Getting started as an Out-of-Area Digital Technologies Teacher
Written by Grok Academy
Have you been asked to teach Digital Technologies (DT) but have limited background knowledge? This is a fairly common occurrence, with AITSL Teacher Workforce Data stating that 44% of Technologies teachers are out-of-area[1]. Join Chad as he shares his (pretty wild) journey from DT teacher novice to expert!
Why did you start teaching Digital Technologies?
When taking a relief lesson for the Technologies teacher, I noticed he was running programs that were mostly about Engineering using LEGO Mindstorms. Prior to taking this class, I had been interested in how software development would be an important future career choice for students. In addition, I remembered that I had seen a competent Digital Technologies teacher at another school run a fun lesson using the same types of robots in a sumo wrestling-esque activity. I decided to take the opportunity to add some coding to the lesson he left me and using the help of YouTube, I managed to replicate the lesson. I also realised I didn’t truly understand what was happening. Regardless, the lesson was a success and the students were really engaged!
To my surprise, the following day, I was asked if I was interested in running the Digital Technologies program. I was keen, but nervous. I had so many questions - What’s in the curriculum? What are the best resources for teaching this subject? What devices do I need to engage students? - and no one at my school to help with the answers.
Did you already know how to code?
No. Prior to this opportunity, I had tried learning to code with a book and an online course that lacked interactivity and imagination. I gave up due to boredom and confusion. I knew that wasn’t going to be the best way for me to learn how to code. I needed something that gave me regular feedback and allowed me to explore this content area at my own pace.
I heard about Grok Academy[2], which I found really engaging and well scaffolded. I constantly looked forward to reading the next scenario and solving the next problem. I was able to work through a course and then assign the same course to the students. This really helped me to support my students because I had to face some of the same hurdles. If I hadn’t done the problems first, I would have been much more nervous setting the same task for my students.
Sometimes, however, students would still come up with a really curly question or get themselves into a scenario that I couldn’t have predicted and/or answered. I took this as a great opportunity to show the students the process of finding the answer – which is actually so much more important than having the answer!
Where did you go from there?
Once I had learnt the fundamentals of coding, my next challenge was knowing how to use coding to solve real-world problems rather than just going through a course on a platform. I realised by this time that a problem-solving mindset was the most crucial aspect of the curriculum[3] that I wanted my students to discover.
I set my students a project to consider how an electronic soccer goal would work. Using the BBC micro:bit as a buzzer and scoreboard, the challenge was set to make sure that the score incremented each time the ball hit the net.
There were so many points during this process where challenges were faced! As a result, it gave me a real understanding of the importance of breaking the problem down into small parts that we had to solve individually, known in the curriculum as decomposition. For example, in this project I made one program to check that the circuit worked, one to make sure the buzzer fired, and another incremented the score each time a goal was scored.
Students loved this project. The classroom was a hive of activity as students worked with cardboard, wires, alligator clips, speakers and the coding editor. It was exciting watching them celebrate the success of what they had built themselves, by playing a game of soccer using technology that tracked the score!
What other things helped to support you?
On a day-to-day level, I found the CS Unplugged [4] resource by Tim Bell particularly useful for teaching data representation and David Grover’s book Digital Technologies for the Australian Curriculum for Years 7 and 8[5] helpful to introduce students to digital systems. In addition to Grok Academy, other resources I found myself returning to were the Digital Technologies Hub[6] and the University of Adelaide’s CSER Digital Technologies MOOCs[.7]
I also joined the Digital Technologies teacher association in my local area, the Tasmanian Society for Information Technology in Education (TASITE)[8] so that I could connect with other teachers and attend their professional learning events.
I was very lucky that my school leadership was extremely supportive and believed in the importance of Digital Technologies. As a result, they supported me in attending any professional learning that I needed to develop the skills to effectively teach the subject. For example, they arranged for me to attend the NCSS Summer School[9] over the January break. This was truly the most effective professional learning I have ever undertaken, and it supercharged both my knowledge and passion for teaching Digital Technologies.
What advice would you give someone else who is just starting their Digital Technologies teacher journey?
First of all, seek out a Digital Technologies teacher in your area and collaborate. If possible, watch one or two of their lessons. You can learn so much watching a master at work! Having a community is so important to share ideas and to support one another in what can sometimes be a lonely learning area.
Next, I would recommend joining your local Digital Technologies teacher association as they have a genuine interest in the subject and are there to support you. There is one for every state and territory and they run regular professional learning and networking events. Find the one in your state by contacting the Australian Council for Computers in Education (ACCE)[10].
In addition, find some quality professional learning to engage with. Whilst you may not be able to attend a 10-day professional learning event in your own time, professional learning is essential for teacher growth and improving learning outcomes. True professional learning should be more than just a one day course, so find something that is intensive or offers long term support and actively engage in it. Remember, the curriculum is just the starting point! Seek out the numerous quality supporting resources out there that have been developed by passionate Digital Technologies advocates.
Furthermore, school leadership support is critical. On this journey you need to develop an open and collaborative partnership with your school leaders.
Finally, you may feel as though you are failing your students by not knowing an answer on the spot. In reality, whether you are a teacher or a student, discovering the answer is some of the most valuable learning.
Just remember, don’t be afraid to give it a go! You’ve got this!
[1] AITSL Teacher Workforce Data
[2] Grok Academy
[3] Digital Technologies Curriculum V9
[4] CS Unplugged
[5] Digital Technologies for the Australian Curriculum Years 7 and 8 Workbook
[7] CSER MOOCs Digital Technologies Professional Learning
[9] NCSS Summer School: The NCSS Summer School is an intensive 10-day computer science program offered to students in years 10 and 11 which also has a teacher professional learning stream.
[10] Australian Council for Computers in Education (ACCE)
For more information and to register for for the Grok Stream: Building Digitally Capable Learners
Melbourne: https://www.nationaleducationsummit.com.au/melbourne/grok-stream
Brisbane: https://www.nationaleducationsummit.com.au/brisbane/grok-stream
