Digital Technologies is more than just learning to code. This post re-imagines the curriculum around blogging and explores how it maybe better integrated.
There has been a lot of discussion around the changes to the curriculum brought on by Digital Technologies. This is a part of a global movement to increase knowledge and understanding of the way the digital world works. It is a move away from the treatment of digital technology as solely being associated with ‘information and communication’. Some have maintained the two, while others seem to have made a clear break. The concern has been that for some digital technologies has come to equal coding in the classroom. (Listen to the Kin Lane and Audrey Watters discuss this on the Contrafabulists Podcast.) This problem though is only one part of a bigger story.
Digital Technologies is made up of a number of parts which combine into three strands: working with data, systems thinking and creating solutions. DLTV break this down into a focus on decomposing a problem and algorithmic thinking. Although there is a focus on ‘technology’, this change is as much about mindset as it is about skillset. This is something Doug Belshaw touches upon in his work on digital literacies. A focus on thinking means that many of the steps accounted for in the curriculum can be completed offline. See for example the work of Tim Bell. The real challenge therefore lays in how to integrate within the wider curriculum.
The biggest complaint I hear is how to incorporate Digital Technologies into an already crowded curriculum. To me, this misses an opportunity. I remember when the Victorian government brought in AUSVels, which called out a lot of new areas of learning, I attended a session that demonstrated the intent to focus on learning and inquiry. Instead, too many interpreted these new additions as silos to be further compartmentalised. I think that the Digital Technologies curriculum offers the same potentials and problems.
To model a possible integration, I took a look at the curriculum from the perspective of blogging. Many schools integrate blogging into their day-to-day practice. (See Adrian Camm’s work.) Here then is a breakdown as to how the Digital Technologies could be incorporated into the wider curriculum:
I am not saying that everyone should blog, even if I think that blogs offer a lot of potential. My intent here is instead to encourage others to think more divergently when approaching the Digital Technologies curriculum. Every context is different. I hope then that this example helps address that. So rather than jumping to the assumption that Digital Technologies simply means that every student needs to code, what ideas can you think of moving forward? As always, comments welcome and encouraged.
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