STEM education and the curriculum
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Two Wonderful Visual Lists of Educational iPad Apps for Teachers and Students ~ Educational Technology and Mobile Learning

Two Wonderful Visual Lists of Educational iPad Apps for Teachers and Students ~ Educational Technology and Mobile Learning | STEM education and the curriculum | Scoop.it

"In their attempts to establish a 1:1 program for the year 6 class, St Oliver Plunket has recently held a series of workshops in order to develop their students skills before they were officially given management of their very own devices.

The workshops were particularly centered around teaching students about some tips and tricks for managing their iPad, email etiquette, successful searching and copyright and creative commons. I personally was thrilled by the efforts these people from St Oliver are putting into making their 1:1 program a success and I hope other schools would do the same."


Via John Evans
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App list visual

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Christopher Bezsylko's curator insight, June 27, 2014 11:00 AM

leaders create sustainable change by putting the right tools in front of our teachers/students AND building a culture of innovation

Raquel Oliveira's curator insight, July 2, 2014 7:34 PM

um big quadro de aplicativos utilizados para apoiar aprendizagem no seculo XXI...

Wendy Zaruba's curator insight, February 9, 4:24 PM

Here are two great visual lists of iPad apps for Teachers and Students.

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Seven Ways to Break the Consumer Mindset in Schools | John Spencer

Seven Ways to Break the Consumer Mindset in Schools | John Spencer | STEM education and the curriculum | Scoop.it
When I look at the data, I notice a trend. Students have never used their devices creatively. They have the power to capture and tell a story but they don't. They have the power to connect to an authentic audience, but it's not happening. They have the potential to build models and design products and turn things from wild ideas to tangible realities. However, it's not happening.

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Nik Peachey's curator insight, August 25, 2015 4:59 AM

Really useful article with some really good points about the use of technology by our students.

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ScratchJr

ScratchJr | STEM education and the curriculum | Scoop.it

An iPad and junior version of the well know programming platform Scratch. The app has been designed for 5+ year olds and boosts simplified versions features of the more mature version. Children still snap programming blocks together to build amazingly creative things. Download at https://itunes.apple.com/us/app/scratchjr/id895485086?ls=1&mt=8


http://ictmagic.wikispaces.com/ICT+%26+Web+Tools


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Technology curriculum- great tool for programming and developing creativity.

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Norton Gusky's curator insight, July 30, 2014 7:34 AM

Taking my first look at ScratchJr - think I need a 4 year old to help me. Looks like a simple to use tool for primary school level. 

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Project-Based Learning Through a Maker's Lens - Edutopia

Project-Based Learning Through a Maker's Lens - Edutopia | STEM education and the curriculum | Scoop.it

"The rise of the Maker has been one of the most exciting educational trends of the past few years. A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her. A Maker, re-cast into a classroom, has a name that we all love: a learner. A Maker, just like a true learner, values the process of making as much as the product. In the classroom, the act of Making is an avenue for a teacher to unlock the learning potential of her or his students in a way that represents many of the best practices of educational pedagogy. A Makerspace classroom has the potential to create life-long learners through exciting, real-world projects."


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The maker movement- maker as a learner- inspiring creativity and innovation.

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Darleana McHenry's curator insight, August 16, 2014 7:27 PM

This is so cool looking and perfect for Middle School Students.

Ness Crouch's curator insight, April 4, 2015 10:06 PM

This is an interesting look at PBL. I certainly agree with the idea of a 'Maker' being the learner in the classroom. 

ManufacturingStories's curator insight, August 12, 2015 8:57 PM

#STEM #PBL #Project Based #Learning

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Best Apps for Teaching & Learning 2014

Best Apps for Teaching & Learning 2014 | STEM education and the curriculum | Scoop.it

"The apps recognized as Best Apps for Teaching & Learning are of exceptional value to inquiry-based teaching and learning as embodied in the AASL's Standards for the 21st-Century Learner."


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Apps suggested for teaching and learning

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Beth Dichter's curator insight, July 1, 2014 7:58 PM

Are you interested in apps that "foster the qualities of innovation, creativity, active participation, and collaboration" and that are user friendly? Check out the winning apps from the American Association of School Librarians in five categories. In each category there are five apps listed. All the apps work on iOS and 10 of them will with Android. Grade levels vary from K through Grade 12 and each has a brief explanation.

* Books

* STEM
* Organization and Management

* Social Studies

* Content Creation

Although not all schools have iPads there are many students who may own one. Consider sharing the apps appropriate for your grade level and content area with students, even if you are not able to use them in your classroom.

Anne Pascucci, MPA, CRA's curator insight, July 2, 2014 8:39 AM

Neat resource for teachers

Mary Lambert Belechak's curator insight, October 14, 2014 9:06 PM

have not read yet....

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Dr Peter Radoll - Google Scholar Citations

Dr Peter Radoll - Google Scholar Citations | STEM education and the curriculum | Scoop.it
faezams's insight:

This is a journal article by Dr. Peter Radoll (2009) an Assistant Professor of Information systems  at  the university of Canberra. Earlier I had an engaging twitter conversation with Dr Radoll regarding this article and his PHD which indicated that technology systems have non Indigenous values. In particular, we currently value information and technology systems that have individual and not community control.  This hierarchal structure  he suggests is part of the reason why a digital divide exists between Indigenous and non Indigenous communities. If this is the case, how can we ensure that this divide is not prevailing in the implementation of technologies curriculum. Perhaps we ought to look at ways in which Indigenous communities can be provided empowerment in the technologies curriculum. Learn how community control of technologies benefits and implement aspects of these in a school setting.  

 

Technology is not specific to our times and has been responsible for human advances throughout the times for instance sophisticated navigation systems by the Polynesian people or Australian Indigenous people perfecting food processing in an arid land without adversely impacting the environment. The Australian technologies curriculum aims to provide an understanding of how technologies have changed over time (ACARA, 2014).  When teaching these historical technologies,  they should be presented with a degree of respect and an awareness of the value systems surrounding the inventions and applications of the technology (Albion, 2014). By including representatives of that culture and embedding media resources that present the cultural circumstances as to the origins of the technology will ensure that the dominant cultures ethnocentric judgement is avoided (Albion, 2014).

 

References:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Albion, P. (2014). EDP4130: Lecture 2 notes: Perspectives on technology. Toowoomba: USQ.

 

Radoll. P. (2009). Reconstructing Aboriginal Australian governance  by systems design. Interactions,16 (3), 46-49.

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About Asia Education Foundation | Asia Education Foundation

About Asia Education Foundation | Asia Education Foundation | STEM education and the curriculum | Scoop.it
faezams's insight:

This website (AEF, 2014) has numerous resources and professional learning opportunities that link the Australian curriculum key learning areas to engagement with Asia.

 

There are two resources that directly link to technology curriculum: Exploring the effects of building dams on the Yangtze and Mekong rivers. Aimed at higher primary.

 

These resources relate to the technology curriculum aims of

(ACARA, 2014):

- Exploring the impact of technology on the economy, environment and society.

- Evaluating problems and identifying and analysing solution. 

 

In addition, exploring technological advances in dam making in Asia will assist in valuing cross cultural innovation and reduce the likelihood of ethnocentricity (Albion, 2014).

 

Another way that this resource could be used to further the aims of the technologies curriculum is by assisting in the development of systems thinking (ACARA, 2014). The building of dams are a social, political, economic and environmental issue and attract multiple views from various stakeholders. Students can form pairs and take on and research a particular view, debate their perspective and try and reach some consensus. This will assist in systems understanding- which is a holistic approach to solving problems by deconstructing and analysing interrelationships of various components and their influence on the entire system  (ACARA, 2014).

 

Refrences:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Albion, P. (2014). EDP4130: Lecture 2 notes: Perspectives on technology. Toowoomba: USQ.

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Class project: Tang Dynasty capital city in Minecraft | Mr. Miller's Class Blog

Class project: Tang Dynasty capital city in Minecraft | Mr. Miller's Class Blog | STEM education and the curriculum | Scoop.it
faezams's insight:

This a great blog by John Miller (2013) which provides ideas relating to how technology can be used to engage in aspects of Asian history. As an example of active learning, the project out lined enhances creative thinking and  develops problem solving skills. To create this mine craft version of the Tang Dynasty capital city, students would be engaged in meeting the Technologies Curriculum aim of investigating, designing, planning, managing and creating solutions (ACARA, 2014).

 

Aimed at middle primary, this project enhances computational thinking (ACARA, 2014) by providing an opportunity to understand how the digital tools of today can assist in solving problems of the future (ISTE, 2012). This project relates digital thinking to concepts in the primary classroom and in the process engages the students in an active mode of learning, raises the level of achievement, prepares the students for global competitiveness by increasing their technological literacy and blends academics with real life (ISTE, 2012). 

 

References:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

ISTE. (2012). Computational thinking. Retrieved March 16, 2014 from www. site.org/computational-thinking

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Urbanisation and megacities: Jakarta

Australia's engagement with Asia: Urbanisation and megacities: Jakarta

Via Global Education Project, Victoria
faezams's insight:

This video could be viewed in conjunction with the role that technological advances and technology in general has played in  urbanisation  and megacities in Asia. The positive and negative impacts of the consequences of technology can be analysed through the concept of urbanisation and mega city developments. This links to the technology curriculum aim of understanding the role and impact of technology on economy and society (ACARA, 2014). 

 

The Asian Century white paper (DPMC, 2012), stated:  "Using creativity and design-based thinking to solve complex problems is a distinctive Australian strength that can help to meet the emerging challenges of this century.  Asia-relevant capabilities include adaptability, flexibility, resilience, creative and design thinking".

 

The mega city of Jakarta can be analysed in terms of positive traits- the Asia relevant capabilities: 

 

How is the city adaptable to the needs of its people?

What evidence of flexibility and resilience are needed when trying to house massive populations?

What specific creative designs did you notice given the constants of space in Jakarta? 

 

In order to succeed in the 21st-century economy, students must learn to analyze and solve problems, persevere, take calculated risks, collaborate and learn from failure (Wagner, 2012). The negative impacts of technology such as pollution and over crowding can be analysed through the above resource, however these problems can become  the basis of problem based projects that encourage creative thinking that will lead to innovative solutions  (Albion, 2014).  It is problem finding and problem solving skills that are going to be valued in the 21st century. 

 

 References: 

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Albion, P. (2014). Lecture 11 notes: Technology, design and creativity. Toowoomba: USQ.

 

 DPMC. (2012). Australia in the Asian Century White Paper. Canberra: Commonwealth of Australia Retrieved from http://asiancentury.dpmc.gov.au/white-paper.

 

Wagner, T. (2012). Educating the next Steve Jobs. Wall Street Journal. Retrieved may 28, 2014 from http://online.wsj.com/news/articles/SB10001424052702304444604577337790086673050

 

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Jemma Tanner's curator insight, October 29, 2013 2:27 AM

This video gives great insight into what it's like to live in Jakarta, Indonesia. It provides information such as how this megacity is continually expanding as well as developing for the better. It talks of how urbanisation is growing in Jakarta but the poor can't keep up. When using this video in school I'd definitely show it to the children because the images and interviews put into perspective how well off we are in Australia. Activities I could do around this resource could be discussions, brainstorms, investigation tasks, etc. One thing I'd particularly like to do is get the children in contact with an organisation to ask them for information about the current work they're involved in. They could do this as apart of any task but I think that by getting actively involved in something and getting information directly from the source the students will be highly engaged in their activity.

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Professional Development | Primary Sustainability - Every Journey Matters

Professional Development | Primary Sustainability - Every Journey Matters | STEM education and the curriculum | Scoop.it

Professional Development - Primary Sustainability - Every Journey Matters. Year 2 investigate what's needed to construct a go-kart. Year 5 put sustainable transport in a global context, researching transport throughout the world. Year 3 have a visit from 'the penny farthing man' who talks about the history of the bicycle and treats some of them to a ride on his penny-farthing in the playground. Year 6 compile PowerPoint presentations showing sustainable transport solutions for the 2012 Olympic Games. At the end of the project parents are invited in to see the children's work and watch their presentations. Throughout the programme the Soho Parish children contribute their own opinions on sustainable transport.

faezams's insight:

This resource by Promethean Limited (2014) is based on a video by Teachers TV (2011) and can be applied across various grades as outlined above in the  primary setting. The resource relates the concept of sustainable transport to the Australian Technology curriculum (ACARA, 2014) aims of:

 

- Investigating, designing annd planning solutions.

-Understanding how technology develops over time.

-Explore how ethical decisions are made by society regarding sustainable futures.

 

This resource is an example of how technology education can  be effectively planned to enhance the process of technological literacy. Technological literacy is described by Education Queensland (2000) as the understanding of technology, the ability to utilise and develop it effectively to reap the following benefits:

 

-Improved decision making capabilities

-An increase in active citizenship

-Effective and modern workforce

-Enhanced social wellbeing

-Positive effect on narrowing the digital divide.

 

References:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Education Queensland. (2000). Retrieved, May 12 ,2014 from http://education.qld.gov.au/curriculum/area/technology/ 

 

Promethean Planet Limited (2014). Every journey matters. Retrieved March 16, 2014 from http://www.prometheanplanet.com/en/Resources/Item/112607/primary-sustainability-every-journey-matters#.U5KEmBb3ByJ

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Design a home energy plan - Cool Australia

Design a home energy plan - Cool Australia | STEM education and the curriculum | Scoop.it
Activity details: Students bring much of their work together by creating an energy reduction plan for homes. This is an open ended activity allowing students to identify solutions they think are most important even if they might be difficult to achieve. Key lessons and understandings of activity:Planning and design can be critical in solving problems …
faezams's insight:

Targeted at upper primary this activity (Cool Australia, 2014) encourages the Australian Technology curriculum (ACARA, 2014) aim of critiquing, analysing  and evaluating problems and identifying and creating solutions. The website has many other resources for all educational levels aimed at sustainability. 

 

This resource fosters design thinking in schools ( Schwartz,  2013) an approach to learning which includes:

 

-considering real world problems, of which a sustainable future is a   critical one,

- elements of research, analysis, thinking of original ideas and

- experimentation .

 

References:

 

ACARA. (2014). Technologies. Retrieved March 8, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Cool Australia (2014). Design a home energy plan. Retrieved March 8, 2014 from http://coolaustralia.org/activity/1-design-a-home-energy-plan-grade-56-actions/

 

 Schwartz, K. (2013). What does design thinking look like in school?  Retrieved May 18, 2014 from http://blogs.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/

 

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Coal crunch gives impetus to India's solar switch

Coal crunch gives impetus to India's solar switch | STEM education and the curriculum | Scoop.it
For six years in a row, India's monopoly coal producer has missed its production targets, leading to chronic electricity shortages and sending power producers scrambling to secure pricier imports. But ...
faezams's insight:

This is a piece from the Japanese media (Japan Times, March 2 2014). It involves two cross curricular priorities of engagement with Asia and Sustainability as it explores these concepts:

 

1. the use of innovative technology (solar panels)

2. sustainability (move away from coal to renewable solar energy)  3. 3. engagement with Asia (the way India is problem solving and critical analysis of a media source  from Japan).  

 

This resource would suit middle to upper primary and would fulfil these aims of Australian Curriculum-Technology (ACARA, 2014):

 

- Informed and ethical decisions about the role, impact, use of technology in economy, environment and society for sustainable futures.

- Analyse and evaluate problems, needs and opportunities to identify and create solutions.

 

 

The media text itself can be the basis of analytical research into  any of the three concepts- solar panels, the move away from coal to solar energy and a deeper study into the way India is problem solving its energy shortage and an analysis of Japanese coverage of the story. 

 

 

References:

 

ACARA. (2014). Technologies. Retrieved March 8, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

 

Japan Times (2014). Coal crunch gives impetus to India's solar switch. Retrieved March 7, 2014 from http://www.japantimes.co.jp/news/2014/03/02/world/coal-crunch-gives-impetus-to-indias-solar-switch/#.U5KTgBb3ByL

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In the Bustling, Interactive Classroom, A Place for Digital Games

In the Bustling, Interactive Classroom, A Place for Digital Games | STEM education and the curriculum | Scoop.it
Teachers can use games as a supplement that enables increased one-on-one learning between teacher and student.

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Two Wonderful Visual Lists of Educational iPad Apps for Teachers and Students ~ Educational Technology and Mobile Learning

Two Wonderful Visual Lists of Educational iPad Apps for Teachers and Students ~ Educational Technology and Mobile Learning | STEM education and the curriculum | Scoop.it

"In their attempts to establish a 1:1 program for the year 6 class, St Oliver Plunket has recently held a series of workshops in order to develop their students skills before they were officially given management of their very own devices.

The workshops were particularly centered around teaching students about some tips and tricks for managing their iPad, email etiquette, successful searching and copyright and creative commons. I personally was thrilled by the efforts these people from St Oliver are putting into making their 1:1 program a success and I hope other schools would do the same."


Via John Evans
faezams's insight:

App list visual

more...
Christopher Bezsylko's curator insight, June 27, 2014 11:00 AM

leaders create sustainable change by putting the right tools in front of our teachers/students AND building a culture of innovation

Raquel Oliveira's curator insight, July 2, 2014 7:34 PM

um big quadro de aplicativos utilizados para apoiar aprendizagem no seculo XXI...

Wendy Zaruba's curator insight, February 9, 4:24 PM

Here are two great visual lists of iPad apps for Teachers and Students.

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STEM Home Page : nrich.maths.org

STEM Home Page : nrich.maths.org | STEM education and the curriculum | Scoop.it
The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles,news.
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The Australian Curriculum v6.0 Technologies: Technologies

The Australian Curriculum v6.0 Technologies: Technologies | STEM education and the curriculum | Scoop.it
faezams's insight:

The recently available Australian Technology curriculum has one over arching aim- to create preferred futures.

 

Specific aims of the technology curriculum (ACARA, 2014) are outlined below.

 

The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

 

*Investigate, design, plan, manage, create and evaluate solutions

*Are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

*Make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future

*Engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions

*Critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

 

These aims are extended and complemented by specific aims in terms of Knowledge & understanding and process & production skills, for each stand of

- Design and technologies

- Digital technologies

 

In implementing these strands it is hoped that students interests and needs will be met, dispositions of curiosity and creativity will be developed, perceptions engaged and collaboration increased. As we move away from State curriculums to the National technologies curricula educators will be able to transfer pedagogies however will need greater emphasis on systems, design and computational thinking. In addition the area of digital technologies will require an understanding of how computer systems think and are developed (Albion, 2014).

 

The three cross curricular priorities of the Australian curriculum are (ACARA, 2014):

1. The national priority of engaging in Indigenous perspectives.

2. The regional priority of engagement with Asia.

3. The global priory of understanding and implementing sustainability.

 

Over all, the Australian curriculum general aims to equip young Australians with the skills and understanding that will enable them to engage and prosper in a globalised world. It ventures for students to gain personal and social benefits,  make sense of the world in which they are a part and make an important contribution to building the social, intellectual and creative fabric of Australia.

 

Reference:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Albion, P. (2014). EDP4130. Lecture 4 notes- Australian Curriculum for technologies education. Toowoomba: USQ

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Beijing, We Have a Space Program | TIME.com

Beijing, We Have a Space Program | TIME.com | STEM education and the curriculum | Scoop.it
China's latest launch of a three-person spacecraft shows the East moving well ahead of the once dominant West
faezams's insight:

This is an interesting article by Micheal Lemonick (2013) and is embedded with a video of a manned rocket being launched by China into space. The advance of space technology in Asia can be explored through this race. In addition higher primary students can explore the geo political ramifications of a country developing advanced technology to explore the new frontiers of space.

 

Is this the new space race? Can some technology be misused for competitive purposes at the expense of developing technologies that we currently need to solve growing problems here on Earth? This links to the Australian technology curriculum aim of making informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future (ACARA, 2014).

 

Schumacher (1973 and 1989), in his book 'Small is beautiful- Economics as if people mattered' raises the concept of "appropriate technology".  Appropriate technologies, according to Schumacher, recognise other aspects within their design- such as the social, political, environmental and economic impacts of the technology.    

 

Contemporary space programs can be analysed within the parameters of their social, political, environmental and economic impacts.

 

 

References:

 ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Schumacher., E. F. (1989). Small is beautiful- Economics as if people mattered. Harper Perennial. Also available on good reads.

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Teaching Technology through Australian Indigenous culture and histories

Teaching Technology through Australian Indigenous culture and histories | STEM education and the curriculum | Scoop.it
Teaching the Design and Technologies strand of the Australian Technologies Curriculum through exploration of Indigenous cultures
faezams's insight:

This curated site is published by a previous student of the same course- Acknowledgement to Rhiannon Elizabeth Hilton (2013). It contains resources that link the primary technologies curriculum to Aboriginal and Torres Strait Islander perspectives. Various angles have been explored including Indigenous people as the first people in Australia to have used technologies to solve problems. 

 

This resource can assist in the planning and creation of design briefs within the context of an Indigenous remote setting with constraints of only naturally occurring materials so as to create a product of need. Design thinking (ACARA , 2014) would have to be employed as it combines empathy for the context, creative insights and solutions and analytical skills to fit the solution to the context (Stein, 2013).

 

This resource can be used to explore how technologies have changed over time and how other cultures created a 'preferred future' (ACARA, 2014) for their particular context, using available materials and applying technological processes to produce innovative products that met their particular needs.

 

This media resource will embed Indigenous cultural perspectives with in technologies learning activities and assist in students valuing perspectives other than the dominant culture and avoiding ethnocentric judgement (Albion, 2014).

 

 References:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

Albion, P. (2014). EDP4130: Lecture 2 notes: Perspectives on technology. Toowoomba: USQ.

 

Hilton. R. E. (2013). Teaching technology through Australian Indigenous  Culture and histories. Retrieved April 21, 2014, from http://www.scoop.it/t/teaching-technology-through-australian-indigenous-culture-and-histories

 

Stein, A. (2013). Tip for 2013? Replace Innovation with Design Thinking. Retrieved from http://steinvox.com/blog/tip-for-2013replace-innovation-with-design-thinking/.

 

 

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Genetically engineered crops

Genetically engineered crops | STEM education and the curriculum | Scoop.it
Explore how DNA and genes transmit heritable characteristics from one generation to the next. Discover how artificial...
faezams's insight:

This resource  (ABC, 2014) can be utilised for higher primary. It explores the concept of sustainable food production for the future. Technology as a means of creating better futures can be discussed. The pros and cons of genetic engineering are discussed allowing  students to apply higher order thinking skills of analysing and evaluating. This resource can be utilised to implement the aims of the Australian technology curriculum (ACARA, 2014):

 

- Understand how and why innovative technologies develop over time.

- Analyse problems and evaluate solutions.

 

The concept of sustainability can be explored in the context of problem solving: technological advances in genetic engineering which allows countries to farm crops that are more resistant to pests and require less water, there by have less negative impact on the environment. However this issue attracts multiple perspectives and thus this resource is also valuable in terms of developing systems thinking (ACARA, 2014)- the understanding that interactions and inter relationships within the components of a system have an impact on the entire system. 

 

References:

 

ABC Splash. (2014). Genetically Engineered crops. Retrieved March 25, 2014 from  http://splash.abc.net.au/media/-/m/37310/genetically-engineered-crops

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

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Australian Aboriginal Technology on Pinterest

Australian Aboriginal Technology on Pinterest | STEM education and the curriculum | Scoop.it
Explore Andrew Leunig's hand-picked collection of Pins about Australian Aboriginal Technology on Pinterest. | See more about technology, fish and canoes.
faezams's insight:

This site by Andrew Leunig contains various images on the pin board together with websites that offer more information about each image.  The images are valuable resources and together with the background information allows students to gain an understanding of how the Indigenous people of Australia developed technology over time (ACARA, 2014) to meet their needs with in the context of a harsh landscape. The items on the pin board could be analysed to see how Indigenous people solved problems. The images could also be  compared to understand how different features of technology made the lives of Indigenous people better. Such analytical thinking fosters design thinking (ACARA, 2014), which is a core element of the technologies curriculum. 

 

The design thinking process could be implemented by utilising the above resource in the second phase of the process- " research and generate insight". The process of design thinking has been specified by Andrew Stein (2013) as such:

 

1- Define problem in terms of user and solution [could be - create a fishing implement using only naturally occurring materials.

2- Research and generate insight

3- Ideate context and need without judgement

4- Prototype and share

5- Select best solution

6- Implement solution

7- Learn from the experience.

 

References:

 

ACARA. (2014). Technologies. Retrieved May 12, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

 Stein, A. (2013). Tip for 2013? Replace Innovation with Design Thinking. Retrieved from http://steinvox.com/blog/tip-for-2013replace-innovation-with-design-thinking/. ;

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Didj "u" Know - Aboriginal Astronomy

Didj "u" Know - Aboriginal Astronomy | STEM education and the curriculum | Scoop.it
Australian Aboriginal people across Australia since the beginning of the dreaming have been developing a complex mapping of the heavenly bodies
faezams's insight:

For thousands of years Indigenous people of Australia have had a deep understanding of astronomical features and developed the technology of passing this information from generation to generation through song, dance and dreamtime stories. 

 

This resource by John South (2014) is aimed at middle to higher primary and explores ancient technology practices that gave Aboriginal people insight into natural seasonal changes on Earth which in turn assisted in the planning of daily life. 

 

This resource links to the Australian technology curriculum (ACARA, 2014) aim of exploring traditional and innovative technologies and how they evolved over time. Comparative analysis of evolving technologies supports the design thinking process as the process is considered to combine three aspects  (Stein,  2013):

 

1. An empathy for the problem and context.

2. An element of creativity in generating insights and solutions.

3. Existence of rationality to analyse if the solution fits the constraints and context.

 

References:

 

ACARA. (2014). Technologies. Retrieved May 14, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

South, J. (2014). Aboriginal Astronomy. Retrieved May 14, 2014 from 

http://www.abc.net.au/messageclub/duknow/stories/s1091340.htm

 

 

 Stein, A. (2013). Tip for 2013? Replace Innovation with Design Thinking. Retrieved from http://steinvox.com/blog/tip-for-2013replace-innovation-with-design-thinking/. ;

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Scootle

Scootle | STEM education and the curriculum | Scoop.it
faezams's insight:

Fire stick farming: Scootle requires signing in to access resources but also has an offline package that includes a video and written support. Information about this unit of work also available through AITSL (2012): 

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00137

 

In this resource about fire stick farming a year 4/5 teacher uses texts through a unit on farming practices to encourage students to think of the ways in which fire was used by Aboriginal Australians as an innovative technology to manage land. The teacher embeds Aboriginal perspectives through the curriculum and discusses the ways in which she supports colleagues to embed Aboriginal perspectives into their pedagogy by selecting culturally appropriate resources.The resource includes a video that models the teacher's strategies and perspectives. The unit described fulfils the Australian Technology curriculum  (ACARA, 2014) aim: Understanding how traditional technologies developed over time. 

 

 

References:

 

ACARA. (2014). Technologies. Retrieved March 8, 2014 from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies

 

 

AITSL (2012).  Fire stich farming. Retrieved March 8, 2014 from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-practice/detail?id=IOP00137

 

Scootle (2014). Learn, teach and collaborate using digital resources to support the Australian Curriculum. Retrieved March 8, 2014 from  https://www.scootle.edu.au/ec/p/home

 

 

 

 

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