Day 2 – Connect: TESAC conference

Keynote: Culturally Responsive Pedagogy in Technology, Kurt Seemann, Associate Professor, Faculty of Design, Swinburne University

Presentation link

Design technology – something happening, people don’t believe there is a subject area.

What is it for? End with argument about what we can do that others can’t.

Culturally responsive means…

  • teaching to understand cultures based innovation as we link up like never before
  • working technologically is a form of social practice that transforms human knowledge
    • learn socially
    • e.g. spare thrower
  • design context and purpose is EVERYTHING
    • teach to build body of knowledge for different ‘bubbles‘ of context
    • the bubbles of context – things you include or leave out
    • teach to explore purpose and context
      • design purposes only makes sense when placed in it intended context of use
      • narrative approach – example rubbish in aboriginal community
  • metaphors and narratives can inform design education strategies
    • defining elements of a technology genre
    • familiar groupings that make sense
    • metaphors for communicating basic technacy systems rules
    • understanding links in our technolgy world
  • working technology has it owns unique way of making knowledge
    • ways of knowing slide
    • scientifically vs designing and working technologically
      • scientifically: i analysise, i discover
      • technologically: i synthesise, i design
  • ecology

Culturally Responsive Pedagogy: panel of expert practitioners

Embedded image permalink Student voice

  • Ako – to teach and learn. Be a risk taker as a teacher, try things out, challenge yourself, teachers are not experts, are not the font of all knowledge.
  • Learn about your students, listen to them,
  • Confidence – in digital technology – image permalink
  • Minecraft – daily club, 3 day episode, Y11 3D AS, Y12 Computer Science AS
  • Success cannot be defined by one learning area.

John Dobson

  • if you don’t get the culture right in your classroom, then the content is irrelevant
  • take the opportunity to be a dean as will give you an insight into how shitty some students lives are
  • all students are individual – “Your Pasifica”, “I’m Tongan”, 6 pasifica islands, students deserve to  be recognised for who they are and where they come from
  • Percentage of Māori and Pasifika students in a school.
  • Teachers part of the problem? Because they are big part of the solution.
  • Māori name – reason behind the name, take the time to learn the reason.
  • Assessment for learning – back after 3 days, individual feedback to each student within 5 days.
  • Critiquing other students work – got to get the classroom culture right first.
  • Aim –  to get students to take control of their own learning
    • getting them to trust each other and then critique each others work
    • building up a culture
    • “teaching” CAD –  let students learn it, they can help each other
      • (Y9 use Scratch?? have tutorials, videos and learn in first part of course)
  • Structure of subjects and timetable – students are learning 5 subjects a day!
  • Know what islands students come from. Know the local iwi in your area.

 Vocational Pathways – Geoff Keith

Embedded image permalink Creative industries have been added, now 6 parts to wheel.

Embedded image permalink

IPENZ and Future in Tech – Angela Christie

Technological Literacy – Dr Vicki Compton

Implications for teaching and learning (research)


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