[Year 12 SofDev] A research question...

Thu May 28 12:39:30 AEST 2015

Looks like an interesting course, what proportion of your enrolments would
be female? I have a group of 23 year 9 students doing HTML/CSS coding and
Robotics next semester.

Laurie Savage
https://sites.google.com/a/pvgc.vic.edu.au/mr-savage/home

On 28 May 2015 at 09:36, Howard, David <dhoward at stmichaels.vic.edu.au>
wrote:

>   Morning,
>
>  It is all down to making the courses relevant and exciting for students.
> They don’t want to be doing excel and access. They want to be creating
> solutions that they see as relevant to them. If you can pitch a subject
> where they can see it being beneficial for their future you will get
> numbers.
>
>  Our numbers are strong and continue to be strong. I have around 30-40%
> of the Year 9 co-hort who go through the elective subjects. I think that is
> massive.
>
>  We do Game Dev in Year 9
>
>  Future Tech & Mobile App Dev (semester 1) and Web Dev (semester two) -
> HTMl, JS, CSS, mySQL etc  in Year 10.
>
>    *David Howard*
> Head of Learning Systems  <http://twitter.com/StMichaelsGS>
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>   From: <Wraight>, Timothy J <wraight.timothy.j at edumail.vic.gov.au>
> Reply-To: Year List <sofdev at edulists.com.au>
> Date: Thursday, 28 May 2015 9:24 am
> To: Year List <sofdev at edulists.com.au>
> Subject: Re: [Year 12 SofDev] A research question...
>
>   I have some strong thoughts on this as well. I think there has been a
> serious misunderstanding of the difference between ‘using’ ITC and
> ‘learning’ ITC.  ITC is now been used very effectively in many areas of
> education as a learning tool and I think many people think that this means
> students are ‘learning’ ITC.  But it needs to be remembered that it is just
> a tool in these situations, used to help impart knowledge and skills of
> what ever the subject matter is, but you are not learning about it.
>
>  ITC is now been used in the same way in the classroom that you would use
> pens, paper, whiteboards etc. While using these things in an everyday
> setting a student isn't learning about how the book is made, where the
> paper came from, and the processes involve in producing it.  Yet in our
> curriculum we have areas in which students learn about these things, they
> learn about natural resources in science and humanities, they learn how to
> work with materials such as paper and produce things in art and technology
> subjects.  I believe it is exactly the same with ITC, there is nothing
> wrong with it being increasingly used as a tool throughout the curriculum
> but it still needs to be studied seperately, so that students can gain
> understanding of how it works, what makes it up and where it comes from.
> Not only that, studying ITC seperately means that they will be able to use
> it more effectively when they use it in other subjects.  One of the biggest
> problems I see these days is students (and teachers!) know how to use ITC
> really well as long as it works as intended.  As soon as something goes
> wrong they are lost, because they have no deeper understanding of it to be
> able to troubleshoot!
>
>  We need to remember that using ITC is not the same as learning ITC!
>
>   *Tim Wraight*
> *VCE Information Technology and Mathematics Teacher*
> Williamstown High School
> Pasco Campus
> 9397 1899
> wraight.timothy.j at edumail.vic.gov.au
>
>
>
>  On 28 May 2015, at 8:33 am, Kent Beveridge <kbeveridge at stbc.vic.edu.au>
> wrote:
>
>  My thoughts are simple, with the rise and rise of the iPad and similar
> technologies, the perceived 'need' for mainstream IT subjects has been
> undermined and watered down to non importance. Many staff, new young
> graduates included, give my observations that they feel they 'know it all'
> and hence don't see the importance of a standalone subject.
>  Attitudes like this have even turned off a recent former student who had
> aspirations of IT teaching to now not wanting to go there...
>  Makes me wonder.
>
> Kent Beveridge
> Teacher
>
> On 27 May 2015, at 11:15 pm, Tracey Hubert <traceyhubert at gmail.com> wrote:
>
>   Hello,
>
>  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.
>
>  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.
>
>  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?
>
>  TIA
> Tracey
>
>
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