DFI - Computational Thinking

Dorothy underscored how “Empowerment” is a critical joist in the Manaiakalani kaupapa. An important distinction in the languaging of the programme is a preference for “empowerment” over “agency”which has been found to have negative associations for communities who have had a history with government agencies. Dorothy’s review of the hardship of low income families was sobering and emphasised the civic imperative for digital provision as one factor for affecting educational and social change. This reminds me of the research into the digital divide and notions of not just the first, but now the second - and third - digital divides (Deursen & Helsper, 2017).

While the initial (first) digital divide focussed on ameliorating the gap between the “haves and the have nots” through access to Internet connectivity, the ‘second’ goes beyond access to focus on the all important gaps between skills and adaptive capabilities, for example in leveraging the internet for social-economic advancement. It’s those second and third digital divides that are our challenge as Manaiakalani educators, and as Dorothy alluded to, improving social and cultural realities for students and families (third divide).

Connected to this idea is “What a Future Workplace looks like?” and Vicki took us on a Deep Dive to ask the important question of “how are we readying kids for these possible realities”? The 10 breakthrough technologies were an eye opener, particularly the G-PT3 technology in writing which is paving the way for mass-automated machine generated text. The TikTok platform has been pivotal for broadcasting content using new algorithms facilitating overnight celebrity status such as Josh Nanai, the student from Manurewa, who now has a Sony record deal from a global following facilitated through TikTok. Similarly, RocketLab, Trimble (e.g. smart milk tanks) and Rex Bionics are New Zealand industries and technologies that have forged cutting-edge breakthroughs, not only influencing the rest of the world, but current, mainstream jobs that were not even in existence a decade ago! 

   

For example, YouTube (and social media) content creators are lucrative prospects for young people these days, but unlikely to have been thought of as careers not so long ago.

An important aspect in the critique of new technologies includes of course the development of A.I and privacy, bias and other ethical considerations. The Moral Machine Activity was a fascinating look at the decisions that come with future technologies and the role of empowering young people to be critically literate about these uses. 

Kerry then took us into a Chalk ‘n Talk tour of Hangaro Matahiko and we had the opportunity to explore each of the progressions in the Computational Thinking strand. A very useful resource that Kerry played a role in Raranga Matahiko's Decoded for Learners which presents the PO’s in student-friendly language. I found the wide range of resources Vicki talked us through in the Coding | Tuhi Waehere session to be equally useful across the year levels. Of particular interest was the mahi by the Pt England Google on Air teachers (thanks Matt, Khismira, Clarelle and Danni) who give priceless advice on ways to engage students with Scratch and ways to integrate coding into the maths and literacy curriculum areas. Take a look here: Khismira, Clarelle, Matt and Danni. 

Today's Create

We had the opportunity to create with Jnr Scratch, Scratch, TinkerCad and 3D. I had a lot of fun (and a fair bit of tinkering!) using Tinkercad: