Women in Digital Technology

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Hello, welcome to the engaging Young Women in Digital

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Technologies webinar series.

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I'm Dr. Christie Osborne from the Australian Council

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for Educational Research.

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Before we begin the webinar series, I would just like

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to begin by acknowledging the wary people

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as traditional owners of land that I'm presenting from today

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and pay my respect to the elders past and present.

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So some background to the webinar series.

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It was in 2022 that a CR conducted research for C-S-I-R-O

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and it was funded by the Australian government.

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This research was on focusing on factors influencing young

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female student participation, digital technologies,

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education, both in school settings

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and in digital technologies outreach programs.

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Now you can read about the full findings on the CSRO

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website, but some

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of the important points from the findings are as follows.

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So, female students do outperform their male peers in

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digital literacy tasks in general,

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but they also in general report less engagement

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and are less likely to aspire to STEM related careers.

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We also surveyed teachers

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and students as part of this research

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and what we found was that more primary teachers

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reported lacking confidence in teaching digital technologies

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compared to secondary teachers.

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We also found two main findings for ways

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to engage more girls in digital technologies classes.

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The first is to challenge stereotypes in the classroom.

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There's a lot in the media about what somebody

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that's into computers and it looks like

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they don't tend to be women.

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So it's important to be able to challenge those stereotypes.

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But it's also very important to include tangible,

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real world inclusive context in your classroom materials.

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And this is because obviously it means that it's easier

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for students to see the real world application

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or the importance of what they're learning in the classroom

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and it just gives them a better understanding of

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how digital technologies can be used today.

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It was actually found to be more important

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for girls than boys

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that these world world contacts are

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included in classroom materials.

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There's quite a few facilitators to the webinar series.

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As I mentioned before, my name is Christie.

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I'm a senior research fellow at the Australian Council

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for Educational Research.

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My background is physics for the most part,

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so I'm a physicist as well as a secondary

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and university physics teacher.

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I've also got a keen interest in computational thinking.

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So my research work

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before I joined a CR was in computational electrodynamics,

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which means how does light interact with nano structures?

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And we looked at that using computer simulation.

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So we would actually simulate solar cell designs, uh,

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new types of sensors for detect

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and trace amounts 'em out to chemicals.

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And we were even looking at electromagnetic induced

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transparency, which means cloaking or invisibility.

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So I'm a keen interest in physics, math, and comp thinking,

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but I've also taught for many years in secondary

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and university settings.

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Throughout the recordings you'll see other facilitators

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you will hear from D Taylor D works at the Young Indigenous

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STEM Academy at CSRO

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and is a digital technologies teacher.

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You'll also hear from Dr. Sarah Buckley,

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who is also a senior research fellow at the Australian

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Council for Educational Research.

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You'll hear from Ale Crow

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who works at CSRO in the education outreach space.

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And Graham Bucky as well

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who is also in the education outreach space at CSRO,

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I'll allow the rest to introduce themselves when they do

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their modules

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Series would not be possible without the sponsorship

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of the A UDA foundation.

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So they have sponsored the webinar series

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to ensure it's free so that we can do these recordings,

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upload them on the CSRO website

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so that they can be watched back.

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And we've also developed some classroom resources.

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So we wanna thank the A UDA foundation for their support.

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The series consists of two parts.

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The first part is a theory part,

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it is about the new version nine strain curriculum

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and digital technologies and also on the factors

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that impact on engaging young women in

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digital technologies classes.

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The second part is more hands-on.

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It's about how you put the research into practice.

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So it's about designing your own lesson plans

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and we also show some of the lesson plans

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that we've designed, some

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of our thinking processes behind them.

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These recordings will be hosted on the CSRO website along

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with the classroom examples.

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And again, thanks to the a UD foundation

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for sponsoring this work.

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So I'll be doing the first module.

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This is really to set the scene

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before we move into the later modules.

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This module is all about what is the differences

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between version 8.4,

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the digital technologies curriculum and version nine.

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Let's talk a little bit more about the

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technologies curriculum.

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In the technologies curriculum, you have two parts.

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You have design and technologies and digital technologies.

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And what we're focusing on in the webinar series is the

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digital technologies component.

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In digital technologies.

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The main goal is for students to use computational thinking

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and systems thinking to define design

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and implement digital solutions for authentic problems.

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So you can already see that getting these real world

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tangible context into the classroom is not only helpful

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for engaging more girls in digital technologies,

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but it's also part of the curriculum.

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So there have been some changes going from version

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8.4 to version nine.

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As you can see, digital technologies contains knowledge

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and understanding and processes of production skills.

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So inside the processes of production skills,

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you can see that we now have a new subst strand right down

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the bottom here called Privacy and Security.

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We've also moved from collecting, managing

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and analyzing data to acquiring,

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managing and analyzing data.

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And acquiring has been used because it is a broader term

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and encompasses the act or process of obtaining data,

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which includes data transformation and purchasing.

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Now the privacy and security is a really big element

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of the new curriculum.

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So it is its own new subst strand.

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And if you take a look, especially since covid, it's become

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so important when it comes to privacy and security.

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And in our research findings, it was actually one

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of the things that did deter parents supporting women,

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uh, young women or girls in digital technology education.

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They were more concerned about their privacy on the internet

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and being safe on the internet.

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So if we take a look Australia's cybersecurity strategy in

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2020, what its focus is on is the importance

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of everyone playing their role

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to ensure Australians are secure online.

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Inside the policy, you can see

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that there's things like develop new government

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capabilities, incentivize industry to protect themselves

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and their customers, build trust in the digital economy

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and support the community to be secure online.

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I mean we rely so much on the internet now I recently moved

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to a different part of Australia

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and I'm still letting my way around.

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And the reason I'm bringing this up is I don't know

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what I would do without my mobile phone

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and access to the internet.

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So of course when things happen like cybersecurity threats

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or just to say that to see cable goes

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and we lose our network connections,

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it can be quite difficult for people to get money out

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or find a place they need to get to.

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And being safe and secure online has just become more

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and more important since covid.

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A lot of us work from home,

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but it's actually driven the usage

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and the reliance on online connectivity.

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And of course in this new era we have

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to be very concerned about cyber threats

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and that can be anything from stealing intellectual property

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to stealing money and stealing people's identities.

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So a car has put out the following statement, they wish

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to help position our students to play a positive

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and confident role in protecting themselves, their families,

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their communities and and the nation as a whole from a range

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of emerging threats to our privacy and security.

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So you'll see in the new curriculum that there is

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that substrand privacy and security

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and we'll be touching on that a lot in this

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part of the webinar series.

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What I'm actually going to do is I'm going

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to just talk about the changes for each year level.

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So I'm gonna start with foundation.

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So foundation's completely new

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in the sense it's got its own

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achievement strand for the first time.

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Normally it doesn't have an achievement standard.

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It is normally in between foundation and year two,

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but there it has its own achievement statement.

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So by the end of foundation

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or prep, it's expected that students will show familiarity

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with digital systems and use them for a purpose.

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They should be able to represent data using objects,

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pictures and symbols,

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and identify examples of data that is owned by them.

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So in the substream privacy

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and security, which is due,

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we have the following new descriptor.

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It is identify some data that is personal and owned by them.

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So that's what we're expecting at the prep stage for them

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to be able to identify data and whether it's personal

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and owned by them or it's public.

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So they should be able to see like photos of themselves

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and understand that's personal data.

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And if they see photos of like the local post office,

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they'll know that that's public data.

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It's also expected that they should be able to understand

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how websites might show others their personal data.

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For example, their username for online games.

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So maybe they'll just use their first name

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and not their full name as the username.

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But yeah, in prep we're expecting some very simple

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ability to categorize between public and private data.

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So here we go. This is funder street station.

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This is a picture of me.

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So obviously the picture of me is personal data

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and this picture here is public.

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Let's talk about years one to two.

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One of the big differences in years one

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to two when you look at the achievement standard is it now

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contains the following sentence.

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They follow and describe basic algorithms involving the

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sequence of steps and branching.

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Now they do back in version 8.4 talk about steps

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and decisions is just that the language has now changed.

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So the word algorithm is a new word.

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Uh, previously it wasn't mentioned until years three

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to four in version 8.4 of the curriculum.

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But now we're introducing the concept

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of algorithm in earlier years.

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So what this actually looks like,

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if you take a look at the descriptor here,

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this is a new descrip.

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Jenna says, follow and describe algorithms involving a

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sequence of steps, branching decisions

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and iteration repetition.

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So identify the decisions needed to solve a problem

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and the next steps to follow in each case.

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For example, if it's raining, take a raincoat.

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Otherwise take a hat

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and have these two new descriptors for the new privacy

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and security substrat.

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So the first descriptor

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that you can see here is access their school account

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with a recorded username and password.

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And the second one is discuss at some websites

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and apps, store their personal data online.

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So for this year, group the elaborations of the curriculum,

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looking at things like logging into a school computer using

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a username password with details given to them on a card.

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And sharing examples of data collected

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by websites they commonly use such as A, B, C, reading eggs

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so they can see that their data must be getting stored

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online so that they can see their progress as they go

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through the reading eggs program

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in years three to four.

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By the end of years four, we would expect students

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to be able to create simple digital solutions

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and use provider design criteria

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to check if solutions meet user needs.

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Students process and represent data for different purposes.

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00:12:45.795 --> 00:12:47.915
They follow and describe simple algorithms involving

266
00:12:47.915 --> 00:12:48.955
branching and iteration

267
00:12:49.375 --> 00:12:51.395
and implement them as visual programs.

268
00:12:51.635 --> 00:12:53.715
Students securely access and use digital systems

269
00:12:54.215 --> 00:12:56.155
and their peripherals for a range of purposes,

270
00:12:56.155 --> 00:12:57.435
including transmitting data.

271
00:12:57.985 --> 00:13:00.715
They use the core features of common digital tools to plan,

272
00:13:00.715 --> 00:13:02.275
create, locate, share content,

273
00:13:02.775 --> 00:13:04.715
and to collaborate following agreed behaviors.

274
00:13:05.115 --> 00:13:06.915
Students identify their personal data stored online

275
00:13:06.915 --> 00:13:07.915
and recognize of it.

276
00:13:10.715 --> 00:13:12.775
So as I'm going through these, I just wanna highlight,

277
00:13:12.775 --> 00:13:15.375
you can see at the bottom of each slide, uh, reference

278
00:13:15.375 --> 00:13:16.375
to the QCAA.

279
00:13:16.565 --> 00:13:18.695
They actually have resources showing the differences

280
00:13:18.695 --> 00:13:20.495
between versions 8.4 and version nine.

281
00:13:20.495 --> 00:13:22.015
And the Acara website also

282
00:13:22.635 --> 00:13:24.335
has some resources along these lines.

283
00:13:25.355 --> 00:13:27.575
But let's just talk about the new descriptor here.

284
00:13:28.075 --> 00:13:30.295
So we have a new descriptor defined problems

285
00:13:30.415 --> 00:13:33.935
with given design criteria and by co-creating user stories.

286
00:13:35.075 --> 00:13:36.975
So we've got some new terms happening here.

287
00:13:36.975 --> 00:13:38.535
So we have the term design criteria,

288
00:13:39.235 --> 00:13:41.135
and this is really about the criteria used

289
00:13:41.135 --> 00:13:44.055
to determine if the proposed solution matches the desired

290
00:13:44.055 --> 00:13:48.105
requirements while user stories are descriptions

291
00:13:48.105 --> 00:13:50.145
of key features that end users want from

292
00:13:50.145 --> 00:13:51.225
their digital solution.

293
00:13:54.295 --> 00:13:56.515
So there's an excellent work sample up already

294
00:13:56.695 --> 00:13:59.915
for this year level and it's called rescuing Rapunzel.

295
00:14:00.255 --> 00:14:01.795
And in this example,

296
00:14:02.225 --> 00:14:04.275
what you can actually see is how to write a user story.

297
00:14:04.275 --> 00:14:06.355
So it gives you a template of what's expected

298
00:14:06.415 --> 00:14:08.875
of the students when it comes to writing a user story.

299
00:14:11.855 --> 00:14:15.115
So you can see for this scenario, Rapunzel has fallen

300
00:14:15.115 --> 00:14:16.635
inside her tower and broken her leg.

301
00:14:16.655 --> 00:14:19.155
The ambulance rescue team need a way to rescue her quickly.

302
00:14:19.655 --> 00:14:22.915
We need to design device and a program to rescue her.

303
00:14:23.965 --> 00:14:28.185
So for the user story, you user template A over the user is,

304
00:14:28.725 --> 00:14:32.145
has whatever the goal is so that whatever the reason is.

305
00:14:32.605 --> 00:14:37.065
So in this case, the user rescue team has the goal

306
00:14:37.065 --> 00:14:38.345
of reaching Rapunzel

307
00:14:38.805 --> 00:14:40.625
and the reason is so they can fix the leg

308
00:14:40.965 --> 00:14:42.185
and that is the user story.

309
00:14:45.135 --> 00:14:47.955
Now the work samples are annotated on

310
00:14:47.955 --> 00:14:49.155
the Australian curriculum website.

311
00:14:49.215 --> 00:14:51.445
So you can actually see the links directly

312
00:14:51.445 --> 00:14:52.565
to the learning descriptors.

313
00:14:54.495 --> 00:14:55.875
So in this particular work sample,

314
00:14:55.875 --> 00:14:57.635
what happens is a class brainstorms

315
00:14:58.055 --> 00:14:59.915
and they write down some important features

316
00:14:59.915 --> 00:15:01.035
for the desired criteria.

317
00:15:09.365 --> 00:15:13.145
So we also have the following one here, this descriptor.

318
00:15:13.565 --> 00:15:15.025
So this descriptor is follow

319
00:15:15.085 --> 00:15:17.385
and describe algorithms involving sequencing,

320
00:15:17.875 --> 00:15:20.065
comparison operators and iteration.

321
00:15:21.125 --> 00:15:23.825
And there's also the descriptive generate, communicate

322
00:15:23.825 --> 00:15:24.985
and compare designs.

323
00:15:26.805 --> 00:15:28.585
So comparison operators is a,

324
00:15:28.665 --> 00:15:30.145
a new term again in the curriculum

325
00:15:30.525 --> 00:15:32.265
and its algorithm expressions

326
00:15:32.265 --> 00:15:34.185
that compare values returning true

327
00:15:34.185 --> 00:15:35.425
or false to make decisions

328
00:15:38.205 --> 00:15:40.585
and they generate, communicate, and compare

329
00:15:40.585 --> 00:15:42.865
and designs is really about that brainstorming.

330
00:15:42.885 --> 00:15:44.545
So as soon as they started

331
00:15:44.565 --> 00:15:47.145
to brainstorming the Rapunzel story, they're already going

332
00:15:47.145 --> 00:15:49.305
around the generate, communicate and compare designs.

333
00:15:50.485 --> 00:15:54.895
So back to the rescuing Rapunzel work sample.

334
00:15:55.435 --> 00:15:58.015
You can see here it's an excellent illustration

335
00:15:58.155 --> 00:16:00.895
of the students communicating their design.

336
00:16:06.695 --> 00:16:09.395
So we also have two new descriptors for the privacy

337
00:16:09.535 --> 00:16:11.795
and security substrand for years three to four.

338
00:16:12.335 --> 00:16:14.715
The first is to access their school account using a

339
00:16:14.715 --> 00:16:16.915
memorized password and explain why it should be easy

340
00:16:16.915 --> 00:16:19.155
to remember the how for others to guess.

341
00:16:20.135 --> 00:16:22.435
And the second descriptor is to identify

342
00:16:22.435 --> 00:16:23.755
what personal data is stored

343
00:16:23.755 --> 00:16:25.235
and shared in their online accounts

344
00:16:25.235 --> 00:16:26.915
and discuss any associated risks.

345
00:16:30.195 --> 00:16:32.815
So some of the examples like for the first descriptor there,

346
00:16:33.435 --> 00:16:34.455
so how to create an easy

347
00:16:34.455 --> 00:16:35.895
to remember, hard to guess password.

348
00:16:36.715 --> 00:16:38.455
So you could just put together three words.

349
00:16:38.755 --> 00:16:41.055
So three things that you really enjoy or like,

350
00:16:41.235 --> 00:16:43.855
and that becomes a really long password that's hard

351
00:16:43.855 --> 00:16:45.695
to guess, but you'll remember those

352
00:16:45.695 --> 00:16:46.935
three things quite easily.

353
00:16:53.995 --> 00:16:57.055
One of the differences here in the years five to six is

354
00:16:57.055 --> 00:16:59.935
that we've had some movement of one of the descriptors.

355
00:17:00.005 --> 00:17:01.815
It's come down from the seven to eight band

356
00:17:01.815 --> 00:17:03.015
to the five to six.

357
00:17:03.555 --> 00:17:05.415
So we'll just start with the achievement standards.

358
00:17:05.415 --> 00:17:07.415
So by the end of year six, it's expected

359
00:17:07.415 --> 00:17:09.775
that students will develop and modify digital solutions

360
00:17:10.195 --> 00:17:11.215
and define problems

361
00:17:11.215 --> 00:17:12.815
and evaluate solutions using user

362
00:17:12.815 --> 00:17:14.135
stories and design criteria.

363
00:17:14.965 --> 00:17:16.335
They should be able to process data

364
00:17:16.395 --> 00:17:18.255
and show how digital systems represent data.

365
00:17:19.015 --> 00:17:21.695
Students will design algorithms involving complex branching

366
00:17:21.735 --> 00:17:24.055
and iteration and implement them as visual programs,

367
00:17:24.055 --> 00:17:25.055
including variables.

368
00:17:25.525 --> 00:17:27.575
They'll be able to securely access

369
00:17:27.595 --> 00:17:29.175
and use multiple digital systems

370
00:17:29.675 --> 00:17:30.775
and describe their components

371
00:17:30.775 --> 00:17:33.135
and how they interact to process and transmit data.

372
00:17:34.215 --> 00:17:35.895
Students should be able to select and use appropriate

373
00:17:35.895 --> 00:17:38.295
digital tools effectively to plan, create, locate,

374
00:17:38.505 --> 00:17:39.935
share content, and

375
00:17:39.935 --> 00:17:42.415
to collaborate applying agreed conventions and behaviors.

376
00:17:42.645 --> 00:17:44.615
They'll be able to identify the digital footprint

377
00:17:44.615 --> 00:17:45.615
and recognize as pattern.

378
00:17:47.195 --> 00:17:49.565
So as I've mentioned before, there has been this movement.

379
00:17:49.865 --> 00:17:52.245
So if you take a look at this descriptor, it's explore

380
00:17:52.265 --> 00:17:54.805
how data can be represented by often on states.

381
00:17:54.905 --> 00:17:56.485
So zero and ones and binary.

382
00:17:57.305 --> 00:18:00.085
And again, that used to be the in the seven to eight band.

383
00:18:01.225 --> 00:18:03.685
But it's as simple as recognizing how an answer like a yes

384
00:18:03.685 --> 00:18:05.085
or a no or yes could be one.

385
00:18:05.245 --> 00:18:07.685
A no, could be zeros that you're on and off states.

386
00:18:08.705 --> 00:18:10.925
For example, a light could be on and off as well,

387
00:18:11.385 --> 00:18:13.925
or you could be doing long or short d uh, dashes

388
00:18:13.945 --> 00:18:15.205
or beeps of morse code.

389
00:18:18.685 --> 00:18:20.465
We also have this new descriptor here.

390
00:18:21.085 --> 00:18:23.865
So this is in the investigating and defining subst strand.

391
00:18:23.885 --> 00:18:25.625
And it's to define problems with given

392
00:18:25.765 --> 00:18:27.665
or co-developed design criteria.

393
00:18:27.725 --> 00:18:29.185
And by creating user stories

394
00:18:30.005 --> 00:18:32.625
and the example given, use a newspaper article,

395
00:18:32.625 --> 00:18:35.505
develop a user story such as a family in a bushfire

396
00:18:35.505 --> 00:18:37.185
or flood prone environment, need a way

397
00:18:37.185 --> 00:18:39.385
to ensure they're prepared in case of an emergency.

398
00:18:41.195 --> 00:18:44.255
Our next descriptor is access multiple personal accounts

399
00:18:44.465 --> 00:18:46.015
using unique RAs.

400
00:18:46.205 --> 00:18:48.895
Explain the risks of password re use.

401
00:18:49.595 --> 00:18:52.295
And again, this isn't the privacy and security subst strand.

402
00:18:53.885 --> 00:18:56.505
So it's about explaining why reusing a password is risky.

403
00:18:56.505 --> 00:18:58.305
Because if somebody figures out your password

404
00:18:58.305 --> 00:18:59.545
to one account, they might be able

405
00:18:59.545 --> 00:19:02.065
to access multiple accounts and even take on your identity.

406
00:19:03.285 --> 00:19:03.505
So

407
00:19:10.565 --> 00:19:12.785
by the end of year right now we are expecting,

408
00:19:12.785 --> 00:19:14.945
you can see it's getting more and more detailed as we go.

409
00:19:15.165 --> 00:19:16.705
We expect our students to develop

410
00:19:16.725 --> 00:19:18.665
and modify creative digital solutions,

411
00:19:18.775 --> 00:19:20.265
decompose real world problems,

412
00:19:20.525 --> 00:19:23.105
and evaluate alternative solutions against user stories

413
00:19:23.125 --> 00:19:24.145
and desired criteria.

414
00:19:24.985 --> 00:19:26.665
Students will be able to acquire, interpret,

415
00:19:26.685 --> 00:19:28.345
and model data with spreadsheets

416
00:19:28.885 --> 00:19:30.905
and represent data with intes and binary.

417
00:19:31.695 --> 00:19:33.065
They'll be able to design

418
00:19:33.065 --> 00:19:35.745
and trace algorithms, implement them in a general purpose.

419
00:19:35.745 --> 00:19:36.745
Programming language.

420
00:19:37.665 --> 00:19:39.785
Students should be able to select appropriate hardware,

421
00:19:40.175 --> 00:19:43.625
explain how data is transmitted and secure to networks

422
00:19:43.805 --> 00:19:45.745
and identify cybersecurity threats.

423
00:19:46.295 --> 00:19:47.865
They should be able to select and use a range

424
00:19:47.865 --> 00:19:48.945
of digital tools efficiently

425
00:19:49.045 --> 00:19:52.065
and responsibility to create, locate, and share content

426
00:19:52.605 --> 00:19:53.785
and the plan, collaborate

427
00:19:53.785 --> 00:19:54.825
and manage projects,

428
00:19:55.865 --> 00:19:57.385
students manage their digital footprint.

429
00:19:59.025 --> 00:20:00.845
One of our new descriptors here is

430
00:20:00.845 --> 00:20:04.085
that we've explicitly now have got in this descriptor

431
00:20:04.385 --> 00:20:06.845
to be able to use spreadsheets and databases.

432
00:20:06.845 --> 00:20:08.445
So this is about acquiring, storing

433
00:20:08.445 --> 00:20:11.045
and validating data from a range of sources,

434
00:20:12.845 --> 00:20:15.175
including the use of spreadsheets and databases.

435
00:20:15.595 --> 00:20:17.695
So if you look at the elaborations, you'll see

436
00:20:18.445 --> 00:20:20.135
that it's important for students to understand

437
00:20:20.135 --> 00:20:22.295
what a reputable source is, such

438
00:20:22.295 --> 00:20:24.015
as the Australian Bureau statistics

439
00:20:24.195 --> 00:20:25.975
and what you can actually use that data for.

440
00:20:29.295 --> 00:20:31.675
So I remember when I was designing a unit for,

441
00:20:32.275 --> 00:20:34.315
I believe it was a year seven math class at the time,

442
00:20:34.615 --> 00:20:37.675
but what we were doing actually was we were looking at data.

443
00:20:37.935 --> 00:20:40.595
So this is how you can integrate your digital

444
00:20:40.595 --> 00:20:42.755
technologies into other classes.

445
00:20:43.175 --> 00:20:44.235
So this was a math class

446
00:20:44.295 --> 00:20:48.525
and we were actually looking at using data from the Bureau

447
00:20:48.745 --> 00:20:52.085
of meteorology and we were looking at tropical cyclone data.

448
00:20:52.085 --> 00:20:54.525
And the reason we're doing that was their assignment was

449
00:20:54.725 --> 00:20:56.325
actually to talk about holidays

450
00:20:56.325 --> 00:20:58.245
and travel destinations in North Queensland.

451
00:20:59.065 --> 00:21:01.405
And they were looking at what times of year, you know,

452
00:21:01.505 --> 00:21:04.845
things might be a bit more dangerous due to cyclones.

453
00:21:05.705 --> 00:21:08.925
So you can integrate digital technologies

454
00:21:09.195 --> 00:21:10.245
into your other classes.

455
00:21:13.395 --> 00:21:15.805
Another new descriptor we have here is

456
00:21:15.805 --> 00:21:18.885
to design algorithms involving nested control structures

457
00:21:18.885 --> 00:21:21.405
and represent them using flow charts and pseudo code.

458
00:21:21.825 --> 00:21:23.845
So when we say nested control structures,

459
00:21:23.845 --> 00:21:26.005
what we mean is control structures placed within

460
00:21:26.175 --> 00:21:27.405
other control structures.

461
00:21:27.405 --> 00:21:28.525
That's the nested part.

462
00:21:29.625 --> 00:21:32.125
And flow charts well, it is important to teach 'em

463
00:21:32.125 --> 00:21:33.965
what are appropriate symbols and flow charts

464
00:21:35.345 --> 00:21:36.445
and pseudocode as well.

465
00:21:36.445 --> 00:21:38.205
That is also a new introduction that you,

466
00:21:38.205 --> 00:21:40.285
we didn't see explicitly in the old curriculum.

467
00:21:42.725 --> 00:21:45.225
So here's an example of some pseudocode here.

468
00:21:46.485 --> 00:21:50.665
So start, if it is raining outside, then catch the bus else.

469
00:21:50.925 --> 00:21:53.745
If it is less than two kilometers to destination, then walk

470
00:21:54.295 --> 00:21:57.945
else, do this else, do this end and end.

471
00:21:58.365 --> 00:22:00.025
So you can see here with pseudocode,

472
00:22:00.055 --> 00:22:01.345
it's not about them actually coding,

473
00:22:01.375 --> 00:22:03.265
it's about them understanding the process

474
00:22:03.525 --> 00:22:05.825
and they use words to describe the actions.

475
00:22:09.395 --> 00:22:11.615
We also have two new descriptors for the privacy

476
00:22:11.795 --> 00:22:12.975
and security subst strand.

477
00:22:13.395 --> 00:22:15.935
So our first one is on multifactor authentication.

478
00:22:16.475 --> 00:22:17.695
So this is to explain

479
00:22:17.755 --> 00:22:20.495
how multifactor authentication protects an account when the

480
00:22:20.655 --> 00:22:22.295
password is compromised and identify phishing

481
00:22:22.295 --> 00:22:23.535
and other cybersecurity threats.

482
00:22:24.275 --> 00:22:26.815
And our second new descriptor is investigator

483
00:22:26.815 --> 00:22:27.975
manage the digital footprint.

484
00:22:28.455 --> 00:22:30.295
Existing systems and student solutions collect

485
00:22:30.515 --> 00:22:32.455
and assessing the data is essential to their purpose.

486
00:22:33.965 --> 00:22:36.545
So if we just look at the phishing, it could be

487
00:22:36.575 --> 00:22:38.865
that in class you would teach your students about common

488
00:22:38.865 --> 00:22:41.225
techniques used in phishing scams so they don't get phished.

489
00:22:41.445 --> 00:22:43.985
So things like grammatical errors in the email,

490
00:22:44.445 --> 00:22:46.025
the email address isn't quite right

491
00:22:46.525 --> 00:22:48.825
or that sense of urgency, you must get this link now

492
00:22:48.825 --> 00:22:50.225
or within the next 24 hours,

493
00:22:50.325 --> 00:22:52.425
or you'll lose blah, blah, blah, blah, blah.

494
00:22:52.425 --> 00:22:54.025
Or you'll miss out on this great opportunity.

495
00:22:54.085 --> 00:22:55.145
So it's that urgency.

496
00:22:58.265 --> 00:22:59.315
Okay, and now we come

497
00:22:59.315 --> 00:23:01.195
to the achievement standard for the end of your time.

498
00:23:01.295 --> 00:23:03.035
It is quite long. So I'll just point out

499
00:23:03.035 --> 00:23:04.115
some of the main points.

500
00:23:04.775 --> 00:23:07.115
It is expected that by the end of year tens,

501
00:23:08.315 --> 00:23:09.635
students should be able to develop

502
00:23:09.655 --> 00:23:12.515
and modify innovative digital solutions,

503
00:23:12.785 --> 00:23:14.235
decompose real world problems,

504
00:23:14.235 --> 00:23:16.715
and critically evaluate alternative solutions against

505
00:23:16.715 --> 00:23:19.555
stakeholder elicited user stories that should be able

506
00:23:19.555 --> 00:23:21.835
to acquire and interpret and model complex data

507
00:23:22.455 --> 00:23:23.555
and represent documents

508
00:23:23.555 --> 00:23:25.195
as content structure and presentation.

509
00:23:25.785 --> 00:23:27.835
They should be able to design and validate algorithms

510
00:23:28.055 --> 00:23:30.715
and implement them in a programming language.

511
00:23:31.755 --> 00:23:33.515
Students should be able to explain how digital systems

512
00:23:33.575 --> 00:23:35.435
manage control and secure access to data,

513
00:23:35.775 --> 00:23:37.835
and they should be able to model cybersecurity threats.

514
00:23:38.905 --> 00:23:40.795
They should be able to use advanced features

515
00:23:40.835 --> 00:23:42.875
or digital tools to create interactive content

516
00:23:43.375 --> 00:23:44.595
and they should be able to plan

517
00:23:44.595 --> 00:23:46.605
and collaborate on agile projects.

518
00:23:48.085 --> 00:23:50.815
They should understand privacy principles

519
00:23:51.195 --> 00:23:52.935
and how to manage digital footprints.

520
00:23:54.155 --> 00:23:55.455
We have a new descriptor.

521
00:23:56.435 --> 00:23:59.215
It is in the generating and designing subst strand.

522
00:24:00.115 --> 00:24:01.215
And you can see here it's

523
00:24:01.215 --> 00:24:03.975
to design algorithms involving logical operators

524
00:24:03.995 --> 00:24:06.575
and represent them as flowcharts and pseudo code.

525
00:24:07.395 --> 00:24:09.695
So the term logic operators, all we mean by

526
00:24:09.695 --> 00:24:12.215
that is an operator of function to combine boole

527
00:24:12.215 --> 00:24:13.655
and values such as a not.

528
00:24:16.665 --> 00:24:19.045
We also have two new descriptors in the privacy

529
00:24:19.145 --> 00:24:20.445
and security subst strand.

530
00:24:20.745 --> 00:24:23.165
The first is to develop cybersecurity threat models

531
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and explore software user

532
00:24:24.945 --> 00:24:26.965
or software supply chain vulnerability

533
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and to apply the Australian privacy principles to critique

534
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and manage the digital footprint that existing systems

535
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and students solutions collect.

536
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So they might use a data flow diagram to understand

537
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how private information moves through a system

538
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and where is the point in that system

539
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that's most susceptible

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or most vulnerable to a cyber attack.

541
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So I'm hoping that going

542
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through the changes in version 8.4 version, I was helpful

543
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to set the scene before we go onto the next module.

544
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I think as you can pretty clearly see the biggest difference

545
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between version 8.4 version nine is to make explicit

546
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that privacy and security subst strand.

547
00:25:10.545 --> 00:25:12.215
There are plenty of resources available.

548
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As I said, there are work samples up on the AKA a website,

549
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but also there is the aka,

550
00:25:17.735 --> 00:25:19.775
a professional learning hub to look at as well.

551
00:25:21.915 --> 00:25:23.505
Thank you for listening to the differences

552
00:25:23.505 --> 00:25:24.825
between version 8.4

553
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and version nine of the digital technologies curriculum.

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I hope you enjoy the next module.

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Hello, everyone.

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My name is, uh, Sarah Buckley.

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I'm from the Australian Council for Educational Research.

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And, um, thank you for coming along

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for this webinar series on engaging young women

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in digital technologies.

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I'm just going to share the

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PowerPoint, get that up.

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Okay. So if you're following the sequence

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of these webinars,

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you've probably already heard from my colleague, Dr.

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Christie Osborne, um, from module one, uh,

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and she's talked to you a little bit about, uh,

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the new Digital technologies curriculum.

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Today I'm gonna be talking about something different, but

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before I start, I would like to acknowledge

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the traditional owners of the land on which I am recording

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this, um, uh, webinar module.

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And that is the Randie people of the KU Nation.

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I'd like to pay my respects to elders past,

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present, and emerging.

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Um, so yes,

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today I'm gonna be talking a little bit about some

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of the research, the important research

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that underpins this really wonderful collaboration between,

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uh, CSIO and A CER.

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Christie Osborn would've talked

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to you about the New Tech Digital Technologies curriculum.

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And then, um, later on,

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you're gonna be hearing from Aly Crow

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and d Taylor, some very exciting, practical, um,

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hands-on things that will be really helpful when you are

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trying to implement some of these things in the classroom.

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So these first two modules, uh,

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Christie's and mine are really focusing on, um, part one a

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of this webinar series.

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And as I said, part two is, you know,

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putting that into practice.

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Um, and this webinar, if you come to it, is hosted on

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CSIRO's website.

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So how do we actually improve young women's engagement

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with digital technology?

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Well, um, in this research project that sort of, um,

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underpants the beginning of this, um, webinar.

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So how this webinar series started,

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we were really interested in this, this idea of

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how do we, how do we do this?

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Uh, and so we conducted a research

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project and it had two parts.

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And the first part was really interrogating the research

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literature, um, programs that were out there trying

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to improve young women's engagement with digital technology.

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And looking at what types of policy nationally

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and internationally were out there trying

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to achieve the same aim.

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And what we were trying to do in all

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of this review was really focus on, well,

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what are the enablers and barriers, um,

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to digital technology learning for young women in Australia,

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but for all Australian adolescents?

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Um, part two involved really

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centering on one of the key things we found in, um,

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the first part of this research project.

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So from the literature, from the program

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and policy review, we found that stereotype stigma

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and gender differences in attitudes were things

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that were really clearly referenced in the research

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literature as being enablers and barriers,

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or in particular barriers to digital technology learning.

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And we wanted to know from a research project,

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could we find evidence that this was actually

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what's happening in the landscape of adolescent, um,

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and adolescent learning in Australia.

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And so what we did was we looked at identifying

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what those key barriers and enablers were.

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The first was about home attitudes and access.

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And really what that said was

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that parents have an incredibly important role in fostering

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positive attitudes, um,

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in their children towards digital technology.

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Um, they can also help foster negative attitudes.

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So trying to make sure that parents do, um,

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focus on developing that positive link is,

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is really important.

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Um, some of the research that we found showed that,

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for instance, um, fathers were more likely

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to engage in playing things like digi, um, video games, um,

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with their, uh, sons rather than their daughters,

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which might be one of the ways that those positive, um, uh,

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attitudes towards digital technology

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are being fostered in the home.

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Um, and it also found some of the research sort

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of spoke about, uh, trends that found that parents

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who are more likely to treat daughters differently, um,

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imposing more restrictions on their use

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of digital technology in, in the home.

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Um, and this really has to do with cyber safety,

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which I'll I'll touch on a little bit later.

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Sociocultural norms are also incredibly,

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incredibly important.

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Gender stereotypes, you know, girls

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and gaming don't really mix, um,

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or social stigma associated with girls.

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Playing video games was also really key as were,

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as was a lack of, um, women in media representation, uh,

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or lack of young girls in media representation, um, uh,

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that, that, um, young women were exposed to.

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So not being able to see themselves in positive, um,

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uh, images in the media is, is a, is a key barrier

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to young women engaging in the area.

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And this also links to the idea about available role models.

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Um, so, uh, mothers and fathers are important.

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So mothers and fathers engaging

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with digital technology in positive ways in,

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in the home is important.

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Um, and as we've also spoken about,

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media representations are really important,

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but also teachers there are less female digital technology

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teachers, uh, in Australia.

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And so there are less instances where, uh,

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students are seeing women in these areas and, um,

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and are having that, um, really close example of,

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of positive digital technology role models.

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The next was task features.

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So there are certain things that, uh, that the research says

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certain aspects of task that are more likely

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to engage young women in digital technology.

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And that includes things like hands-on activities

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where the tasks include real life context

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and real life examples.

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And also where there are instances

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of group learning rather than individual learning.

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These are things the research says, um, are more likely

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to engage in women in this subject area.

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I mentioned cyber safety, uh,

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before parents often are concerned, um, with their,

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with daughters, um, engaging with digital technology, um,

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because of safety reasons.

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This is something that the literature research

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literature spoke about.

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Um, and there is, um, some validity to this concern

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of parents because we know that female students are, um,

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at a higher risk of online, um, harassment and cyber abuse.

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So, um, ensuring that parents are aware of,

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uh, ways to encourage safe use of digital technology in,

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in the home is therefore really important.

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And the last thing to talk about is teachers skill,

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confidence, and attitude.

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Um, so teachers that are more confident and,

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and believe they have, um, uh, a good level of skill

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and have a positive attitude when it comes to their teaching

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of digital technology are more likely, um, to,

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to facilitate positive attitudes towards the subject area,

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um, in, in all students.

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So this slide

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and these two graphs are really, uh,

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linking into the second part of the research project

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that we did, which was collecting some data, um, with, um,

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teachers around Australia.

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And this, uh, research project involved 129 teachers.

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Um, these teachers were from, um, foundation to year 12.

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Uh, and, uh, in particular, I think one

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of the interesting things to, there are a couple

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of interesting things to draw on from this

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slide in the top graph.

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Um, it's looking at teacher confidence

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and separating it out, um, for teachers that responded

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to the survey, who teach digital

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technology that's on the left.

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And for those who don't teach digital

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technology, that's on the right.

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Uh, and I think the, the two on the left are probably

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where we, we where we could focus on, um, in this slide

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and sort of say in that,

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how confident are you in teaching digital technology

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related subjects?

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29% of teachers who, who responded

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to the survey and taught digital technology said they're

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only somewhat confident.

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And 11% said they were slightly confident.

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Um, and there were some that said they were not confident.

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When we're looking at how confident are you in connecting

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digital technology to relevant real world applications

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and career examples, um, we've got 34%

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of teachers saying they was somewhat confident,

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13% saying slightly confident,

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and 5%, 5% saying not confident.

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Um, and this is problematic given that research that I spoke

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of before, just saying that this is a key aspect of, uh,

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increasing engagement in the subject area.

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When we move down to the second graph towards the bottom

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that looks at those same confidence, um, questions,

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but breaks down the results according to primary, secondary,

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and combined school teachers responses, interestingly,

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we can say that there is a smaller percentage of

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teachers in the primary space

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who are more confident in their ability

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to teach digital technology than those

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in the secondary space.

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You know, this report with all

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of these findings is on the CSR Row website.

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We are just gonna be sort of brushing

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through it at the moment because we wanna

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sort of cover everything.

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So I do encourage you to go to the website

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and have a look at the full report.

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But, um, I will also show you a few more interesting things

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from the study, which also includes teacher ratings

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of student student confidence.

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And this is really interesting

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because in this question, teachers were asked

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to rate student confidence in, in quite a few subject areas,

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as you can think, but particularly when they're rating

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that confidence to rate it as, as, um,

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whether they thought boys were more confident in these

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subject areas, whether girls were more confident in these

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subject areas, or whether they were equally confident

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in these subject areas.

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And what you can see is we've got large percentages

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of teachers in the primary, secondary,

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and combined, um, school areas saying

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that boys were more confident in engineering technology,

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um, mathematics and science.

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And, um, in science, there were some teachers that said

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that girls were more confident

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and maybe 5% of, I can say

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that in a combined school there was 5% of teachers

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that said, girls were more confident in engineering.

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But we've got a large leaning in that STEM area towards

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teachers saying that boys are more confident in this,

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in this area, and in particular in

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engineering and technology.

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And one of the, the, the key thing that leaps out

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to me in this is you have a big jump from the primary

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to secondary space in the technology area.

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So 48% of primary teachers were saying boys were more

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confident in technology, which jumps to 71%

238
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of secondary teachers saying

239
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that boys are more confident in technology.

240
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On the flip side, you have larger, large percentages of, um,

241
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teachers, uh, saying

242
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that girls are more confident in the arts

243
00:12:30.225 --> 00:12:31.565
and in social sciences.

244
00:12:37.645 --> 00:12:41.985
So the research project also involved, um,

245
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some focus groups and,

246
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and interviews with tertiary educators.

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Um, what we just wanna do now is talk a little bit about,

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um, some of the qualitative, uh, responses to

249
00:12:55.805 --> 00:12:59.865
the survey and the focus groups of students, which involved,

250
00:13:00.045 --> 00:13:04.675
um, I think it was 14 students, uh, yeah, at

251
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that sort of adolescent age group.

252
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So the sort of year 89 age group.

253
00:13:09.975 --> 00:13:13.315
So in terms of what teachers talked about in terms

254
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of the barriers, um,

255
00:13:14.705 --> 00:13:16.955
just wanna talk about this quote from a teacher.

256
00:13:17.735 --> 00:13:18.915
The attempt a years ago

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00:13:19.055 --> 00:13:22.035
to integrate information technology into all subjects led

258
00:13:22.035 --> 00:13:23.195
to the loss of IT classes.

259
00:13:23.855 --> 00:13:26.035
It was never well integrated, primarily due

260
00:13:26.035 --> 00:13:28.315
to the low skill level of teachers and other disciplin.

261
00:13:28.785 --> 00:13:31.555
Unfortunately, once the IT classes would go on,

262
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rumors no longer seen to be available

263
00:13:33.255 --> 00:13:35.715
to accommodate the digital technology curriculum

264
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through standalone subjects.

265
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At best, they were offered as elective subjects.

266
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The shortage of female teacher role models in digital

267
00:13:43.995 --> 00:13:45.995
technology has a big influence on female

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00:13:46.595 --> 00:13:48.155
students willingness to give

269
00:13:48.755 --> 00:13:50.835
elective digital technology subjects at trial.

270
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So this comment about the lack of standalone i it classes

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along with that, um, again, emphasis on a lack

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of female teachers is considered by this teacher

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to be a key barrier to,

274
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to young women engaging in the area.

275
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Another teacher said,

276
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students often equate digital technology subjects to gaming.

277
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They can quickly become disillusioned when they find

278
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that they need to learn basic problem solving skills

279
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and logical thinking to these subjects.

280
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Access to good resources is a problem in many schools.

281
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Most young women don't see themselves as likely

282
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to go down a technology engineering scientific pathway.

283
00:14:32.205 --> 00:14:36.665
Uh, so this is another thing, social stigma, stereotypes,

284
00:14:37.045 --> 00:14:40.385
um, not being able to see themselves in that subject area.

285
00:14:40.525 --> 00:14:44.945
And this was also a, this sentiment from teachers, um,

286
00:14:45.205 --> 00:14:48.345
was also, uh, sort of echoed by students

287
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during the focus group.

288
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So this student said, we girls don't like coding.

289
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However, if friends are doing it,

290
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we would join in as a team thing.

291
00:14:56.495 --> 00:14:58.845
Girls see digital technology as boring.

292
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Girls don't feel like it comes naturally to them.

293
00:15:01.505 --> 00:15:03.685
Yes, might get involved if the content was interesting

294
00:15:03.685 --> 00:15:05.165
and the outcome made a difference if

295
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there was more real world context.

296
00:15:06.985 --> 00:15:09.525
Um, rather than coding, they can look up on a computer,

297
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IE complete research.

298
00:15:11.465 --> 00:15:13.925
So similar girls in gaming that that stigma,

299
00:15:14.355 --> 00:15:17.965
that stereotype, um, girls just don't like it, you know,

300
00:15:18.025 --> 00:15:19.165
as that's a key barrier.

301
00:15:21.465 --> 00:15:24.445
Now here, we just, I just wanna quickly go through some

302
00:15:24.445 --> 00:15:28.605
of the findings from the tertiary educators that, um,

303
00:15:29.225 --> 00:15:32.605
we, uh, interviewed, uh, in the research project

304
00:15:32.975 --> 00:15:35.445
where we were again looking for what were the barriers

305
00:15:35.825 --> 00:15:39.125
and the enablers, um, in the tertiary space.

306
00:15:39.745 --> 00:15:42.645
Um, we, uh, of the five, um,

307
00:15:44.565 --> 00:15:47.775
when, when we spoke to the five tertiary educators,

308
00:15:48.125 --> 00:15:51.055
they all said that that 75% male,

309
00:15:51.055 --> 00:15:53.775
25% female students was something that was

310
00:15:54.495 --> 00:15:57.455
prevalent in most undergraduate digital technology courses.

311
00:15:58.195 --> 00:16:01.295
But when you moved to the postgraduate course stage,

312
00:16:01.365 --> 00:16:03.535
then the gender balance was even worse.

313
00:16:03.995 --> 00:16:06.335
Um, so, or it could be worse.

314
00:16:06.335 --> 00:16:08.695
So it was either similar to undergraduate,

315
00:16:08.715 --> 00:16:10.335
but in some cases it was much less.

316
00:16:10.355 --> 00:16:12.255
So, for instance, in a robotics course, one

317
00:16:12.255 --> 00:16:14.975
of the tertiary educators said it was only 10% female.

318
00:16:16.055 --> 00:16:19.295
Interestingly, um, these, all of these educators sort

319
00:16:19.295 --> 00:16:21.575
of noted that attrition was not the problem for gender.

320
00:16:21.595 --> 00:16:23.015
So once female students were

321
00:16:23.815 --> 00:16:26.135
enrolled in the course, they were great.

322
00:16:26.135 --> 00:16:28.095
They were likely to stay and, and finish.

323
00:16:28.835 --> 00:16:31.255
The issue was getting the students to actually choose

324
00:16:31.315 --> 00:16:32.495
to enroll in the course.

325
00:16:35.245 --> 00:16:39.985
So from these tertiary educators perspectives, um, a lot

326
00:16:39.985 --> 00:16:43.665
of the things that they were talking about really, uh, um,

327
00:16:44.055 --> 00:16:46.185
supported the things that we'd found from

328
00:16:46.185 --> 00:16:47.465
the teachers and the students.

329
00:16:48.045 --> 00:16:49.745
So, uh, a key barrier

330
00:16:49.745 --> 00:16:51.945
that they talked about was a lack of representation.

331
00:16:52.845 --> 00:16:56.945
Um, so a lack of females in the profession, a lack of a lack

332
00:16:56.945 --> 00:17:00.265
of females in academia that can't act as supervisors

333
00:17:00.265 --> 00:17:02.145
or researchers that engage with students

334
00:17:02.605 --> 00:17:05.305
and a lack of female peers for you to work

335
00:17:05.305 --> 00:17:06.585
with if you enroll in the course.

336
00:17:07.325 --> 00:17:09.785
So, for instance, one of the educators said that a student

337
00:17:09.815 --> 00:17:11.585
that they were trying to encourage

338
00:17:11.645 --> 00:17:14.945
to do a PhD said she was dissuaded from doing a PhD,

339
00:17:15.245 --> 00:17:18.065
as she thought the mentors academics would all be male.

340
00:17:19.135 --> 00:17:21.745
Another said staffing in the academic field is

341
00:17:21.745 --> 00:17:22.945
also predominantly men.

342
00:17:23.125 --> 00:17:26.065
If about one third were female, this may encourage female

343
00:17:26.625 --> 00:17:28.025
participation in terms of enrollment

344
00:17:28.285 --> 00:17:30.185
and maybe more females in academia.

345
00:17:32.385 --> 00:17:36.005
So across from this res this total research project,

346
00:17:36.225 --> 00:17:39.045
we made some recommendations, um, about

347
00:17:39.145 --> 00:17:42.685
how it might be possible to improve engagement, um,

348
00:17:42.835 --> 00:17:46.485
improve young women's engagement for, uh, uh,

349
00:17:46.585 --> 00:17:48.805
in digital technology. And firstly,

350
00:17:48.805 --> 00:17:51.325
It was about improving representation in schools,

351
00:17:51.665 --> 00:17:54.405
in tertiary institutions and also in the media.

352
00:17:55.025 --> 00:17:57.565
So what does that mean, increasing exposure

353
00:17:57.625 --> 00:17:59.685
to female role models in education?

354
00:17:59.745 --> 00:18:01.285
So obviously we want, um,

355
00:18:01.285 --> 00:18:04.685
confident female digital technology teachers to be, um,

356
00:18:04.785 --> 00:18:08.165
really, uh, working on getting students

357
00:18:08.565 --> 00:18:09.845
positively engaged with the subject.

358
00:18:10.545 --> 00:18:12.445
Um, uh, also

359
00:18:13.345 --> 00:18:15.645
for me in the media is really important.

360
00:18:15.985 --> 00:18:20.805
Um, trying to see that, um, positive, uh, space, a

361
00:18:21.405 --> 00:18:24.605
positive, um, role model, uh, is really important.

362
00:18:25.705 --> 00:18:27.125
Um, elevating the way

363
00:18:27.125 --> 00:18:29.805
that digital technology education happens in primary

364
00:18:30.105 --> 00:18:32.005
and secondary schools is important

365
00:18:32.825 --> 00:18:34.845
and trying to work with, uh, parents.

366
00:18:35.145 --> 00:18:37.925
So, um, they, that

367
00:18:38.475 --> 00:18:42.045
digital technology is represented positively in the home.

368
00:18:42.705 --> 00:18:46.285
Um, and I'll come to a bit

369
00:18:46.285 --> 00:18:49.605
of this later actually with some more, um, ideas about

370
00:18:49.945 --> 00:18:51.085
how that could be happen.

371
00:18:52.835 --> 00:18:56.855
The other big, uh, recommendation was about inclusivity

372
00:18:56.875 --> 00:18:57.935
and the culture of learning

373
00:18:57.955 --> 00:18:59.815
and digital technologies, education.

374
00:18:59.835 --> 00:19:03.495
So how do we improve, um, the culture

375
00:19:03.515 --> 00:19:05.895
of learning in this area so that everyone feels

376
00:19:05.895 --> 00:19:07.015
that they are included?

377
00:19:07.595 --> 00:19:10.135
So one of the things is to explicitly discuss

378
00:19:10.195 --> 00:19:14.455
and actively challenge cultural biases, gender stereotypes,

379
00:19:14.615 --> 00:19:16.575
particularly in secondary education.

380
00:19:16.755 --> 00:19:19.335
So teachers might know that they're out there,

381
00:19:20.155 --> 00:19:24.455
but actively challenging them is about having conversations

382
00:19:24.485 --> 00:19:28.255
with classes to try and talk about what ideas

383
00:19:28.795 --> 00:19:33.175
or what, um, norms might be around in the school.

384
00:19:33.675 --> 00:19:36.975
And trying to actually poke holes at those ideas and try

385
00:19:36.975 --> 00:19:39.655
and find the errors in the thinking so

386
00:19:39.655 --> 00:19:42.975
that those stereotypes can kind of be dismantled.

387
00:19:44.255 --> 00:19:46.375
Ensuring the curriculum at all levels is inclusive

388
00:19:46.475 --> 00:19:49.215
of all students' interests and includes real world context.

389
00:19:49.475 --> 00:19:53.575
So it's, it's not about, um, making, um,

390
00:19:54.575 --> 00:19:58.095
changing digital technology curriculum so that it's only fit

391
00:19:58.095 --> 00:20:01.175
for one area, but just so that it fits everyone's interest,

392
00:20:01.655 --> 00:20:06.435
everyone's interests also targeting digital

393
00:20:06.445 --> 00:20:07.515
technology as well

394
00:20:07.515 --> 00:20:09.595
as mathematics in primary and secondary school.

395
00:20:09.815 --> 00:20:12.395
So, um, that recommendation is there

396
00:20:12.395 --> 00:20:15.275
because we found that often students in particularly in the

397
00:20:15.355 --> 00:20:17.635
tertiary space, weren't aware of how much maths was

398
00:20:18.395 --> 00:20:21.115
involved, uh, in digital technology.

399
00:20:21.295 --> 00:20:25.515
So if we can encourage the positive attitudes towards maths,

400
00:20:25.515 --> 00:20:28.555
then that's going to help with digital technology as well.

401
00:20:33.475 --> 00:20:36.325
Okay. So before I said one of the really important things

402
00:20:36.425 --> 00:20:40.485
to do is to actively challenge, uh,

403
00:20:41.405 --> 00:20:43.685
identify and challenge negative stereotypes.

404
00:20:44.225 --> 00:20:48.845
Uh, and here we have list of discussion questions

405
00:20:49.315 --> 00:20:50.525
that could be asked

406
00:20:50.585 --> 00:20:54.365
or could be part of a, um, classroom discussion to try

407
00:20:55.225 --> 00:20:59.405
and, uh, highlight whether those ideas or beliefs are there

408
00:20:59.705 --> 00:21:03.365
and also sort of discuss them and challenge them.

409
00:21:04.025 --> 00:21:06.645
Um, so for instance, what are the stereotypes

410
00:21:06.645 --> 00:21:09.205
that you've seen or heard in relation to digital technology?

411
00:21:10.145 --> 00:21:14.545
Um, and, uh, what have you heard at home

412
00:21:15.285 --> 00:21:18.425
and do you think you might have bought into some of these

413
00:21:18.485 --> 00:21:20.465
and what might have caused this for you?

414
00:21:20.885 --> 00:21:23.345
So I will also note that these, um,

415
00:21:24.035 --> 00:21:27.065
these questions are actually part of some resources

416
00:21:27.065 --> 00:21:28.065
that we developed.

417
00:21:28.485 --> 00:21:31.465
Uh, and they are also on the C-S-I-O-O website,

418
00:21:31.465 --> 00:21:34.025
so you'll be able to access them in, in a sort of

419
00:21:34.665 --> 00:21:36.825
activity sheet, um, sort of format as well.

420
00:21:41.075 --> 00:21:44.765
Task features. Um, so we talked about how, um,

421
00:21:45.775 --> 00:21:49.045
there are certain task features that are from the research,

422
00:21:49.355 --> 00:21:50.805
from the, sorry, from the research,

423
00:21:50.805 --> 00:21:52.565
there are more ta certain task features

424
00:21:52.565 --> 00:21:54.205
that are more likely to engage young women.

425
00:21:54.745 --> 00:21:59.685
Um, so making sure that, um, the tasks

426
00:22:00.155 --> 00:22:03.885
that are developed, uh, have lots of different types

427
00:22:04.045 --> 00:22:06.165
of features or, or different tasks can cater

428
00:22:06.225 --> 00:22:07.765
to different students' interests.

429
00:22:08.225 --> 00:22:12.685
And also maybe making an activity, um, finding out what,

430
00:22:13.025 --> 00:22:15.765
uh, different students like doing, uh,

431
00:22:16.185 --> 00:22:18.245
and then make, then that can be a really good way

432
00:22:18.245 --> 00:22:21.925
to make sure that you engage students in, in

433
00:22:22.585 --> 00:22:24.285
the different activities that they're doing.

434
00:22:24.745 --> 00:22:29.485
Um, a little, um, sort of point

435
00:22:29.485 --> 00:22:32.085
to emphasize here is the goal is to make tasks inclusive

436
00:22:32.105 --> 00:22:33.245
of all students' interests,

437
00:22:33.245 --> 00:22:34.605
but not to encourage more divided

438
00:22:34.605 --> 00:22:35.925
thinking about differences.

439
00:22:36.545 --> 00:22:39.205
So rather than saying, you know, I've got this, this task

440
00:22:40.455 --> 00:22:42.085
which has a lot of real world context

441
00:22:42.265 --> 00:22:43.925
and lots of group learning, so it's

442
00:22:43.925 --> 00:22:47.845
for you girls versus this other task, which is more abstract

443
00:22:47.945 --> 00:22:49.685
and you work on your own, which is for your boys.

444
00:22:49.685 --> 00:22:52.165
And that's just encouraging that divided thinking.

445
00:22:52.165 --> 00:22:53.205
Maybe what we wanna do is

446
00:22:53.205 --> 00:22:55.005
what does everyone like, okay, here's a list.

447
00:22:55.075 --> 00:22:57.445
Okay, let's try and make sure that all of the tasks

448
00:22:57.445 --> 00:23:00.045
that we're doing can really cater to all of these,

449
00:23:00.295 --> 00:23:02.005
these interests and preferences.

450
00:23:05.225 --> 00:23:06.525
Lastly, cyber safety.

451
00:23:07.065 --> 00:23:10.965
So we talked about how this is incredibly important and, uh,

452
00:23:11.105 --> 00:23:14.365
and parents' concerns about cyber safety can be a real

453
00:23:14.365 --> 00:23:17.845
barrier to them for to, to young to women or young women

454
00:23:18.105 --> 00:23:22.125
and, and young, young girls developing positive attitudes

455
00:23:22.125 --> 00:23:24.325
with, um, digital technology in the home.

456
00:23:25.225 --> 00:23:27.605
So, uh, this is, these are some questions

457
00:23:27.675 --> 00:23:30.165
that can be asked in a classroom discussion

458
00:23:30.665 --> 00:23:33.245
and in terms of, um, talking about what types

459
00:23:33.245 --> 00:23:37.725
of cyber safety, um, uh, things need to be, um,

460
00:23:38.285 --> 00:23:41.405
considered and, and how you might raise that in a classroom.

461
00:23:41.985 --> 00:23:46.445
Uh, but there are also other resources that can be used, um,

462
00:23:46.785 --> 00:23:48.725
and ways to, and it,

463
00:23:48.785 --> 00:23:52.565
and it's really important that pro providing links to

464
00:23:53.365 --> 00:23:54.925
resources for parents is important.

465
00:23:55.025 --> 00:23:57.125
So they feel empowered to be able

466
00:23:57.145 --> 00:24:01.125
to support their children's safe use of digital technology

467
00:24:01.465 --> 00:24:04.045
and then encourage those positive attitudes,

468
00:24:06.355 --> 00:24:08.335
direct parents to cyber safety resources.

469
00:24:08.355 --> 00:24:12.495
Yes, exactly that. So thank you so much, um,

470
00:24:12.835 --> 00:24:14.775
for your time today.

471
00:24:15.315 --> 00:24:19.575
Um, as I said, a lot of the, um, research

472
00:24:20.085 --> 00:24:22.575
that, uh, I've spoken about has written,

473
00:24:22.965 --> 00:24:26.335
written up in a report, which is on the C-S-I-R-O website.

474
00:24:26.795 --> 00:24:29.215
Um, so please, uh, go there

475
00:24:29.235 --> 00:24:31.095
to find out more details about

476
00:24:31.095 --> 00:24:32.295
some of the things that I've spoken.

477
00:24:32.955 --> 00:24:36.095
Uh, yeah. But thank you so much for your time today.