Assessment Task 1A

This course has opened my eyes to a new way of approaching challenges. It has changed how I attempt tasks and how I view the use of digital technology in a classroom. When the course first started I had no idea what it would entail but straight away I got the idea from one of the first activities we had to do that this course challenge me. We were asked to view videos on what the attributes of a designer were. They said things like; curiosity, thinking outside the box, attention to detail and executing good design. You can see others in my blog post here. These helped me to realise that this course was going to push me to step outside my own little bubble and attempt things I have been scared to do before, things like blogs, wikis, wordclouds and mindmaps. I was scared and excited all at once.

We were introduced to ‘The Design Cycle’ (view example here).  A concept I had never heard of. One that the more I looked at the more it became clearer. The design cycle would be a platform to follow once I came up with a design challenge to implement in a classroom setting.

This design challenge in itself became a challenge. I didn’t know what kind of design I needed to come up with. Eventually after flicking through online sites I decided on a challenge that enabled children to make a gift for christmas. The gift was to be a personalised candle. This would incorporate a few different elements. In the planning process of the design cycle I wanted my students to come up with ways they could transfer the image they created onto a candle.  This was outlined in the product overview on my wiki. Thinking back on this section of the design cycle I would incorporate more research and experimental processes. Hands on attempts to transfer the image using a few different methods that the students came up with themselves. This would incorporate learning outcomes from ‘Design and Technologies Knowledge and understanding’ as outlined in my wiki (Learning outcomes from the Australian Curriculum).

I discovered that the design cycle could work in many different ways. It was not designed to only follow one pattern. It gave me ideas to follow in each section but I didn’t need to do them necessarily one after the other. I could create something, then investigate it or I could investigate it, evaluate it and then create it. As children’s minds work in different ways this open thinking using the design cycle could enhance my classroom. Children could work at their own pace, getting ideas down, creating items and evaluating design, basically owning their own work. This would lead to the atmosphere of a co-constructed classroom where they could teach me and each other. You can read my thoughts on a co-constructed classroom here.

While creating documents associated through the design cycle I came across a few problems. As my target age group was year 3-4 I thought that the risk assessments and design specifications would be too hard for them to grasp. In my own classroom I would change these to cater for a younger age group. I would incorporated more brainstorming of ideas towards the risks and find creative ways they can represent the results.

A big lesson I learnt from this design challenge was learning to work collaboratively. I tend to like to work independently and feel a bit apprehensive about others seeing my work. To be put in a group where I had to share my ideas was very scary. Through being forced to work in a wiki with others I can now see the benefits of this and how it can help me as a teacher working with other teachers and help my students benefit from working collaboratively with other students. Through the wiki I was able to give and receive feedback. By working collaboratively through this medium I could see the benefits of other peoples perspectives on things. Questions were asked about things I didn’t think to put in my design and I was then able to change. I could also help others in my group by giving them a ideas on challenges they had. My thoughts on this can be found here. 

This topic has opened me up to a whole new world to include in my classroom pedagogy. My understanding of digital technology in a classroom before this course was interactive whiteboards and online maths programs. I now see the amazing opportunities my students will have if I incorporated all the different aspects of digital technology into my classroom and how their minds can be opened to all possibilities. Wilson and Harris (2004) said, subjects like art, music and technology allow for the expression of multiple intelligences because they allow for a range of domains to be uncovered. How exciting for our students to be allowed to experience all this in their classrooms.

Reference:

Wilson, V., & Harris, M. (2004) Creative change? A review of the impact of design and technology in schools in England. Journal of Technology Education. 15(2), 46-65