Changes in Technology
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NSW HSIE K-6 Syllabus

Stage 2

 

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SSS2.7 Describes how and why people and technologies interact to meet needs and explain the effects of these interactions on people and the environment

 

Changes in technologies in community organisations and systems, and effects on lifestyles and environments.

 

 

Reference:

Board of Studies NSW. (2006). Human Society and It’s Environment, K-6 Syllabus. Sydney: Board of Studies NSW.

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Screen Addiction

Screen Addiction | Changes in Technology | Scoop.it
It's the new way to pass time between every other task in your day, just pick up a phone or tablet and bang, you're entertained! But what effect is all this screen time having on us? And what effect is it having on families? Tash quizzed the parents and kids in one family to find out who's more of an addict.
Alison Mullens's insight:

This Behind The News report displays to students the negative effects of technology. Students would be engaged by this resource as they can relate the effects of technology to their own lives and how they are being exposed to these negative effects, as often technology is seen to be improving our lives and students may not have thought about the harm that technology is causing. It is important that students can understand that there are both positive and negative effects of impacts on society such as technology.

 

Teachers can use this resource as a stimulus for a writing activity such as an information report about the effect of technology, creating their own catchy title. Students can be given a scaffold planning sheet, where there information report can be scaffolded into sections- the introduction, positive effects of technology, negative effect and a conclusion.This activity will consolidate students information as they are needing to recall the information and draw conclusions from what they have learnt. In pairs, students can share the ideas that they have written down before beginning a final information report, using paragraphs to separate their ideas. Another teaching idea from this could be for homework for students to speak to their parents about the effect that technology has on their family and how it helps for the family to function in every day activities. Students can report back to their class during speaking time.

 

As teachers, this resource can remind us that we must ensure that we do not let technology take over our classroom. Bates & Poole (2003) explains that the social process of learning “cannot effectively be replaced by technology, although technology may facilitate it” (p. 35). Although is does create a less stressful environment for us, we as teachers still need to do the teaching, and the technology assisting us in doing so.

 

Reference:

 

Bates, A.W., & Poole, G (2003). Effective teaching with technology in higher education: Foundations for success. San Francisco, CA: Jossey-Bass.

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How Technology in Schools Has Changed Over the Years - EdTechReview™ (ETR)

How Technology in Schools Has Changed Over the Years - EdTechReview™ (ETR) | Changes in Technology | Scoop.it
Check out this infographic to see how technology has changed over the years for schools, i.e. Then vs Now.
Alison Mullens's insight:

This resource is a great visual representation of how technology has changed in a setting that students would be familiar with. The flowchart shows the changes in technologies in the classroom, using images to reinforce the text, beginning from 1900, ‘The one room schoolhouse’, right up until 2013 mobile technology statistic. Between these two dates, all the significant inventions are recorded in chronological order.

 

This resource could be used for many different activities within the classroom and would appropriately cater for all different cultural learning backgrounds around the world. Teachers can display the webpage to students on an Interactive White Board and a discussion can be had about the different technologies which have been used throughout the classroom. Teachers can guide responses by asking the students questions such as “what effect would a calculator have had in a classroom?”, “why would we need overhead projectors in the classroom?” or “how would smartboards assist teachers in the classroom” etc. Teachers can then distribute a blank timeline and the significant inventions can be placed on the board (without the dates). Students must then place the events on the timeline in the order that they can remember from the previous discussion. For homework, students can ask their parents and grandparents about what other technologies they used while they were at school. This resource would be very effective in portraying the changes in technologies in communities due to its relevance to the students.

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Digital world

Digital world | Changes in Technology | Scoop.it
Alison Mullens's insight:

This website has a comic of a man in 1990 compared with him in 2008. In the image on the left (1990), he is shown to be of a fit body weight, with a large, old-style TV next to him. On the image on the right, he is portrayed as a very overweight man with a more advanced, slimmer TV. It appears that the message the author of this resource would be trying to convey is that as technology advances, we as humans are suffering from this and bodyweight is just one of the side effects of this. Therefore, in this image, technology is being portrayed as having a negative effect on society. It is important for students to be aware of the consequences of too much technology in their lives. Studying this image as a class, perhaps on an IWB annotating the image, would assist the Stage 2 students in understanding this message. Another teaching idea for this source would be for each student in the classroom to be given a piece of technology, for example, a phone, an ipad, computer etc. There would be approximately 3 students doing each device chosen by the teacher. Each student is given 2 minutes to individually come up with all the positive aspects of their device that they can think of. The teacher could model a response with the class to the TV (as shown in the resource) if students need this guidance. They are then given 2 minutes to think of all the negative aspects. They are then to find the other students who have the same device as them to share their ideas and construct a table with their responses. The importance of group work in a primary setting must be acknowledged. Students will benefit from working in these small groups to "construct understandings and to help one another to master skills"(McInerney & McInerney, 2010, p. 8). Each group shares their table with the class and they are displayed on the walls around the classroom.

 

Reference:

 

McInerney, D. M., & McInerney, V. (2010). Educational Psychology Constructing Learning (5th Edition ed.). Frenchs Forest, NSW, Australia: Pearson Australia.

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Water | My Place for teachers

Water | My Place for teachers | Changes in Technology | Scoop.it
Alison Mullens's insight:

This clip shows two brothers competing to create the best method of transporting water. 'Bunda' constructs a raft while 'Garadi' carries the water. The resource would be very useful in the classroom as it could generate a discussion about how developments in technology would have effected and is still effecting, today, the lifestyle of the Aboriginal and Torres Strait Islander people. Changes in technology have been evident since Colonialisation, for example the weapons used by the first Colonial settlers were much more advanced compared with those used by the Aboriginals. This resource can be shown to the class, and during the discussion the teacher can create a mind map of effects of technology on Aboriginal and Torres Strait Islander communities. The teacher must guide responses by making reference to the clip, such as “in the clip we just saw, what was something that the boys were doing which we may have done differently today? How would this have effected the boys?”. The teacher then moves away from the clip to discuss other ideas, again guiding responses such as “what are some positive changes in technologies you can think of which would have helped the Indigenous Australians?”, “can you think of any negative effects of technology on these people?” and “how would the Aboriginals have felt while their thousands of years of traditions were being taken over with technology?”. Students should then copy this into their books and add any other ideas they can think of. From this, a class debate can be held with the topic of “Has technological changes been a positive or negative influence on the Aboriginal and Torres Strait Islander people?”.

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Know the Times - Demographic, social, technological changes in Australia today - YouTube

Alison Mullens's insight:

This Youtube clip is a fantastic resource for teachers to use in order to introduce the topic of changes in technology. The clip begins with an overview of Australia's demographics, using maps, graphs, images and statistics to convey this, followed by a similar representation of the social changes, defining each generation since 1925 up until today.  Towards the end, technological changes are displayed on a bar graph, depicting how long it took for that piece of technology to reach a global audience of 50 million, beginning with the first radio broadcast in 1923 taking 38 years to do this, and ending with Rebecca Blacks “Friday” video is launched and takes only 12 days to reach 50 million views in 2011. Many students would be very interested by this fact as they would know this song.

It is important that students understand just how far technology has come in recent years, and this resource puts this into perspective for students. Teachers can use the resource to covey this to the students when introducing the topic, in order to spark interest and engage students. Teachers can divide students into small groups and instruct them to discuss and write down on their mini whiteboards, what kind of changes in technologies that they have seen in their lives and what effect that change has had on their life or somebody else's. After 10 minutes of this, ask each group to tell the class what they had come up with in their small groups and discuss responses.

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