Task 1B

After completing my design challenge and contributing to the activities by using my skills and knowledge about design technologies, I can say that I have certainly learnt a number of things which I will take away and use in the future. As a student learning to become a teacher the practical and pedagogical issues that may come about in the classroom setting became evident. When I was first introduced to the design cycle in class I was very unsure how to even process it. However when I saw all the information translated to go with it I began to understand. I was able to understand and make sense of the diagrams used to assist me while I began to structure my deign challenge. I now understand that it is the teachers job to scaffold all types of ways an object may work so that the students understand how to design a project on their own. I became more aware that when in a classroom things may go wrong and that when implementing a challenge to be aware of this. It is important to thoroughly research an idea first and figure out all pros and cons. It is also important to implement a risk assessment to ensure all areas are covered.

I made sure that this design challenge would meet the Design Technology strand of the Australian Curriculum. When designing my challenge I learnt that showing the design to the children first would be a better idea before completing the design challenge. As a teacher it is important to get the children to try for themselves first as this enables them to give it a go and not let others do things for them. I would of course help any students who needed a hand although I will have a modelled design up the front for them to follow.

Bloom's Taxonomy is one of the most widely used frameworks for teaching in the classroom. Bloom's Taxonomy's aim is to encourage higher order thinking in the classroom. This including analysing and evaluating instead of just remembering. The behaviours described would assist teachers in understanding their students and scaffolding their learning (Collins, 2014).

This task has been interesting and challenging; it has broadened my knowledge and understanding of design and digital technologies. From this I can take away an in-depth understanding of the challenges and expectation a teacher might face when designing a challenge inside the classroom. I believe that these design challenges are great for creative thinking in the classroom and develop children's communication, higher order thinking and expands their current knowledge.

In conclusion, Digital Technologies provide students with authentic learning with challenges that include curiosity, persistence, creativity, confidence, coordination and respect for others. All of these are necessary when completing a design challenge in a classroom. Digital Technologies help students to be the best they can be of actively and ethically communicating and collaborating.