Krystl Brown - Teaching Technologies - Assignment 1A Case study – Part 1

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Swinburne University of Technology *

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EDU30059

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Electrical Engineering

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Jan 9, 2024

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pdf

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EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Introduction: Clearwater Primary School is a small community school with 170 students, offering learning opportunities from foundation to grade 6. The school community has low socio-economic status, which limits educational resources. Teachers cannot fully participate in the technology curriculum. The framework is designed to develop technological skills, to meet current and future needs. Students learn how technology changes and contributes to sustainable futures (Victorian Curriculum and Assessment Authority, n.d.). Limited resources and equipment create barriers to becoming productive members of society; educational technology creates opportunities, regardless of a student’s background. Technology develops academic, social, and cultural skills; it provides cognitive stimulation, motivation, and knowledge intake. Limited access means students cannot compete with fast-paced changes; students lack motivation and are not prepared for our technological world (Lee & Rice, 2014). Clearwater Primary School is fortunate to receive funding to upgrade resources and attempting to support the curriculum. Discussion: Age group: Prep/Foundation Resource 1: Bee-Bots Resource 2: iPad Overview: Foundation students are beginning their educational journey and introduced to new technological concepts, using a range of tools. The technology curriculum is structured to easily follow and what students should be learning. Learning areas give students opportunities to explore our increasingly evolving technological and complex world. Through

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 exploration, students become familiar with products, services, environments, and how they meet the needs and effect our environments (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018). Students are introduced to digital systems that exist within the data being taught, the means of organising and manipulating data to represent understanding. Students use these concepts to develop thinking skills and sequence learning by carrying out the steps involved. Teachers guide students safely to apply new understandings to engage in practices to protect themselves and others. Technology and software applications provide adaptations of different digital solutions and integrating guided learning techniques [VCAA]. (n.d. a). Recommendations: Based on academic research and how 21 st century learning is evolving, and requires resources of today’s digital age, learners need exposure to information communication technology (ICT) to advance knowledge and become active members of society. Resources that support 21 st century learning include the iPad, a powerful resource supporting the curriculum and addressing core knowledge for today’s world (Baroutsis, White, Ferdinands, Lambert, & Goldsmith, 2019, p. 4). The iPad’s attributes consist of photography, video, portability, touch screen, connectivity, comprehensive selection of apps and enhances aspects of learning. Research consistently found iPad’s engage learners to stay on task and produce a collaborative learning environment (Gillispie, 2014, p. 2). Apps engage students in different learning objectives; teachers select apps for the intended purpose and program apps to suit learning intentions (Gillispie, 2014, p. 4). iPads extend concepts within the curriculum, students explore digital systems, and processes required. iPads are a versatile tool, students learn step-by-step procedures and jointly construct their understanding and use the

EDU30059 Teaching Technologies - Assignment 1A: Case study – Part 1 Krystl Brown – 103 469 507 information independently (ACARA, 2018, a). iPads ensure students are participating at high levels through enquiry-based processes, they collect data and analysis different sources (Tay, 2016, p. 4). Different methods ensure learning is improving their abilities for example, iPads provide options for mathematical expression and symbols, comprehension, physical actions, executive functions, expression, and communication. Students with barriers to learning benefit from explicit instruction or rely on iPads as a source to communicate using Siri, a device function (McMahon & Walker, 2014, p. 7). Understanding iPads ensures learning, teachers should let students investigate the technology, use their abilities to guide effective teaching and learning. Learner-centred pedagogies will focus on putting students in control of the learning process to construct their own knowledge, investigate and solve real problems (Tay, 2016, p. 45). Once learners have constructed their understanding, it is important to provide inquiry-based instruction to develop their skills to focus on the purpose of the lesson and allow students to evaluate, and explain their understanding (Crippen & Archambault, 2012). iPads in classroom can create inappropriate use of technology, teachers must monitor and be vigilant with their students’ interactions, to ensure they are being used for intended purposes and not misused. iPads come with many features and not all features are appropriate; for example, teachers should monitor the camera roll to ensure students are not taking inappropriate photos and maintaining school policies (Gillispie, 2014, p. 17). Another useful tool to support a learners’ technological journey is Bee-Bots, a programable floor robot with no default settings and must be programed actioning a series buttons. Bee- Bots will move along the floor, pivot in different directions, and stop between programed commands. Early years students begin understanding new concepts that facilitate later

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