If Australia is serious about kick-starting its lagging productivity growth and exports, and weaning itself off the mining boom, it must ignite and amplify a genuine interest and optimism in a new generation of design thinkers by not eradicating our children’s natural predisposition to experiment and create (Brown, 2009). We also need to train the best and brightest teachers to nurture a new generation of start-up entrepreneurs and innovators with much better access to specialist education and funding.
Skills for the future
Earlier this year, Business Council of Australia President Catherine Livingstone raised concerns that ‘the gap between the digital literacy of our young people and that of our competitor nations is increasing’. She also called for coding to be embedded in the national curriculum, naming it as ‘something that Governments could do to ensure that Australia had a prosperous and productive future’ (2015).
Young designers: future creators
Think back to the time when you were a child immersed in imaginary play; your open mind brilliantly poised and receptive to possibilities and endless adventures: a world more colourful than anything packaged or purchased. Your intrinsic creativity was limited only by your imagination. What you were doing was designing.
Games Programming – Sample assessment instrument and student response
This sample has been compiled by the QSA to help teachers plan and develop assessment instruments for individual school settings. The QSA acknowledges the contribution of Brisbane Girls Grammar School in the preparation of these documents. The samples presented are a series of extracts from a student response. The sample demonstrates the Standard A descriptors from the Knowledge and communication and Implementation and evaluation dimensions.
Training tomorrow’s technologist
The need for today’s students to be innovative, self-managing and change-ready to contend with the complexities and challenges of the future continues to gain attention from researchers, education authorities and industry leaders (MCEETYA, 2008; Seely Brown, 2011). While technology teaching in schools varies depending on the learning context, resourcing, and leadership, the ultimate goal should be to train our students for a world that we cannot even envisage. Fostering scholarship for tomorrow’s innovative and creative technologist requires a threefold quest: staying responsive to emerging technologies, understanding how to apply technology in educational contexts, and tailoring learning to suit our students’ personal expectations. more
Future-focused digital agility
As the borderless digital economy expands exponentially, teachers must deliver information and communication technology education for our students’ future careers. Keeping a firm grasp on their learning needs requires ongoing strategic thinking and collaboration with business to imagine future professions far beyond a linear classroom textbook.
Engineering digital careers for tomorrow’s cloud architecture (Republished)
Transforming pedagogy to attune to today’s learners is complex and fraught with glitches. How do we nurture digital creativity and inventiveness if only basic operations of standard software are modelled and accepted? Digital media offers far more opportunities for new forms of creativity than producing a PowerPoint. The challenge is real and disconcerting in consideration of the research surrounding future careers based on 21st century skills. Industry leaders of global change and innovation play a key role in revamping our educational institutions processes and agendas.
Engineering digital careers for tomorrow’s world in the cloud
Academic pursuit through the study of technologies has an image problem and bears battle scars from the splendid mythology of its past. While young learners are happy to navigate in a buzz of digital confusion, will they be acquainted enough to be innovative with technology systems of the future?
Developing 3D spatial visualisation skills through Augmented Reality
Within academic and business settings, AR technology is being used to market products, diagnose and solve engineering and technical faults, supplement field trips and provide simulation training in medical and defence training. Most of today’s smart phones, work stations and tablet devices can utilise the inbuilt camera to provide an enhanced view of physical real-world environments.
Assistance with Floodlines learning notes for State Library of Queensland
Brendon assisted SLQ as part of the Learning Associates 2012 Program. Floodlines learning notes align with the Australian Curriculum in History, English, Science and Mathematics. These can be used to enhance students’ learning experiences pre-visit, whilst visiting Floodlines, and post-visit.
ITS Students tackle industry standard projects
All assessment should be regarded as a part not an end of the learning process. The considerable challenge for teachers is to design assessment tasks that will actually improve student learning and understanding while necessarily measuring knowledge and skills. Another consideration for assessment design is to make tasks ‘authentic’ – linking them effectively to the concerns of contemporary life.
Games-based learning: creative steps to a digital future
Game-based learning continues to gain pace as a methodology for engaging young learners in today’s connected age. Integrating games programming into teaching and learning is consistent with current educational theorists and research emphasising the potential of digital games as a teaching and learning tool in today’s educational systems (Gee, 2003; Halverson, 2005; Horizon Report, 2011; Shaffer, 2006).
Digital education evolution (republished)
ICT devices provide many opportunities to enhance teaching and learning while also engaging and harnessing students’ creative talents and power. Students can seek additional support in learning through email, online forums, online classrooms, by watching vodcasts and listening to podcasts.
Designing and developing digital games: secondary education learning context
Senior secondary students studying the Queensland Studies Authority (QSA) elective, Information Technology Systems, have the option to choose games programming as an elective context for their project-based learning. Initially, the students research and analyse current literature and collaboratively evaluate a broad range of existing international educational games (also known as learning objects)
Barriers and facilitators to the adoption of tools for online pedagogy
As institutions and staff adopt new technologies to support online learning, a number of factors impacting the implementation and sustainability of these tools come into play. These include staff perceptions, cost effectiveness, type of support provided by the information and communication technology systems management and the institution’s strategic initiatives for supporting the implementation of these tools.
The networked student and the learning landscape
Networked learning supported by information and communication technology (ICT) is changing the learning landscape for governments, business, schools and tertiary institutions worldwide. ICT in today’s very social online environment is providing unprecedented opportunities for inquiry, contribution, collaboration and support.
Digital Education Evolution | pp 62
The October issue of Independence, the biannual publication of the Association of Heads of Independent Schools of Australia, examined the integration of 1:1 computing in six best practice Australian schools including Brisbane Girls Grammar School.