
17. References
References:
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015).
Technologies
. Retrieved from http://www.australiancurriculum.edu.au/technologies

Australian Institute for Teaching and School Leadership [AITSL]. (2012).
Australian Professional Standards for Teachers: ICT Elaborations.
Available at: http://www.teacherstandards.aitsl.edu.au/Standards/Standards/AllStandards

Burns, M. (2013).
Five reasons I love using QR Codes in my classroom
. Retrieved from http://www.edutopia.org/blog/using-qr-codes-in-classroom-monica-burns

Inspiration Software Inc. (2015).
Teaching and Learning with Concept Maps
. Retrieved from http://www.inspiration.com/visual-learning/concept-mapping

Miller, A. (2014).
Twelve ideas for teaching with QR codes
. Retrieved from http://www.edutopia.org/blog/QR-codes-teaching-andrew-miller

Rossow, P. (2013).
A Primer on Infographics in the Classroom
. Te@chthought. Retrieved from http://www.teachingthought.com/literacy-2/a-primer-on-infographics-in-the-classroom/

Henry, M. (2015). Learning in the Digital Age: developing critical, creative and collaborative skills. In S. Younie, M. Leask & K. Burden (Eds.), T
eaching and Learning with ICT in the Primary School
. (2nd ed., pp. 1-12). Milton Park, Abingdon, NY: Routledge.

Peace, M. (2015). Web 2.0 and classrooms. In S. Younie, M. Leask & K. Burden (Eds.),
Teaching and Learning with ICT in the Primary Schoo
l. (2nd ed., pp. 183-197). Milton Park, Abingdon, NY: Routledge


Criteria:
How to use wiki's within the egg drop challenge:
Teachers may construct a class wiki space using the online platform
Wikispaces
. This provides an online platform for students to formulate, present and critique the work of others.
Students may use their wiki to communicate with each other, present peer feedback and edit all areas of their challenge.
Wikis may be used to distinguish specific roles within the group and allow for educators to review each students level of participation.
Wiki Reflection

The use of Infographics to inform students and promote creative and innovative thinking.
How to use Infographics in the egg drop challenge:
Educators can engage students with infographics to introduce information about sustainability or the design cycle.
Students can make their own Infographic to clearly represent their knowledge of a topic or present what they have learnt throughout the egg drop challenge.
Infographics Reflection
Promoting creative and innovative thinking in the classroom can be effectively achieved through the use of Infographics. Infographics are ‘graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly’ (Rossow, 2013). They are a quick and stimulating way to learn about a topic without heaps of reading. By using Infographics in the classroom teachers can prompt learning, engage students and communicate with parents. Infographics are effective for building creativity, showcasing students’ acquired knowledge and also promoting digital literacy in the classroom. Teachers need to see Infographics as a visual learning tool that is particularly powerful for maintaining students’ attention while listening to heavy information. Infofraphics are a great way to teach students about certain topics as they are colourful, have different sizes of text, pictures and are quick to read.
Linking the Egg Drop Challenge to the Curriculum
Engineering principles and systems years 3 – 4
Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016)
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
https://www.the-qrcode-generator.com/
Made on the following easy to use website
Effective collaboration skills are essential for all, while the concept is often used loosely within classrooms it cannot be assumed children come automatically with the necessary skills to collaborate. Poore (2011, as cited in Henry, 2015) explains learning to collaborate is deeper than just working with others; it is about viewing others as a source of knowledge, and holding a positive and open attitude to believing we can learn from one another.
Wikis are an effective digital pedagogy for classroom teaching as they are an online platform in which children and teachers can communicate and present and respond to ideas. They are very easy to use and can hold multimedia content such as images, videos, hyperlinks or comments. However an implication of the use of wikis is that all members of the group can edit the information – this opens the door for children to edit the peer’s work causing upset and or feelings of inadequacy within the group. In addition while online collaboration is an important skill for the future workplaces children also must learn to collaborate in face-to-face discussions. Evidently, using wikis within the classroom presents multiple benefits for the learning and collaboration of students and teachers, while there could be some problems along the way it is important to recognise these problems and consequent solutions also hold beneficial learning.
Infographic Examples
Full transcript