Thompson, Peter (2015). Technologies, Digital Technology Design and Technology: Implications opportunities hypotheticals. Presentation prepared for ICT Educators NSW Term 4 Meet 26 th October 2015 Tara Anglican School for Girls ICT Educators NSW Licensing: Creative Commons

Technology Curriculum October 2015

Technologies Digital Technology Design and Technology implications opportunities hypotheticals

Endorsement

On 18 September 2015 the Education Council endorsed all outstanding Australian Curriculum including: Revised F – Year 10 Australian Curriculum for English, Mathematics, Science, Humanities and Social Sciences, The Arts, Technologies and Health and Physical Education. F – Year 10 Australian Curriculum: Languages for Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish and Vietnamese. Australian Curriculum: Work Studies, Years 9–10 (an optional subject designed to ready young people for work).

Jurisdiction

Each state and territory, and the systems and schools within it, are responsible for its implementation. State and territory education authorities will determine the timeframe and take-up of the Australian Curriculum, including which version of the Australian Curriculum should be used.

Composition of BOSTES The membership of BOSTES is prescribed by the Act. President appointed by the Governor, three members nominated by the Director-General of the NSW Department of Education and Communities with knowledge and expertise in primary and secondary school education and vocational education and training, and 19 other members appointed by the Minister.

a) New South Wales Vice-Chancellors’ Committee b) two nominees of the Council of the Federation of Parents and Citizens Associations of New South Wales, one primary and one secondary school c) Catholic Education Commission, New South Wales d) Association of Independent Schools of NSW e) New South Wales Independent Education Union f) one parent of a child attending a non-government school,

g) two principals of government schools, one being a nominee of the New South Wales Primary Principals Association and the other a nominee of the New South Wales Secondary Principals’ Council h) New South Wales Teachers Federation, one primary the other secondary i) one person with knowledge and expertise in early childhood education j) an Aboriginal person with knowledge and expertise in the education of Aboriginal people and k) six other persons having, in the Minister’s opinion, qualifications or experience that enables them to make a valuable contribution to primary or secondary education in New South Wales.

In NSW, the Australian curriculum is implemented through new syllabuses and as such follows syllabus development processes for syllabus re-developments.

Hypothetical

Syllabus Development Process

The process, using a project management approach, involves four phases: Syllabus Review Writing Brief Development Syllabus Development Implementation Consultation

Major features of the process are as follows: Advice is sought at key points from teachers, significant individuals and organisations. In particular, professional teachers associations play an important role. BOSTES appoints Board Curriculum Committees to assist with its monitoring and quality assurance role. These committees report directly to BOSTES on the quality of the material produced by project teams and ensure the integrity of the syllabus development process. A project manager, appointed either internally or externally by BOSTES, manages the syllabus development project, developing the initial proposal, establishing consultative networks, managing consultation, and drafting and revising syllabus documentation.

The process produces a syllabus package which, dependent on years of schooling, will include some or all of the following elements: syllabus support material providing advice on implementation advice on assessment sample teaching and learning programs sample assessment activities accompanied as appropriate by marking guidelines annotated student work samples performance descriptions specimen test or examination papers principal’s support package parent and community support material.

Consultation

Opportunities?

Further into the future?

STEM? Or Design and Tech? Or Technology and Engineering Education? Or Technology study? Or Digital Technology?

BOSTES projects STEM Coding across the curriculum

WHY?

Understanding Science, Technology, Engineering, and Mathematics (STEM) Skills. Think about key skills needed in today's workplace: problem solving, analytical thinking, and the ability to work independently. Understanding Science, Technology, Engineering, and...

Think about key skills needed in today's workplace: problem solving, analytical thinking, and the ability to work independently. What do they all have in common? They're all related to STEM

STEM on the Job Most employers want workers who are able to reason and solve problems using some math, science, or technology knowledge. Key STEM skills include: Analytical skills to research a topic, develop a project plan and timeline, and draw conclusions from research results. Science skills to break down a complex scientific system into smaller parts, recognize cause and effect relationships, and defend opinions using facts. Mathematic skills for calculations and measurements. Attention to detail to follow a standard blueprint, record data accurately, or write instructions. Technical skills to troubleshoot the source of a problem, repair a machine or debug an operating system, and computer capabilities to stay current on appropriate software and equipment.

Think STEM is just for geeks? Not true! Many workers in STEM fields use "soft" skills at work as much as they use math and science. These soft skills include: Communication and cooperation skills to listen to customer needs or interact with project partners Creative abilities to solve problems and develop new ideas Leadership skills to lead projects or help customers Organization skills to keep track of lots of different information

Computers will reshape the labour market in two key ways. They will: 1. Directly substitute for labour, with a high probability that as much as 40 per cent of the jobs in Australia could be replaced by computers within a decade or two; and 2. Disrupt the way work is conducted, expanding competition and reducing the costs to consumers but also reducing the income of workers.

Modelling conducted for this report suggests almost five million jobs face a high probability of being replaced in the next decade or two while a further 18.4 per cent of the workforce has a medium probability of having their roles eliminated. Jobs that involve low levels of social interaction, low levels of creativity, or low levels of mobility and dexterity are more likely to be replaced by automation. five million

Existing curriculum Science and Tech Technology (mandatory) IST, IPT, SDD also Industrial Tech (engineering and multimedia explicitly) iSTEM, Robotics, Forensics Other SDBECs of course!

Project Based Learning is “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.” This process can last for varying time periods and can extend over multiple content areas.

Project-based learning requires “complex tasks, based on challenging questions or problems, that involve students in design, problem- solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations”

Project-based instruction often has a ‘driving question’ encompassing worthwhile content that is anchored in a real-world problem; investigations and artefacts that allow students to learn concepts, apply information, and represent knowledge in a variety of ways; collaboration among students, teachers, and others in the community so that participants can learn from one another; and use of cognitive tools that help learners represent ideas by using technology

Prepared for a future?

Informed design HOFSTRA center for STEM research New York, NY USA.

STEM? Or Design and Tech? Or Technology and Engineering Education? Or Technology study? Or Digital Technology? PBL integrated learning learning that has meaning to students

PBL = Project Based Learning or Problem Based Learning DBL = Doing Based Learning! Driving Question Relevance Voice and Choice Public Audience

Questions Comments

Innovation lecture 2015

Salah will speak about: Examples of robotic ground and air vehicles, their capabilities and where the technology is taking us Autonomous Operations like those found in mining, agriculture and intelligent transportation Is there a human-machine divide or is there synergy? What do we need to look at when considering the future impact of automation in our lives? Discounted tickets are available for university and school students. The Warren Centre for Advanced Engineering Sydney University