Presentation to the Geography Teacher Association Conference 2017 @pkcc1

When I was 12 Dad purchased the Encyclopaedia Britannica thinking it was a guaranteed source of information for learning that would provide me with an A+ advantage.
Imagine my shock when I received a C+ because the map of the world had an outdated map of the USSR.
This was the first time I thought about the 1/2 life of facts.
Facts could change.

http://mccrindle.com.au/the-mccrindle-blog/gen-z-and-gen-alpha-infographic-...
Born since the year 2010 they are aged 0-5, they are the children of Gen Y, and there are 1.6 million of them in Australia. They are truly the millennial generation, born and shaped fully in the 21st century, and the first generation that we will see in record numbers in the 22nd century as well. They are logged on and linked up – known as ‘digital natives’. They are the most materially endowed and technologically literate generation to ever grace the planet!


GEN ALPHA FACTS

2.5 million Gen Alpha’s born around the globe each week
Most popular boys names: Oliver, William, Jack, Noah, Jackson
Most popular girls names: Charlotte, Olivia, Ava, Emily and Mia

What will Australia look like in 2034, the year when first cohort of Generation Alphas are in their early 20s?

The population of Melbourne will be 5.9 million (that’s larger than the whole of Victoria today).
Australia will have reached 32 million (up from 23 million currently).
The global population will be 8.8 billion (that’s twice what it was when the parents of Generation Alpha were born in the early 1980’s).
India will have surpassed China as the world’s most populous nation.
There will be more Australians aged over 60 than under 20 for the first time in our history (a sign of our ageing population).
Australia’s median age (where half the population is younger and half is older) will be 40. It was 29 when the parents of Gen Alpha were born.
The most common household type will be the couple, no kids households, for the first time ever eclipsing the nuclear family of today (couple with children).

Thinking about how we go about lead learning.

Think about your area of expertise and your passion for this area of learning.

What does it look like when you consider it through each of these lenses?

What does it look like for others who have other areas of expertise and passion?

What type of thinking, actions and organisation support lead learning in each of these three ways?

If you take the rationale and compare it to the rationale of another learning area you are able to see the similarity in language and concepts. A useful process for stepping into other areas and connecting geography to them.

You will find many similarities and connections to the geography curriculum with the digital technologies subject.

Have a go.

To make sure that your teaching and learning is up to date, consider this call to action 2&20.

Make 20% of what you do today, things you couldn't or didn't do 2 years ago.

Remember that the ICT General Capability is different to the Technologies Learning Area in the Australian Curriculum.

http://www.australiancurriculum.edu.au/generalcapabilities/information-and-...
In the Australian Curriculum, students develop Information and Communication Technology (ICT) capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. ICT capability involves students learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment.

To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities. Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts. They transform the ways that students think and learn and give them greater control over how, where and when they learn.

The nature and scope of ICT capability is not fixed, but is responsive to ongoing technological developments. This is evident in the emergence of advanced internet technology over the past few years and the resulting changes in the ways that students construct knowledge and interact with others.

Students develop capability in using ICT for tasks associated with information access and management, information creation and presentation, problem-solving, decision-making, communication, creative expression and empirical reasoning. This includes conducting research, creating multimedia information products, analysing data, designing solutions to problems, controlling processes and devices, and supporting computation while working independently and in collaboration with others.

Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these across environments and applications. They learn to use ICT with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities.

Information and Communication Technology (ICT) capability This icon shows where ICT Capability has been identified in learning area content descriptions and elaborations.

The Technologies Learning Area is made up of 2 subjects:

Design & Technologies

https://www.youtube.com/watch?v=6zgdVc6U_2I&t=188s

Digital Technologies

https://www.youtube.com/watch?v=CrL8lqJkvAE&t=59s

Some other videos that might be useful:

https://www.youtube.com/watch?v=1YDCT-DuNf4

https://www.youtube.com/watch?v=ogp6g-g0aS0

https://www.youtube.com/watch?v=CMUkJ3qLoVw&list=PLDoJAB5mpukNyBS9MO99CroUx...

https://www.youtube.com/watch?v=_lvhU_CVJHo&list=PLDoJAB5mpukNyBS9MO99CroUx...

A short animation I made for Computational Thinking:

https://www.youtube.com/watch?v=gy4MZW_fKcw&t=4s

A short animation I made for Systems Thinking:

https://www.youtube.com/watch?v=-XfmhTmjAP4

A short animation I made for Design Thinking:

https://www.youtube.com/watch?v=Ald13Aq1HE0&t=2s

Many of the concepts and processes involved in each of these ways of thinking are useful for your work in geography.

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

http://www.hippasus.com/rrpweblog/archives/2014/08/27/SAMRInTheClassroom.pd...

SAMR in 120 seconds

https://www.youtube.com/watch?v=us0w823KY0g

TPACK Model

Bringing Technology, Pedagogy & Content Knowledge together to design learning

https://www.youtube.com/watch?v=FagVSQlZELY

Seely-Brown Keynote, well worth the 11 minutes to watch

https://www.youtube.com/watch?v=fiGabUBQEnM

Humans Need Not Apply. How will automation change everything?

https://www.youtube.com/watch?v=7Pq-S557XQU

The Fourth Industrial Revolution:

https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-wha...

The Half Life of Facts:

http://www.arbesman.net/the-half-life-of-facts/

https://www.youtube.com/watch?v=GaxYnvd7YAM

http://thinglinkblog.com/

Easy to use tool for curating digital content and as a way for learners and yourself to organise what you know.

A place for How To Makers:

https://snapguide.com/

Makers Empire

https://www.makersempire.com/top-10-geography-focused-3d-design-challenges/

All Things 3D Printing and there is careful consideration for Learning Design as well as The Teaching for Effective Learning Framework

https://www.makersempire.com/

Winner of the 2016 iAwards National for Australian Primary Learners

http://indaily.com.au/arts-and-culture/design/2015/07/15/kids-minecraft-des...

Zombie-Based Learning (ZBL) is the brainchild of David Hunter, a former teacher from the Bellevue Big Picture school, in a suburb of Seattle, Washington. Big Picture was converting to 100% Project-Based Learning at the time, and David was heavily involved in designing core curriculum there. ZBL got its start in June 2012 from the generosity and support of private donors on Kickstarter, the public crowdsourcing platform. David’s goal was to develop innovative curriculum that was engaging yet academically rigorous, for learning both inside and outside the classroom, and the public response generated 240% of his original funding goal.

http://zombiebased.com/

This is a picture of the bridge in Adelaide SA that crosses the Torrens River.

What questions does it raise, for example, how do you get cement to set in water?

Use a local context with a visual that will support learners asking themselves questions.

The Australian STEM Strategy:

http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Na...

Unpack the Digital Technologies Curriculum one step at a time. Find great lesson ideas linked to the curriculum, explore strategies and advice from Australian primary and secondary schools and more.

https://www.digitaltechnologieshub.edu.au/
What is the Digital Technologies Hub?

Digital Technologies Hub Logo The Digital Technologies Hub aims to support Australian teachers, students, school leaders and school communities to engage with the Australian Curriculum: Digital Technologies. The project is funded by the Australian Government and leverages off work undertaken in a range of states and territories, as well as curating resources freely available internationally.

The Digital Technologies Hub includes:

over 250 resources to support teachers working at all bands of the Australian Curriculum with links to the content descriptions
39 new learning sequences supporting all 5 bands of the curriculum
case studies of school practice
resources for students
resources for parents and school communities
a searchable resource bank.
Three more years of resource development will include:

High-quality resources for supporting assessment of progress in Digital Technologies
Think like an Inventor resources for 3 band levels of the curriculum
Resources purpose-made for students in Years 9 and 10
User-functionality so you can personalise your use of the site
And much more!
The project is managed by Education Services Australia on behalf of the Australian Government Department of Education and Training.

Automation, understandings over time, things leading up.
Long-term data collection.
Coding in Geography helps us understand our world in a way we couldn't without it.
From drawn to digital, real-time. Before, during and after as well as next.
What does this mean for learners?
See that learning tech has a place.

https://www.kodable.com/infographic

https://www.edutopia.org/blog/7-apps-teaching-children-coding-anna-adam

https://www.commonsensemedia.org/lists/coding-apps-and-websites

Coding resources via te Australian Digital Technologies Hub:


https://www.digitaltechnologieshub.edu.au/search#/site-search?pageNumber=1&...

Proximity questions are those that a learner might ask just because you are near them.

How do you respond so that they are doing the thinking?

Creating better questions:

http://blog.iqmatrix.com/better-questions

From telling to asking, a very powerful strategy to improve your work today:

http://www.acleadersresource.sa.edu.au/index.php?page=into_the_classroom

Make sure the kids are doing the thinking:

The Black Dog Riddle
https://www.riddles.com/archives/1321

A short sequence that you might like to follow when considering using Technology as a Capability as well as a Learning Area with Geography.

It's a thing!

App smashing:

App Smashing is the process of using multiple apps to create projects or complete tasks. App Smashing can provide your students with creative and inspired ways to showcase their learning and allow you to assess their understanding and skills.

http://k12technology.weebly.com/app-smashing.html

https://au.pinterest.com/sportynikstar/app-smash/