Keynote: Culturally Responsive Pedagogy in Technology, Kurt Seemann, Associate Professor, Faculty of Design, Swinburne University
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
Culturally Responsive Pedagogy: panel of expert practitioners
- Alfriston College – presentation
- TEXAS – http://www.literacy.school.nz/
- 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 – http://pechakucha.co.nz/
- Minecraft – daily club, 3 day episode, Y11 3D AS, Y12 Computer Science AS
- Success cannot be defined by one learning area.
- 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)
can students learn by themselves? students say teach me? Who taught them how to use xbox? playstation? #tesac
— gmacmanus (@gmacmanus) October 7, 2013
- 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.
Creative industries have been added, now 6 parts to wheel.
- Why are we doing this work?
- Why Vocational Pathways?
- Why a youth guarantee? http://youthguarantee.net.nz/start-your-journey/
IPENZ and Future in Tech – Angela Christie
- Support for Schools – presentation
Technological Literacy – Dr Vicki Compton
Implications for teaching and learning (research)