edu 30059 assignment 1 final

.docx

School

Swinburne University of Technology *

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Course

EDU 30059

Subject

Electrical Engineering

Date

Jan 9, 2024

Type

docx

Pages

6

Uploaded by GeneralGoat3523

Introduction: Clearwater Primary School is in a low-income location, limiting classroom access to digital tools. Teachers struggle to provide effective learning experiences due to resource constraints. Lack of technology exposure also inhibits pupils' capacity to build useful skills for modern contributions. According to the Australian Curriculum Assessment and Reporting Authority (ACARA, 2018, v.8.4), the utilisation of digital technologies facilitates the developmental progress of students by empowering them to effectively accomplish their objectives. Students can also collaborate to explore and express their own ideas, principles, and interests with these technologies. New equipment and supplies for the digital programme will be purchased with a recent cash allocation to the school. To help students learn technology, Interactive Whiteboards (IWB), digital applications, iPads, Bee-Bots, and Dash-Bots are available. The Middle Learning Community (Years 3/4) with iPads and Dash Robots were chosen for this case study. Discussion: Upon investigating the school's low socio-economic status and the fact that 20% of the students are EAL, it has been determined that the middle learning community would greatly benefit from the provision of resources such as iPads and Dash-Bot. According to the Australian Curriculum, the content for years 3 and 4 is as follows: can Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data ( ACTDIK007, ACARA, 2018, v.8.4) and define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010 - ACARA, 2018, v.8.4). According to Mishra and Koehler (2006), the chosen technology resources effectively facilitate 21st century teaching and learning. These resources empower students to expand their understanding by leveraging their connection to the world outside of the traditional classroom setting. Students are supported by the technology curriculum by giving them the chance to collaborate with their peers and teachers outside of the classroom. Online resources are more accessible when the technologies curriculum is taught in conjunction with digital tools like iPads (ACARA, 2018, v.8.4).
Recommendations iPads Figure 1 Apple iPads: retrieved fromhttps://www.macstories.net/stories/ipad-mini-review-small-wonder/ iPads possess a wide range of applications and functionalities. Using iPads in the classroom lets teachers provide interactive learning. This technology delivers students real-time, engaging content. Students can instantly access personalised research and a wealth of knowledge on iPads. iPads supplement classroom instruction without replacing it. Their many uses encourage creativity and education. iPads' portability lets students access educational resources anywhere, improving contextual learning. This accessibility improves learning and allows students to continue their studies. Year 3 and 4 students may benefit from classroom iPads. iPads allow kids discover digital systems and accessories for many uses. iPads let students identify and explore digital systems and auxiliary devices for numerous uses. furthermore, iPads enable students to transmit different forms of data, aligning with the learning outcome (ACTDIK007. ACARA, 2018, version 8.4) The incorporation of assistive technology in educational settings can be advantageous as it has the potential to augment students' abilities, particularly in the refinement of their fine motor skills through activities involving touchscreen manipulation and the utilisation of applications that facilitate tasks such as colouring, typing, and object manipulation. iPads provide a multisensory experience and offer a range of functions that afford students the opportunity to refine their motor skills. According to (Pilgrim et al. 2012, p. 18), iPads possess intuitive and interactive features that are attractive to students who may lack motivation to engage in traditional, auditory-based classroom learning.
iPads in schools allow teachers to engage kids, especially those with resistance or non- traditional learning patterns. iPads can be used for pre- and post-assessment to evaluate student learning. This helps educators plan and organise teaching materials. The Essential Assessment is a powerful evaluation tool. Helps and Herzberg 2013 investigated using iPads to create social stories for autistic kids. The study found that iPads could help autistic people socialise and learn. iPads can help students with special needs learn and grow. However, this material may be distracting for certain children. Its enjoyment rather than instructional value is the main reason. The physical environment can be difficult to navigate, and the perceived complexity of the alternatives may deter educators from using technology in the classroom (Technology in the Classroom, 2013). Dash Robot Figure 2 Dash Robot: retrieved from https://www.makewonder.com/robots/dash/ The Dash robot is an interactive educational device that enhances student learning through experiential learning. Dash helps children learn creative problem-solving and computational thinking, which are critical 21st-century abilities. Students use five iPad and Android tablet coding apps to teach robots how to move, light, and see. The flexible learning tool Dash Robot can help teachers promote science, reading, and arithmetic activities (Modern Teaching Aids, 202). This teaching tool also lets teachers use connectivism, a relevant pedagogical method. This learning approach highlights technology and teamwork in 21st-century learning (Kop & Hill, 2008). The Dash robots help children learn collaboration, problem-solving, and tenacity. Engaging, hands-on activities enrich education across subjects (Wonder Workshop 2023). Dash robot can teach iPad use to students.
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