Part of the Technologies Education course at Griffith University

1. Teaching Computational Thinking
Technologies Education

2. 3:45

3. Big Problem
Project Based Learning
Thinking Skills
Curriculum Outcomes

4. TechnologiesLearningArea

5. DesignandTechnologies

6. DigitalTechnologies

7. ICTGeneralCapabilities

8. GeneralCapabilities

9. Developmental
Curriculum
Foundation Year 10

10. Indicative Timings
F-2 10 Hours
3-4 20 Hours
5-6 30 Hours
7-10 40 Hours

11. Digital systems:
the components of digital
systems: hardware,
software and networks and
their use
Representation of data:
how data are represented
and structured symbolically
Knowledge and Understanding
Design and
Technologies
Digital
Technologies
Creating Solutions
Technologies and society:
the use, development and
impact of technologies in
people’s lives
Technologies contexts:
technologies and design
across a range of
technologies contexts

12. Investigating and Defining
Generating and Designing
Producing and Implementing
Evaluating
Collaborating and Managing
Processes and Production Skills
Design and
Technologies
Digital
Technologies
Creating Solutions

13. Engineering principles and
systems
Food and fibre production
Food specialisations
Materials and technologies
specialisations
DesignandTechnologies

14. Information systems
Information technology
Software engineering
Computer engineering
DigitalTechnologies
DigitalSystemsRepresentationofData

15. Solution Type
• product
• environment
• service

16. Futures Thinking
Systems Thinking
Design Thinking
Computational Thinking
Strategic Thinking

17. Trends, Visioning, Scenarios, Big Idea
B/COT, Circle, Stocks, Flows, Loops
Contexts, Design Challenges, PSE Type
Data, Automation/Programming
Entrepreneurship, Planning, Teamwork

18. Assessment Criteria
• Interpretive and analytical ability in
developing design challenges.
• Interpretive and analytical ability in
developing programming challenges.
• Intellectual initiative in research,
planning and development of solutions.
• Intellectual initiative in the articulation
and presentation.

19. Two Digital Technologies Contexts
• Data
• Programming / Automation

20. Two Design Technologies Contexts
• Engineering principles and systems
• Food and fibre production
• Food specialisations
• Materials and technologies
specialisations

21. Thinking Skills Development
• Teaching Design Thinking;
• Teaching Computational Thinking;
• Teaching Systems Thinking;
• Teaching Strategic Thinking; and
• Teaching Futures Thinking.

22. https://www.qcaa.qld.edu.au/p-10/aciq/p-10-technologies

23. Digital Technologies Challenges
Algorithmic Sequences (F-2)
Sensor driven interface solutions (3-4)
Sensor driven robotic solutions (5-6)
Database integrated automation
solutions (7-8)

24. Digital Technologies Challenges
Algorithmic Sequences (F-2)
Game based programming (Icon
Based) (Guessing Game 3-4, Maze
Game 5-6)
HTML Website Development solutions
(7-8)

25. Digital Technologies Challenges
Algorithmic Sequences (F-2)
Sensor driven interface solutions (3-4)
Sensor driven robotic solutions (5-6)
Database integrated automation
solutions (7-8)

26. Digital Technologies Challenges
Spreadsheet Decision Based Solutions
(3-4)
Expert System solutions (5-6, 7-8)
Spreadsheet data analysis (7-8)
Database and GIS driven websites (7-8)
Data Driven App solutions (9-10)
Cryptography and Object Oriented
Database Solutions (9-10)

27. Design Technologies Challenges
Making Toys, Puppet Show (F-2)
Repurposed Clothing, Lunch Item,
Pinball Game (3-4)
Healthy Drink, Security System,
Garden, Wildlife Protection System
(5-6)
Cultural Fusions, Farming, etc. (7-8)

28. Expectations for most students
• Present standard activities taken
directly from existing examples and
contextualised for the Gold Coast;

29. Expectations for some students
• Demonstrate that students will have
opportunities to develop a range of
learning outcomes as detailed in the
curriculum and you have made a
significant new contribution to the
project idea;

30. Expectations for a few students
• Incorporate, in an integrated way, the
development of the range of student
thinking skills into your design
challenges and show real innovation in
your project ideas.

31. Systems Thinking
Computational Thinking
Design Thinking
Futures Thinking
Strategic Thinking
Solutions Thinking

32. 3:16

33. 1:16

34. Models of integration

35. Service Connections

36. Symmetric Correlations

37. Syntegration

38. The Investigation stage
does not investigate the
problem to better
understand it
Common Unit Problems

39. Project is the teachers, with
students following directions
to support the creative ideas
of the teacher
Common Unit Problems

40. There is no opportunity for
students to be creative and
design their own solutions
Common Unit Problems

41. There is no demonstration of
the iterative nature of the
design cycle, using what was
learnt from evaluation to
inform further investigation,
generation and production
Common Unit Problems

42. It is an ICT unit that supports
the learning of another
learning area
Common Unit Problems

43. Evaluation is little more than
reflection, with no criteria or
possibility of failure
Common Unit Problems

44. Creativity

45. Creativity
Creativity is the process of having
original ideas that have value

46. 6:00

47. Creativity is the process of producing something that is
both original and worthwhile. Wallas (1926) presented one
of the first models of the creative process where creative
insights and illuminations may be explained by a process
consisting of 5 stages:
Creativity

48. preparation
preparatory work on a problem that focuses the
individual's mind on the problem and explores the
problem's dimensions
Creativity

49. incubation
where the problem is internalised into the unconscious
mind and nothing appears externally to be happening
Creativity

50. intimation
the creative person gets a "feeling"
that a solution is on its way
Creativity

51. illumination or insight
where the creative idea bursts forth from its preconscious
processing into conscious awareness
Creativity

52. verification
where the idea is consciously verified, elaborated, and
then applied
Creativity

53. 1:22

54. The best way to have a good idea is to have lots of ideas
Linus Pauling
Creativity

55. 2:53

56. There are three groups of creativity techniques:
Aleatoricism introduces chance into the creative process;
Improvisation encourages spontaneity and free thought;
and
problem solving has a wide range of tools and
methodologies that can support creativity.
Creativity Techniques

57. 1:24

58. Problem solving creativity techniques include:
TRIZ;
Brainstorming and Brainwriting;
Six Thinking Hats;
Think outside the box;
SWOT analysis;
USIT;
Five Ws;
Thought experiments; and
Dilemmas.
Creativity Techniques

59. 4:18

60. It is better to have enough ideas for some of them to be
wrong, than to be always right by having no ideas at all.
Edward de Bono
Creativity

61. More general approaches for inspiring creativity include:
Linking (word association);
Black Box (inputs and outputs);
Parallels (past solutions);
Variation (focus on a single tool);
Additive Examples (combinations).
Creativity Techniques

62. 0:57

63. Innovation is the development of new solutions, products,
services, and ways of doing.
Innovation is not just improvement but doing something
different rather than doing the same thing better.
Through Technologies education, students develop the
ability to be innovative, using their thinking processes and
creativity to develop novel innovations to solve problems
and develop opportunities.
Innovation

64. 1:14

65. Failure

66. 3:26

67. 0:27

68. Griffith University
Dr Jason Zagami
www.zagami.info