Creating and coding these artefacts and embedding them into my Weebly site has been challenging, yet rewarding. I have built on my prior knowledge about some programs such as Painter and Excel while learning about new programs such as Scratch and Hopscotch.
Development of these artefacts along with the course readings and activities has enhanced my understanding about how digital technologies work and computational thinking.
Through engagement with the Digital Design & Technologies course I have explored how I can use these skills to develop engaging material that develops and extends students designing and computational thinking skills while meeting the Australian Curriculum Standards.
One important element of this subject not discussed so for on my Weebly site is the importance of legal, safe and responsible use of ICT by students when engaging in digital and design technologies. As a teacher it is my responsibility to ensure that not only do I, but also my students practice legal and ethical behaviour.
"Smartcopying" is an invaluable web site designed for teachers that sums up the many (and often confusing) copyright and licencing rules about when it is ok to copy and distribute work and how that may occur. It is vital that as a teacher I strictly adhere to the copyright rules and regulations when preparing activities, during activities and in the displaying of students work.
As with all work, it is imperative to acknowledge any idea that is not your own to avoid unethical plagiarism. This idea also extends to my students in all their work. It is imperative I model and teach students how to ethically reference ideas and material from other sources.
Another important element I must consider when students are working with digital technology in particular, is cyber safety. As a teacher I am responsible for their care and must ensure student privacy. This means that I must not let identifying material (student images or other identifying material such as their address etc.) be available to the public without prior explicit permission from parents and students. This includes other students making identifying material public.
It is often a shunned subject, but students in todays society often have unprecedented access to social media, often with little understanding about the ramifications of seemingly innocent behaviour. it is imperative that I model and teach ethical understanding and use of digital technology and behaviour. This aligns with the second goal of the Melbourne Declaration (Bar et.al., 2008) that all Australians become active and informed citizens who "act with moral and ethical integrity."
In conclusion I have developed a deeper understanding of the skills and thinking that underpins the digital and design technologies curriculum. Consequently I will now be able to embed this thinking into my pedagogy to develop a curriculum that enhances students computational and design thinking enabling them to develop and produce solutions for authentic needs with moral and ethical integrity.
Development of these artefacts along with the course readings and activities has enhanced my understanding about how digital technologies work and computational thinking.
Through engagement with the Digital Design & Technologies course I have explored how I can use these skills to develop engaging material that develops and extends students designing and computational thinking skills while meeting the Australian Curriculum Standards.
One important element of this subject not discussed so for on my Weebly site is the importance of legal, safe and responsible use of ICT by students when engaging in digital and design technologies. As a teacher it is my responsibility to ensure that not only do I, but also my students practice legal and ethical behaviour.
"Smartcopying" is an invaluable web site designed for teachers that sums up the many (and often confusing) copyright and licencing rules about when it is ok to copy and distribute work and how that may occur. It is vital that as a teacher I strictly adhere to the copyright rules and regulations when preparing activities, during activities and in the displaying of students work.
As with all work, it is imperative to acknowledge any idea that is not your own to avoid unethical plagiarism. This idea also extends to my students in all their work. It is imperative I model and teach students how to ethically reference ideas and material from other sources.
Another important element I must consider when students are working with digital technology in particular, is cyber safety. As a teacher I am responsible for their care and must ensure student privacy. This means that I must not let identifying material (student images or other identifying material such as their address etc.) be available to the public without prior explicit permission from parents and students. This includes other students making identifying material public.
It is often a shunned subject, but students in todays society often have unprecedented access to social media, often with little understanding about the ramifications of seemingly innocent behaviour. it is imperative that I model and teach ethical understanding and use of digital technology and behaviour. This aligns with the second goal of the Melbourne Declaration (Bar et.al., 2008) that all Australians become active and informed citizens who "act with moral and ethical integrity."
In conclusion I have developed a deeper understanding of the skills and thinking that underpins the digital and design technologies curriculum. Consequently I will now be able to embed this thinking into my pedagogy to develop a curriculum that enhances students computational and design thinking enabling them to develop and produce solutions for authentic needs with moral and ethical integrity.