Friday, 24 October 2016
Gender Imbalance Forum
Zagami, J. (2016, October). Gender Imbalance Forum. Presentation at the AccessIT Australian Computer Society Conference, Brisbane, Australia. Retrieved from https://drive.google.com/file/d/1six77sGoHiqa45JqLTN6eEb4Q50JD8m6/view
Friday, 24 October 2016
Digital Solutions Response
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the AccessIT Australian Computer Society Conference, Brisbane, Australia. Retrieved from https://drive.google.com/file/d/1WdmrSHPVE-K1GIyLWOoIpoirTelIrJ8h/view
Friday, 30 September 2016
ACCE2016 Leadership Forum Summary
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/acce2016-leadership-forum-summary
Zagami, J. & Becker, S. (2016). ACCE Leadership Forum Summary. [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/acce2016-leadership-forum-summary
Thursday, 29 September 2016
ACCE2016 Leadership Forum
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/acce2016-leadership-forum
Zagami, J. & Becker, S. (2016). ACCE Leadership Forum. [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/acce2016-leadership-forum
Thursday, 22 September 2016
2016 K12 Horizon Report
Presentation by Dr Jason Zagami to the Teacher Symposium 2016: Schools of the Future - Evidence-based approaches to transforming STEM education on 22 September 2016 in Brisbane, Queensland.
Zagami, J. (2016, June) 2016 K12 Horizon Report. Presentation presented to Teacher Symposium 2016: Schools of the Future - Evidence-based approaches to transforming STEM education, Brisbane, Queensland, Australia. http://www.slideshare.net/j.zagami/stem-symposium-66254992
Tuesday, 14 June 2016
Horizon Report K12: What are the trends, challenges, and developments in technology?
Keynote Presentation by Dr Jason Zagami to the Digital Technologies Summit 2016: Initial Teacher Education on 14 June 2016 in Brisbane, Queensland.
Zagami, J. (2016, June) Horizon Report K12: What are the trends, challenges and developments in technology. Keynote presentation presented to Digital Technologies Summit 2016: Initial Teacher Education, Brisbane, Queensland, Australia. https://www.griffith.edu.au/conference/digital-technologies-summit-2016
Expert eyes key trends in education
Rethinking classrooms, positioning students as creators rather than consumers and enabling authentic learning experiences are some of the key issues facing today’s educators. This is according to Griffith University’s Dr Jason Zagami who will speak at the Queensland Digital Technologies Summit in Brisbane on Wednesday, June 15. “There is a trend to reinvent the classroom and rearrange the school experience where students move from one learning activity to another more organically, removing the limitations of the bell schedule,’’ he says of the trend in reshaping traditional classrooms. “As technologies such as tablets and smartphones are more readily accepted in schools, educators are leveraging these tools to connect the curriculum with real life applications.”
Students as creators
Dr Zagami said in today’s classrooms student learners are able to explore subjects through the act of creation rather than mere consumption of content. “There is a vast array of digital tools available to support this from kindergarten to Year 12. This can lead to deeply engaging learning experiences whereby students become the authorities on subjects through investigation, storytelling and production. “In particular, the Digital Technologies curriculum enables the development of higher order thinking skills such as computational, design, systems, futures and strategic thinking in students.” “Other components of this trend include game development and access to programming instruction that nurtures learners as inventors and entrepreneurs.” Dr Zagami also advocated for authentic student learning experiences. “It’s important to bring students in touch with the world outside of school – where reflection and self- awareness are cornerstones to their learning. In this way students can experience the future that awaits them once they graduate.”
Saturday, 10 June 2016
Female Participation in School Computing: Reversing the Trend.
Report lead author Dr Jason Zagami, launched at the Inspiring the Next Generation of Creative, Entrepreneurial and Digital Women on 10 June 2016 at Museum of Contemporary Art, Australia, Sydney. http://www.vividsydney.com/event/ideas/inspiring-the-next-generation-of-creative-entrepreneurial-digital-women
Zagami, J., Boden, M., Keane, T., Moreton, B., & Schulz, K. (2016). Female participation in school computing: reversing the trend. Sydney: Digital Careers. Retrieved from https://drive.google.com/file/d/0B9Vbwc04iGqzTXBCbkRPRy1JY1E/view?usp=sharing
Computer education, with a focus on Computer Science, has become a core subject in the Australian Curriculum and the focus of national innovation initiatives. Equal participation by girls, however, remains unlikely based on their engagement with computing in recent decades. In seeking to understand why this may be the case, a Delphi consensus process was conducted using a wide range of experts from industry and academia to explore existing research and interventions, recommending four key approaches: engaging girls in the Digital Technologies curriculum; addressing parental preconceptions and influences; providing positive role models and mentors; and supporting code clubs for girls. Unfortunately, all of these approaches have been widely implemented, and while individually successful at the scale of their implementation, have failed to systemically improve female participation in computing. The only discernible difference between initiatives to improve female participation in computing and the successful approaches in other fields such as science, has been the availability of a compulsory developmental curriculum beginning from the start of school, and it is this that may provide a scaffold that sustains female engagement over critical periods such as adolescence, when participation in computing begins to dramatically decline.