Our Head Of Technology & E-Learning, Mrs Cathy Lamb, has recently had her article published via the Digital Technologies Hub website on how Clayfield College went about organising and implementing drones into the school curriculum.
The new Australian Curriculum: Digital Technologies curriculum offers the exciting opportunity to teach digital content in new and innovative ways. One example of this is through the study of drone technology, along with the topics of augmented reality, virtual reality, website development, and game development.
Drones seem to be everywhere at the moment. Their application across commercial industry is appears to be endless, and they are also employed in ways that can enhance and even save lives. Given drones’ wide application, many schools have already started to explore how they can be used within an educational context, to teach students computational thinking and problem solving.
However, allowing students to build and code a digital solution using drone technology is both an exciting and daunting prospect for most Digital Technology teachers. From a school perspective, despite the opportunities drones offer for new and exciting ways for students to engage with the Digital Technologies curriculum, they also provide logistical challenges. These include issues such as safety (for students and staff), meeting strict government rules around where and when drones can be flown and, not least, having teaching staff on hand who are confident and willing to deliver a drone unit that is more than just ‘fun’ and is comprehensively aligned to the curriculum in meaningful ways.
But introducing drones into school curriculum is possible. If planned and researched carefully, a drone unit can meet all the necessary content standards and descriptors set out by the Australian Curriculum, Assessment and Reporting Authority (ACARA). It can also make the implicit learning ‘fun’.
Why start a drone club?
After much research and discussion with other parties, Clayfield College decided to do this via the creation of a ‘Build to Fly’ drone club. By introducing drones into the school via a club, the early concerns around having robust assessment and alignment with the Australian Curriculum could, the college believed, be offset, at first, at least. Nevertheless, Clayfield realised that there was also an initial cost in setting up a drone unit, so money would need to be spent wisely.
The college believed that, as mentioned above, starting with a drone club before taking the step toward an in-class project would allow it to explore some of the issues around using drones with students, such as safety, cost, physical handling and storage.
But where to start setting up a drone club? See the list below of some of the key issues Clayfield College experienced with setting up one up within a school setting, and provided some key tips for any schools wishing to do the same thing in their setting.
To read the full story please visit https://www.digitaltechnologie...