“Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable - if anything is excellent or praiseworthy - think about such things.” Philippians 4:8 “... whatever you do, do it all for the glory of God.” 1 Corinthians 10:31 “For since the creation of the world God’s invisible attributes – His eternal power and divine nature – have been understood and observed by what he made, so that people are without excuse.” Romans 1:20 Digital Technologies Objectives The study of Digital Technologies in a Seventh-day Adventist school will… *The Four Lenses Creation The Fall Redemption Restoration The Symbol The Focus Purpose Problem Response Hope The Descriptor The meaning of a particular learning concept and God’s purpose. What went wrong because of rebellion? How to respond, using learning for God’s purpose in everyday life. Points to the future when “all will be made new” i.e. present actions shaped by the future ideal. Digital Technologies Objectives Explore the pattern and design in the universe and recognise the evidence of God’s Intelligent Design. Promote the safe use of digital technologies through the awareness of appropriate security practices. Empower students to explore and be aware of ethical issues regarding the responsible use of digital technologies. Use digital technologies to promote lifelong learning, improve their global community and to share the gospel. Note: The team developed four objectives discussions about the book “Connecting Learners with God’s Big Story” from Christian Schools Australia, 2015. This books suggests four ‘lenses’* through which to view the world. These align with our understanding of the Great Controversy and provide a useful tool to assist with integrating faith and learning.
Pro Forma for Unit Development using Understanding by Design 1 – Desired Result Established Goals Transfer Students will be able to independently use learning to: Window on the Adventist Worldview Values / student response Share the way an Adventist world impacts on: Identify the values / desired student response: Meaning Understandings: Students will understand that: Essential Questions Students will keep considering: Acquisition of Knowledge and Skill Students will know: Students will be skilled at: 2 - Evidence Evaluative Criteria Students will show learning by: Performance Tasks: Other evidence: Stage 3 – Learning Plan Summary of Key Learning Events and Instructions Progress Monitoring Based on: Wiggins, G. P., & McTighe, J, (2011) the Understanding by Design Guide to Creating High Quality Units, Moorabbin, Victoria: Hawker Brownlow Education. Sample Unit Understanding by Design template - Social Media [Year 8] Stage 1 – Desired Result Established Goals / Standards Transfer
Plan and manage projects that create and communicate and information collaboratively online, taking safety and social contexts into account establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander Peoples Acquire from a of sources and evaluate authenticity, accuracy and timeliness Define and real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints Evaluate how student solutions and existing information systems meet are innovative, and take account of future risks and sustainability Understandings: Students will: Understand that dangers online, and that there are socially acceptable ways to use social media. Understand that they have a responsibility to use social media in a way that does not hurt other people. Understand that not everything on the internet is accurate or fair. Essential Questions Students will keep considering: What are the positives and negatives of social media? Should there be a global set of rules when using social media? How can we change how we communicate and use social media to minimise issues and encourage the positives? How can change/create a social media platform to minimise issues and encourage the positives? Achievement Standard By the end of Year 8, students… Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They information Acquisition of Knowledge and Skill Students will: Be able to identify and evaluate a range of social and ethical issues related to social media. Identify strengths and weaknesses in existing social media solutions. Develop their own set of values to guide how they communicate on social media. Students will be skilled at: Using appropriate protocols when communicating and collaborating online. and data from a range of sources to model and create solutions. a personally responsible approach to online communication. information systems and their solutions in terms of meeting needs