Technology past and present
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Limited, low, or no vision: For those with limited, low, or no vision, as an alternate to letting students feel and touch past and present artefacts of technology, you could play relevant videos with sound and commentate on the visuals. You could play the same song on vinyl/cassette and then CD or a digital music streaming service such as Spotify as a prompt to discuss the improvement in sound quality through technological development. |
Display the three slides 1–3. As you do, refer to the item/s on each one, and initiate discussion. Ask students to consider the function of each item and describe how each has changed over time.
Discuss aspects such as size, materials and components.
Slides 1 and 2
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Additional scaffolding: To further create engagement, you could prepare for this lesson by sending home a note to parents inviting them to send in an artefact of technology (e.g. an old VHS tape) which their child can demonstrate to the class or show in small group discussion. |
Slide 3
Click to reveal the first image of a very old phone.
Slide 4
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Limited, low, or no vision/ Limited abstract thinking skills: You may choose to only briefly run this activity and lead the discussion without requiring all students to participate as those with limited, low, or no vision, as well as those who find abstract concepts challenging, may not be able to fully participate. |
Invite each pair to share responses with the wider group. Suggestions include:
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Additional scaffolding/ Limited abstract thinking skills: This task can be undertaken as a whole class or students may work in pairs or small groups. The level of support provided will be dependent on year level. Prep/Foundation students may require support. You may wish to project the blank worksheet on the whiteboard and fill it in as a whole group. |
(Note: The above language may need to be modified to suit the year level of the students. Students would be more familiar with the term computer, so it can be used to explain what is meant by a digital system)
You could also focus on the skillset and mindsets that learners might need to adopt and use during this project, this ties in with the Creative and Critical Thinking Capabilities. Read the effective teaching section, learning: knowledge and beyondfor further guidance on this.
Look at Slide 1
Find out what students already know about digital systems.
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Additional scaffolding/ Limited abstract thinking skills: You may wish to modify the wording (and amount of words), as well as the technical language and jargon, on each slide depending on the ability levels of your students. |
Look at Slide 2
Look at slides 3 and 4 and discuss the examples of hardware visible on the slides. Include these in the items on the list in the table you created, if they are not already present.
Display Slide 5 (select the Play button at bottom left of the screen).
Ask students if they can name some examples of software, for example: What program/apps do we use to draw? What program/apps do we use to present information? What program/apps do we use to edit and share our photos? What program/apps do we use to play games?
Include these examples on the table you created, in the column titled 'software'.
Display Slide 6 and discuss briefly.
Display Slide 8.
Display Slide 9
Suggestions:
This task will need to be modified according to context (for example, student age and ICT capability; digital systems available within the class and school; level of support required; differentiation to suit diverse learners).
Suggestions:
Explain the task. (It may be useful to create a student task sheet to provide explicit details of what is required.)
Students are required to:
Optional suggestions include:
Provide students with examples of software that may be useful e.g.
Provide students with the worksheets to complete independently:
Alternatively, use the slides (10, 11 and 12).