Technology's Role In Monetary Exchange
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Technology's Role In Monetary Exchange
Teaching and Learning Resources for HSIE (Stage 2)
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Twelve Canoes

Twelve Canoes | Technology's Role In Monetary Exchange | Scoop.it
12 Canoes is a broadband website presenting, in an artistic, cultural and educational context, the stories, art and environment of the Yolngu people who live around the Arafura swamp in north-eastern Arnhem Land.
Mindy Chin's insight:

Twelve canoes was created by the Yolngu people of Ramingining in the Northern Territory. It was created to educate Australia, and the world, about their history and culture, with the hopes of keeping their culture alive. This makes it a great teaching and learning resource to embed an Aboriginal perspective.

 

The video ‘The Macassans” is particularly useful for the topic of monetary exchange as it introduces the early forms of trade used by the Yolngu people, and how it began, accompanied by the narrators thoughts and attitudes. This video introduces the concept of barter, and gives examples of what was traded and how. From this, teachers can prompt students to identify what technology was used, such as boats, and the benefits received or harm caused by the exchanges made between the Yolngu people and the Macassans.

“Nowadays” is another video on Twelve Canoes that can be shown to students to convey the idea that Aboriginal and Torres Strait Islanders are not of the past. They maintain their culture, but are now more integrated into modern Australia, showing how they use similar technologies and methods of monetary exchange. This may also help challenge the stereotypes which students may have, and give an accurate portrayal of Aboriginal life today (Gilbert & Hoepper, 2011). Students can use these videos to make comparisons between the past and present of monetary exchange and the technology involved.  Other useful links on this website includes the “Study Guide”, which explores how this website can be best used, by providing suggestions such as introductory activities and discussion questions.

 

This interactive website would be great for students to discover the Yolngu culture and the forms of exchange used in the past, as it enables strong cognitive engagement (Gilbert & Hoepper, 2011).

 

 

Reference:

Gilbert, R., & Hoepper, B. (2011). Teaching society and environment (4th ed.). Australia: Cengage Learning

 

Twelve Canoes. (2008). Retrieved May 12, 2013, from http://12canoes.com.au/

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How to use an ATM/ cash machine/ hole in the wall | Nationwide Building Society

Mindy Chin's insight:

This YouTube video shows the basics about an ATM. It demonstrates the process and purpose of using an ATM in a way that students can relate to. This resource would be beneficial as research shows that videos generate more interest and enjoyment for students, making the learning process more engaging (ZaneEducation, 2012).

 

On this video’s YouTube channel, NationwideBSocietyUK, another useful video is  ‘How to pay with debit or credit card’. This video explores debit and credit cards, explaining how it works, the advantages of using a card to pay, and also gives tips on how to use the card safely.

 

A down side to these videos is that they are made in the UK, meaning that pounds are used rather than dollars, and some ATM functions differ. However, this could also be seen as advantageous, as the videos could be helpful when introducing different currencies, or when comparing technologic differences between countries.


Together, these videos would be a great medium to introduce some electronic forms of monetary exchange as it includes key terms, usage and purpose of the items. Also, the videos are simplistic, and use supportive imagery, engaging music, and humor.  This makes it easy for young students to understand, and helps maintain their attention for a longer period. 

 

 

Reference:

ZANE Education. (2013). Retrieved April 10, 2013, from http://www.zaneeducation.com/education-and-video.php

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Kids.Net.Au - Search engine for kids, children, parents, educators and teachers.

Kids.Net.Au - Search engine for kids, children, parents, educators and teachers. | Technology's Role In Monetary Exchange | Scoop.it
Mindy Chin's insight:

This website is a useful learning and teaching tool as it provides an encyclopedia, dictionary, thesaurus, and links to other related websites. This will be helpful for teachers as it allows them to gain a better understanding of key terms and concepts that should be taught regarding the use of technology in monetary exchange. The encyclopedia and dictionary tabs are especially helpful when searching terms such as cash register, ATM, EFTPOS and debit card. The simple definitions are explanations provided can be used to show, or explain, these terms to stage 2 HSIE students. Within each explanation, links to other related terms are also provided for easy navigation.

 

With the simplicity and colourful design, the website is user-friendly for both teachers, parents and students.  This is beneficial as rather than simply passing on information from this website, teachers could get students to explore the website on their own or in groups. Students could then share what they’ve learnt by presenting their findings to the class.  This would enable more active and collaborative learning (Schellends & Valcke, 2004).


In addition, the links to other websites provided can be useful for teachers and parents when locating other resources such as games, news, software and more, to help advance the students learning. 

 

 

Reference:
Schellens, T. & Valcke, M. (2004). Collaborative learning in asynchronous discussion groups: what about the impact on cognitive processing?. Computers in Human behavior, 21, 957-975

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The History of Money

The History of Money | Technology's Role In Monetary Exchange | Scoop.it
Mindy Chin's insight:

The evolution of money presents a global perspective towards the use of technology in monetary exchange. By showing the stages of development, students are able to recognize that the different forms of payment were created over a long period of time, through the contributions of a variety of countries and cultures. This student created website includes stages from barter all the way to electronic money, with each accompanied by the date, location, and a short description. Exploring the history of money would be a good starting point to introduce the adoption of technology in monetary exchange.

 

The website demonstrates how evolution of money was a global progression, rather than a local process. Using this resource, teachers could engage students by getting them to create a timeline representing each of the stages, recognizing where and when they occurred. This task, whether done individually or in groups, could enable stronger cognitive processing  (Schellens & Valcke, 2005).

Also included on this website is a link to ‘Moneypalooza’, which provides more information about modern money. This page would be more useful for students use, as information such as pictures and explanations about some currencies are made available.

However, due to the simplicity of this website, other resources should be used in conjunction to provide a more thorough understanding of the global involvement, and details about modern money. 



Reference:
Schellens, T. & Valcke, M. (2004). Collaborative learning in asynchronous discussion groups: what about the impact on cognitive processing?. Computers in Human behavior, 21, 957-975

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MakingCents - Budgeting and Spending

Mindy Chin's insight:

This resource is provided on the HSIE curriculum support, ‘Financial resources in our community’, which covers social systems and structures for stage 2. MakingCents is a good reference to use as it clarifies in more detail what should to be taught within each outcome and subject matter, by providing recommendations on how to best approach the topic, and the key areas within. For example, a glossary of relevant terms is included, which could assist teachers when explaining concepts, or be given to students as a reference.  A variety of teaching and learning activities are also provided, along with the necessary worksheets. These range from tables to record payment methods to outlines of possible role plays.

 

Although this is a math-orientated resource, links to the specific HSIE stage 2 syllabus is clearly shown in each section. This displays how the two curriculums relate, which will assist teachers in integrating their lessons, and therefore giving students a more holistic understanding of the topics. 

To summarize the subject matter learnt, a ‘class enterprise’ task is also given. This would be beneficial to use, or to build on, as it involves all aspects of the outcome. This will allow students to practice or revise the learnt material, enabling deep learning and understanding (Biggs, 1987).

 

 

Reference:

Biggs, J.(1987). Student Approaches to Learning and Studying Hawthorn, Vic: Australian Council for Educational Research 

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