Australian Curriculum on Design and Technology and Digital Technologies

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Introduction

With the emergence of digital technologies, the learning needs of children have greatly modified and thus teaching of design and technologies and digital technologies has been considered as mandatory for all learning communities. Clearwater Primary School is also beginning to realize the importance of 21st century learning practices and thus teaching of design and technologies and digital technologies is considered crucial for all learning communities. The underlying report has chosen to focus on middle learning community which encompasses years 3 and 4. The needed resources for supporting learning of middle learning community are divided into two categories; design and technologies and digital technologies. The two resources are ipad and Interactive whiteboards (IWB) respectively. 

Identification and Justification of Resources

iPad for learning of middle learning community in design and technologies

ipad is widely used as a learning resource within schools and it is recommended to be used in Clearwater primary school. Ipad offers an opportunity of collaborative learning to the children, whereby learning no more remains confined to the school (Burnett et al., 2017). The learning resources are accessible for students all the time. It allows enhanced ownership to children regarding their learning and thus they are more likely to invest in their own learning prospects (Walsh, & Farren, 2018). Additionally, the peer collaboration is also an important feature which allows grade 3 to 4 years students to make learning fun by engaging with their friends, either they are at school or at home. 

Justification of using ipad for design and technologies

As per the guidelines of Australian Curriculum, students in years 3 and 4 are required to create designed solutions with the aid of digital tools, whereby harnessing of creative ideas is carried out to achieve designed solutions. Ipad is likely to offer enhanced level of autonomy to these students, such that they can practically harness their ideas using different applications and can implement their ideas for production of any designed solution (Burnett et al., 2017). For instance, students can learn about modeling of objects and creation of three dimensional images using ipad. As furthered by Australian curriculum (AC), learning in design and technology for years 3 and 4 students allows them to reflect on their actions, and to develop their decision making skills (Australian Curriculum, 2020c). Through digital creation of designs by using ipad, students can modify their design, for example three dimensional image, and can make decision regarding their desired design. In similar way, features of graphical representation of ipad can also be used by students to express their ideas in clear manner (Burnett, 2017). Likewise, documentation of design can also be learned by students, such as by recognizing the use of drawing symbols and by learning to use flow diagrams (Walsh, & Farren, 2018). All these learning objectives are well aligned with the description of AC and thus ipad, as a resource, is suitable for helping achieve the design and technologies learning objectives for junior level learning community. 

IWB for learning of middle learning community in digital technologies

IWB is also known as smart board that is an appealing interactive display and can either be used in the form of standalone computer screen or a connectable system which manages different projecting screens (Aflalo, Zana & Huri, 2018). Through IWB standards lessons can be converted into interactive experience, where learning becomes enjoyable and reflection of learning is easy (Mariz, Stephenson & Carter, 2017). Additionally, high level of flexibility is offered by IWB and material can be displayed in the form of photos, graphs, illustrations or videos. 

Justification of using IWB for Digital technologies

The use of peripheral devices to display information to students is highly way of enhancing skills and knowledge of students regarding digital technologies. Interactive whiteboard is an important instance of resource which practically shows the use of digital technology to students and thus they can practically view the importance of digital technologies in their education and school (Aflalo, Zana & Huri, 2018). As per AC, skills in digital technologies for 3 and 4 years students are concerned with development of computational thinking and recognizing the use of digital systems within schools and community (Australian Curriculum, 2020b). The creation of interactional adventures is focused in digital technologies curriculum, which can be well supported through use of IWB. A simple interactive experience using IWB can contribute in developing the digital skills of students (Mariz, Stephenson & Carter, 2017). The students can design their solutions through text, diagrams or in any other form. The sharing of ideas and extension of communication in online environment is also an important area of learning in digital technologies and it can also be supported by allowing students to interact with class mates through IWB (Gosain, 2016). The data collection and representation is also allowed through IWB and understanding of students regarding the usage of data can be enhanced. In conclusion, IWB is the most effective resources which can support digital technologies curriculum for junior level learning community and can help accomplish the learning goals of AC.

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