Keynote presentation made by Dr Jason Zagami to the Broadbeach SS ICT Conference 11 Feb 2012

1. What will C2C mean for IT in the
classroom?

2. Brad Paisley 3:19

3. Welcome to the future

4. Dr Jason Zagami
Griffith University
jason.zagami.info

5. What will C2C mean for IT in the
classroom?

6. Computing in Australia

7. Computing in Universities
Computer Science Business Computing

8. Computing in Schools
Electronic Learning Business Education
Centres Centres

9. Practical
Computing
Methods

10. Information
Processing and
Technology

11. Information
Technology
Systems

12. Information
Technologies

13. Information and
Communication
Technology and
Design and
Technology

14. Technology
Design and
ICT?
Technology

15. Design and ICT Lower Secondary
Technology Subject Area
Guidelines

16. Essential Learning
Technology ICT
(Cross Curricula)

17. The distinction between the Computing discipline
as a learning area and ICT as a General Capability
is that:

18. The ICT General Capabilities encompasses what all
students should know and be able to do with ICT, i.e.
the integrated use of computing in all learning
areas. This is analogous with numeracy and
literacy and represents a student’s general
capacity to use computing.

19. The Computing Discipline encompasses what all
students should understand and be able to do so
that they can creatively and productively
contribute in the modern world, understanding
the underlying concepts of devices, systems,
software and networks.

23. Educational Technologies

25. National Professional Standards
for Teachers - ICT Elaborations

26. Lee Shulman

27. Technological
Knowledge
(TK)
Pedagogical
Knowledge
(PK)
Context

28. Technological
Knowledge
(TK)
Content
Knowledge
(CK)
Context

29. Technological
Knowledge
(TK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Context

30. Technological
Knowledge
(TK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

31. Matthew Koehler Punya Mishra

32. Technological
Knowledge
(TK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

33. Technological Technological
Knowledge Content
(TK) Knowledge
(TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

34. Technological Technological Technological
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

35. Technological
Pedagogical
Content
Knowledge
(TPCK)
Technological Technological Technological
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) (TCK)
Pedagogical Content
Knowledge Knowledge
(PK) (CK)
Pedagogical Content Knowledge
(PCK) Context

36. TPACK

38. • TTF provided support for all 39
• Australian Schools of Education
• to align programs with ICT
expectations of
• 1. National Accreditation;
• 2. National Teaching Standards; and
• 3. the Australian Curriculum

39. Australian Curriculum

40. ICT General Capabilities

41. ICT continuum will be expanded
from years 2, 6 and 10
to include years 4 and 8
in line with other continua

42. Technologies Curriculum
Design and Technology
Digital Technologies

43. Professor Lyndon Anderson,
Dean Faculty of Arts and Design (Uni of Canberra)
Writing team
Professor Marilyn Fleer (Monash)
Associate Professor Howard Middleton (Griffith)
Associate Professor Paul Newhouse (Edith Cowan)

49. Hours per year of Digital Technologies
F-Y2 Y3-Y4 Y5-Y6 Y7-Y8 Y9 Y10
9-10 19-20 20-30 30-40 37-40 35-38

50. To exploit the capacity of digital technologies while minimising the risks to themselves and
others, students will develop increasingly sophisticated knowledge and understanding,
drawn from both contemporary and historical sources, of:
• the range of digital information and systems, including their properties and characteristics
• the ways in which digital information and systems can be combined and controlled to
create solutions to problems and to identify new problems and innovations
• the relationship and interconnectedness between the components of digital systems and
digital information in real-world situations, taking into account social, legal and ethical
considerations
• the relationship between digital technologies, themselves, their communities (local and
global), the factors that shape the development of these technologies and the impact of
these technologies on individuals, groups, communities and the environment.

51. Students will develop increasingly sophisticated skills in digital technologies processes
and production through creating digital information products, systems or software
instructions to address digital problems. They will through investigation:
• discuss and formulate the dimensions of the problem
• take action to promote the use of digital technologies to support the evolution of preferred
futures, including consideration of safety, security, values, beliefs and ethics
• conduct research, generate ideas for digital solutions, analyse and organise data to inform
their design thinking, and use an increasing variety of methods, techniques and forms to
communicate this thinking
• develop solutions to problems either by representing the solution with a model or
simulation or by constructing a prototype or finished solution
• evaluate solutions and processes against criteria or specifications
• increasingly select and manage digital data, software and systems within constraints, and
make decisions concerning appropriate techniques, processes, quality standards and
testing
• explore the capabilities of digital technologies for supporting creative, innovative and
enterprising pursuits, including for personal expression, cultural and artistic activity,
mathematical abstraction and logic, scientific and social invention, and complex
algorithmic thought processes.

52. computational thinking
recognition of patterns, mathematical processes, generation
of modular and recursive structures, and understanding of
system hierarchies and relationships. It involves the thinking
that is needed for problems to be expressed in a way that can
be processed by a computer. Students learn to formulate
problems, logically organise and analyse data, and represent
it in abstract forms such as data tables, digital graphs,
spreadsheet models and animations. They automate
solutions through algorithmic and declarative logic and
determine the best combinations of data, procedures, and
human and physical resources to generate efficient and
effective information solutions.

53. Digital technologies content in Years F–2 will provide opportunities for students to:
• identify digital information and digital systems that support personal, family and classroom
needs, their main purposes, the impact on their lives and how some forms of digital
information are transmitted
• learn the common major components of the digital systems they use, their functions, simple
terminology to describe them, and methods of control
• explore some common ways in which digital technologies used in school and at home help
meet the needs of self and familiar others, and the impact on their lives
• investigate digital problems including common design features, and use these to develop
and communicate design ideas using trial and error, drawings, discussion, or digital tools
• plan, construct and evaluate digital solutions for particular purposes safely using a range of
appropriate devices, software, functions and commands.

55. Digital technologies content in Years 3–4 will provide opportunities for students to:
• identify some common forms of digital information that local communities create and use,
the intended purposes and how some are transmitted
• investigate the use of common digital systems and typical cause and effect relationships
between major components, and control using linear sequences of instructions
• learn how the use of digital technologies meets the needs of some and not others
• identify and communicate features of a digital problem, generate and evaluate design ideas
for digital solutions, communicating this using trial and error, drawings, discussion and
simple digital tools
• plan, select and safely use a range of devices, software, functions and commands in digital
environments
• construct, modify and test creative digital solutions for particular purposes.

57. Digital technologies content in Years 5–6 will provide opportunities for students to:
• make critical judgments about the use of everyday digital technologies including safety and
ethical considerations
• examine data organisation, uses and control through digital systems. from a personal and
social perspective
• identify the components of local systems and explain their functions and methods of
connection, and control using linear and looping sequences of instructions
• identify some factors that influence the design and use of common digital technologies
considering the reasons why and for whom the technologies were developed
• learn to deconstruct digital problems to identify key dimensions, compare common digital
solutions and make decisions about fundamental design features
• plan, select and safely use a range of devices, software, functions, commands and
techniques in online and local digital environments to create, test, edit, troubleshoot and
evaluate digital solutions and, in doing so, capture, access, store and present a range of
information.

59. The
Australian
Digital
Education
Revolution

60. “Learners, teachers and
parents have access to
resources, digital tools
and agreed performance
data anywhere, anytime.”
- Kevin Rudd

61. $41 million for online curriculum

62. Definition:
n. one-to-one computing
each student has full-time access to a fully-
functioning computer, the Internet,
software, and online research
materials to work collaboratively
anytime and anywhere.

66. Interactive
Whiteboards

71. 1:38

72. Augmenting Your
Learning Environment

73. 0:17

74. 1:30

75. 0:22

76. 0:40

77. Virtual Worlds

78. Quest Atlantis

81. Gaming

86. Online Games

87. Multiplayer Games

88. Peggy Sheehy

89. Play

90. Challenge

91. Reward

92. Leveling

93. ZPD

94. Creativity

95. Risk Taking

96. Rapid Problem Solving

97. Simulations

101. simschool.org

104. Wii

106. Neural Interfaces

110. Welcome to the future

111. Dr Jason Zagami
Griffith University
jason.zagami.info

112. Brad Paisley 3:08