The following pedagogy map has been developed using the format described in this ICTS for Learning Design topic.
The map is in a table format that clearly delineates between low and high end pedagogy for each of the Australian Curriculum General Capabilities for ICT, as well as ICT connections for each, and links to what can be undertaken in the classroom for each area.
Following the Pedagogy Map is my itemising of the General Capabilities.
The General Capabilities overview can be found here
The General Capabilities for Technologies can be found by clicking here.
NOTE: I understand that my pedagogy map is very large and comprehensive. I have spent many hours on this map and it will greatly assist me as I begin my career as a teacher. I can use this map and add to it as I continue to observe others teaching, reflect on my own teaching and continue my research and study into the art of teaching. I have painfully gone through the General Capabilities being careful not to omit anything, itemising each capability and focusing on key terms for my learning.
communicate concepts, ideas and detailed proposals;
read and interpret instructions for ICT technologies;
prepare detailed engineering drawings with annotation, as well as coding and instructions on using software;
write detailed reports; and,
prepare specifications for ICT production.
Numeracy – opportunities to:
use real-life situations to interpret and use mathematical skills and knowledge;
estimate, calculate and measure;
draw conclusions from and interpret statistics;
measure and record;
develop concepts, then refine and test them;
sequence and cost calculations when managing projects and manufacturing products;
in the use of software work with a range of mathematical concepts;
create technical drawings using 3D modelling; and,
design and create “best-fit solutions” using computational decision making and thinking processes.
Information and Communication Technology (ICT) Capability:
understanding of the characteristics of:
data
digital systems
audiences
procedures
computational thinking
apply this by:
investigating
communicating; and,
creating digital solutions
automate solutions using algorithmic logic
generate optimum digital solutions using decision making that considers resources available as well as social, economic and environmental factors
realise design ideas gaining skill using software and hardware
investigate and analyse information
develop and evaluate design ideas
communicate and collaborate online
formulate plans and diagrams to communicate their designs
produce solutions using digital technology
Critical and Creative Thinking:
develop Critical and Creative Thinking as they:
Imagine, generate, develop and critically evaluate ideas
develop reasoning and the capacity for abstraction through:
challenging problems that do not have straightforward solutions
identify, explore and clarify technologies information and use that knowledge in a range of situations
think creatively and critically about preferred, probable, and possible futures
consider how past and present systems, data, materials, information , tools and equipment:
impact on our lives, and
how these might be better managed and designed
work with digital tools, software and equipment– drawing, modelling, designing, experimenting to:
build students’ spatial and visual thinking, and
create environments, solutions, services and products
Personal and Social Capability
develop social and personal capability through exchanging in project management and development by utilising collaborative workspaces
direct their own learning
plan and carry out investigations
become independent learners who can apply
i.technologies understanding ii.skills when making decisions, and iii.design thinking
develop employability and social skills through
sharing resources and processes
making group decisions
working cooperatively in teams, and
resolving conflict and showing leadership
designing and innovation both involve a certain degree of risk-taking by students working with the uncertainty of sharing new ideas (collaborating) as resilience is developed
personal and social capabilities are enhanced by developing their social awareness
develop understanding of diversity by researching and identifying needs of different users
consider past and present impacts of decisions on environments, communities and people
develop social responsibility through empathy with, respect for and understanding of others
Ethical understanding
develop the capacity to understand and apply socially responsible and ethical principles when:
collaborating with others, and
creating, sharing and using technologies –(data, processes, equipment, materials and tools)
looking through an “ethical lens”
investigate current, past, and future local, national, regional and global technological priorities
while engaged in systems thinking - evaluate findings against the criteria of
legality
environmental sustainability,
economic viability,
health, social
emotional responsibility and
social awareness
explore complex issues associated with technologies and consider possibilities
are encouraged to develop informed values and attitudes
learn about safe and ethical procedures for investigating and working with people, animals, data and materials
consider the rights of others and their responsibilities in using sustainable practices that protect the planet and its life forms
learn to appreciate and value the part they play in the social and natural systems in which they operate
consider their own responsibilities and roles as discerning citizens, learning to detect inaccuracies and bias
understanding individual privacy, intellectual property and the protection of data, will assist students in the school environment “to be ethical digital citizens”
Intercultural understanding
students consider how technologies are used in various communities at local, national, regional and global levels - including their potential to transform and impact people’s lives
explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries
investigate how cultural traditions and identities influence the function and form of solutions, products, services and environments designed to meet the needs of daily life now and in the future.
4.through interacting with others in online communities, students consider the dynamic and complex nature of cultures, including values, beliefs, practices and assumptions 5.recognise and respond to the challenges of cultural diversity by applying appropriate social protocols. Students learn about the interactions between technologies and society and take responsibility for securing positive outcomes for members of all cultural groups including those faced with prejudice and misunderstanding.