Grammar Gazette- Issue 1, 2010

TECHNOLOGY STUDIES

THE IMPACT OF TECHNOLOGICAL CHANGE Mr Shane Skillen Co-Director

Modern research in neurobiology verifies that the stimulation human brains receive changes their structure, affecting the way people think, and these transformations continue throughout life.

Teaching technology can be rigorous. Not only does the technology change, but the context in which it is used frequently changes.This is reflected in our curriculum as we continuously introduce new units of work and assessment instruments that mirror these industry shifts. This, in turn, necessitates rolling assessment items down a year level and making decisions about redundancy of content while being mindful that our students have varying degrees of prior knowledge and ability in relation to technology.The Faculty is constantly alert to next practice and how best to implement it while taking into account that, due to continual technological advances, we need to be prepared to progress to new technologies when they arrive. While technology has changed society in many positive ways,

In his paper “Do they really think differently?”Marc Prensky (2001) discusses the “plasticity” of the brain and theorises that the influence of computers and digital media has significantly changed the way that youth learn. Technological change has not only shaped our students’ learning styles, but all areas of campus life, particularly the Technology Studies Faculty. While the Faculty’s core business is classroom teaching, our responsibilities encompass technology resourcing, staff support, the maintenance of tertiary and industry links, active participation in committee groups, co-curricular involvement, and cyber safety presentations.The co-directorship of the Faculty is just one strategy employed to effectively manage these diverse activities. Within an educational context, the

it has also had a negative impact with respect to the safety of our children. Our student care programme has a strong emphasis on internet safety, cyber bullying, and ensuring students are aware of their digital footprint. For the past five years, the Technology Studies Faculty has been presenting to parents, colleagues, and student groups in a structured annual programme.The curriculum from Year 8 to Year 12 encompasses

It is imperative that our young women leave the School empowered by the knowledge of how to conduct themselves safely in these environments

Technology Studies Faculty (or equivalent) is usually involved in technology resourcing and training for the wider school. As we are fortunate to have a dedicated Computer Support team at Brisbane Girls Grammar School, the academic staff of the Technology Studies Faculty act as intermediaries for other teachers, offering

the use and misuse of technology, cyber safety, and digital ethics and responsibility. It is imperative that our young women leave the School empowered by the knowledge of how to conduct themselves safely in these environments. Technology is in a permanent state of flux. Technology Studies teachers and students are constantly adapting to, and welcoming, this change. Reference: Prensky, M. (2001). Do they really think differently? Retrieved March 2010, from http://www.marcprensky.com

advice in relation to the pedagogical implementation of technology. Recently, the Faculty initiated the introduction of a dedicated learning management system and linked the School with Education Queensland’s “learning place” initiative. We also regularly identify online learning portals to supplement professional development and classroom programmes. The creation of digital learning objects has had a significant influence on the Technology Studies curriculum. In this situation, students learn through teaching others.This is, of course, something that all teachers can relate to; however, it is also an important aspect of personal development. Imparting or sharing knowledge is one of the best ways that students can reinforce their own understanding.

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grammar gazette AUTUMN 2010