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<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">></span><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"> I would just like to respond to the place of stand-alone courses in schools
with respect to the Digital Technologies curriculum. One activity that I have done in some forums is to present the scope and sequence of the Digi Tech curriculum (Australian Curriculum) and ask participants to indicate what content descriptions they would
feel comfortable teaching and would be able to coherently weave into their teaching programs (this is when I'm talking to a whole school). Most teachers are very surprised when they see the specific nature of the content and realise that this is
<b>not</b> ICT as a general capability. For example two content description at years 7 and 8 read: 'implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming languages' and 'investigate
how digital systems represent text, image and audio data in binary'. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Thanks for that clarification Paula. In fact, I recall you saying that when I spoke to you after one of the lectures last year, but wasn’t firm enough on the
details and don’t like putting words in others’ mouths! From memory you said that your feedback from non-IT teachers was that they were comfortable with reporting against a particular one of the descriptors, but none of the others.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">></span><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"> It is important for schools to understand that Digi Tech is not the new
name for ICT. It is easy, however, to understand why there is confusion as the term 'digital technologies' is used within most of the other learning domains to mean ICT. For example, Geog, year 8 'Present findings, arguments and ideas in a range of communication
forms selected to suit a particular audience and purpose, using geographical terminology and digital technologies as appropriate. This is an example of embedding the ICT general capability into a domain - it is not a content description from the Digital Technologies
domain. Oh, what a difference capital D and capital T make!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">I’m not sure that the distinction makes it any better, if anything it might make the new subject seem esoteric rather than of any practical use as far as support
from the average teacher or school leader goes, especially the other domain coordinators who may need to give up their own domain’s time to make room for a new standalone subject. One school leader I’m aware of (obviously without naming the school or who I
heard it from but it was a first hand source, not “grapevine”) when asked about the implementation of the new Digital Technologies curriculum brushed it off as “another fad like the Moneghetti report”.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">The main supporting comments I have heard in favour of it related to the perception of introducing a subject that taught IT application skills so that other
subjects could then tap into them, just like the old days of a semester teaching year 7s keyboarding, Word, Excel and Powerpoint. I have a feeling some of those teachers may not be as in favour if they find out that is not what they are getting ;)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">By the way, I hope nobody reads this as pouring cold water on the subject – far from it. I can see a lot of benefit from students having exposure in younger
years to some of the key ideas I currently have to teach in VCE IT to students currently with no prior knowledge. I can also see benefits from teaching algorithmic thinking for other subjects, especially if other subjects seek to make use of the new literacies
being taught. I guess I’m just pointing out that the fight is real! In fact, I’d be equally interested to hear how other schools are going with implementation of the subject and how that worked practically. Unfortunately I am just a POT (Plain Ordinary Teacher)
so any help promoting awareness and good practice would be helpful in my conversations with those who will need to be aware of what is going on in my school.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Michael Walker.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"><o:p> </o:p></span></p>
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<p class="MsoNormal"><b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif"">From:</span></b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif""> sofdev-bounces@edulists.com.au [mailto:sofdev-bounces@edulists.com.au]
<b>On Behalf Of </b>Christophersen, Paula P<br>
<b>Sent:</b> Friday, 29 May 2015 6:01 PM<br>
<b>To:</b> Year 12 Software Development Teachers' Mailing List<br>
<b>Subject:</b> Re: [Year 12 SofDev] A research question...<o:p></o:p></span></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">Hi Michael and colleagues
<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">I could go on forever, but ...!<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">Regards<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">Paula<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">From:</span></b><span style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">
<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a> [sofdev-bounces@edulists.com.au] on behalf of Walker, Michael A [walker.michael.a@edumail.vic.gov.au]<br>
<b>Sent:</b> Friday, 29 May 2015 4:23 PM<br>
<b>To:</b> Year 12 Software Development Teachers' Mailing List<br>
<b>Subject:</b> Re: [Year 12 SofDev] A research question...</span><span style="color:black"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">I won’t reiterate what others have said in terms of interesting curriculum, other subjects being sexier and media perceptions – all are good points.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">One thing I think is worth exploring is that the same arguments could be used for other subjects. Let’s be honest, past about year 9, most mathematics is not
a general capability, but relatively specialist. There’s also a shortage of maths teachers, so why not teach it as a general capability across other subjects. Geography and history both use mathematics, eg, statistics and geometry. Arts could also teach geometry
and measurement. Algebra is a general skill so could be taught in most other subjects in various contexts. Then just offer the specialist maths from year 10. Put that to your curriculum committee or for discussion in the wider media and see where that gets
you.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Similarly, there is a big push at our school, as I am sure there is in most others, to teach literacy in all subjects. In which case, why do we need English
as a separate subject? Language can be taught in other subjects, heck in year 12 SD I talk about data and objects being described by nouns, and use cases by verbs. Try that one in your curriculum committee once they reject teaching maths as a general capability
in other subjects!</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Yet ICT is taught that way in increasing numbers of secondary schools. I get quite frustrated when as a year 8 Maths teacher we have to include teaching ICT
and the usual comment at meetings relates to ticking the box with a token assessment task for the semester so we can report against the ICT capabilities. This isn’t even teaching ICT as a general capability, and it shows in my ICT students at year 11 and 12.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Yet, this should hardly be a surprise that this system doesn’t work. My previous job was as an IT tech SSO at another school. It was quietly observed by a year
7 IT teacher that you could accurately guess which primary school the new year 7 students came from based on what they did with the user name and password I had just given them. The ones that were logged in and waiting in Word in minutes without further prompting
came from one, the ones sitting there afraid to press the big green button in case something went disastrously wrong were from another. This is not to criticise the teachers at those schools – the primary curriculum is as crowded as ours and if you are not
comfortable with ICT then you too will give a task to “tick the box” and go back to focussing on things you are comfortable teaching well, especially in this time poor occupation where learning new things needs to justify the time spent in the expected return.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Which brings me to a shortage of IT teachers. Anecdata of people I know in IT suggests that people a few years younger than I am earn over twice what I do.
I realise this is no indication of whether they might be good teachers, but if given a choice at the end of high school between a 3 year degree that will potentially increase my earning potential at a much higher rate than a 4 (soon to be 5) year degree whose
pay will barely match inflation – what hope does IT teaching as a career have however good the graduate may be in either / both careers? To make things worse, when I finished my degree there were plenty of graduate Maths/Science jobs. Unfortunately I chose
IT for my other method rather than Science, so could only apply for pure Maths jobs as there were no Maths/IT jobs available. I was lucky in that a genuine ongoing Maths /IT job came up at the right time in the July of my fourth year, which I got. If I had
my time again, I would have been better to have chosen Maths/Science. Hence it’s catch 22 – few IT jobs makes it unattractive to choose an IT method, but with few IT teachers training then schools can’t offer IT as a genuine subject, or need to staff it with
reluctant teachers teaching outside their method…</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">It would also be interesting to explore how the new Digital Technologies curriculum is implemented in schools. When I heard Paula speak last year on the topic,
she seemed firmly convinced schools would have a strong incentive to offer it as a standalone subject at years 7 and 8. Sadly from feedback from schools I know the expectation is that Digital Technologies will also be taught as a general capability, including
one which currently offers IT as a standalone subject which will cease to do so from next year despite having a trained IT teacher. I certainly haven’t heard anything at my current school about implementing it here, despite asking around.</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D">Michael Walker</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D"> </span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">From:</span></b><span lang="EN-US" style="font-size:10.0pt;font-family:"Tahoma","sans-serif";color:black">
<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>
<a href="mailto:[mailto:sofdev-bounces@edulists.com.au]">[mailto:sofdev-bounces@edulists.com.au]</a>
<b>On Behalf Of </b>Tracey Hubert<br>
<b>Sent:</b> Wednesday, 27 May 2015 11:10 PM<br>
<b>To:</b> <a href="mailto:itapps@edulists.com.au">itapps@edulists.com.au</a>; <a href="mailto:sofdev@edulists.com.au">
sofdev@edulists.com.au</a><br>
<b>Subject:</b> [Year 12 SofDev] A research question...</span><span style="color:black"><o:p></o:p></span></p>
<p class="MsoNormal"><span style="color:black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">Hello,<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">I am a pre-service IT teacher and long-time lurker. I am working on an assessment investigating issues and debates around the implementation of the (proposed) Digital Technologies curriculum and the implications
for schools and teachers. In the Donnely and Whiltsire review, they propose that IT remain a general capability and the standalone subject be scrapped or made optional. One of the arguments is there are not enough suitably qualified teachers and that it can
be taught across the disciplines. They obviously miss the point that ITC != computational thinking.<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">I am curious to hear what practicing IT teachers think about this assertion. I went to a school tour on Friday and was surprised to learn they didn't offer IT as a subject at all, not even in VCE. No electives
in Year 9. Nothing. I had a look at the overall statistics for VCE IT apps and VCE Software Development and saw enrolments are significantly down from their 2000–2001 peak. During the online PD for the new VCE subjects, Paula Christophersen mentioned they
have increased this year by 10%, but it still seems quite low given the ubiquity of tech and the push for STEM subjects in general. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">I was wondering if anyone has any insight as to why they think the numbers have dropped in they way they have. It can't only be explained by the scaling down, can it?<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black"> <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">TIA<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="color:black">Tracey<o:p></o:p></span></p>
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or opinions expressed are those of the individual sender, and not necessarily those of the Department of Education and Training.<o:p></o:p></span></p>
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<p><b>Important - </b>This email and any attachments may be confidential. If received in error, please contact us and delete all copies. Before opening or using attachments check them for viruses and defects. Regardless of any loss, damage or consequence, whether
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