Hass And Technology Digital Resource Samples †MyAssignmenthelp.com

Question: Discuss about the Hass And Technology Digital Resource. Answer: Learnings This particular course is based on teaching the learners the basics of Humanities and Social Sciences (HaSS). HaSS and Technology is defined as the subject that deals with the humanities and social sciences aspect of technology i.e. it is used to learn about the humanities and social sciences factors that affect the development and implementation of technology (Yow 2014). This particular subject is extremely important to determine the outcomes of many other courses although most people have the misconception that HaSS is only general studies and have no useful purpose. However, in reality, HaSS plays a very major role for the development and implementation of the new technology (Herrmann 2018). For instance, if the research and development of a new medicine depends on the study of pathogens and the antidotes, very few people realize that the entire research also uses humanities and social sciences to determine the nature and behavioral trends among the people affected by the particul ar disease (Monmonier 2015). In the learning area for the foundation year of this course, the students will be gradually taught basic history and geography as the course will be gradually upgraded to the study of technology. Reasons for Teaching the Learning Areas There are a large number of reasons for teaching the specific learning areas to the learners especially the Early Years Learners (EYL). As per the Au curriculum, the main aim of the school is to promote equity and excellence in each of the students as the subjects are taught to them throughout the course. The main goal is to teach the students such that each and every Australian becomes successful learners, creative and confident and finally active and informed citizens of the country. Before the learners move on to the courses of technology and development, they need to learn about the Humanities and Social Sciences in order to understand the impact and importance of the subjects on technology and its development. While HaSS has many high level importance and significance in other technical fields of study, the beginning level learners need to learn about the basics to get a head start on their future lessons (Weber 2017). This is why, most of the elementary schools start the learni ng courses with humanities and social science subjects other than literature and language studies. For this module as well, the same trend will be followed as the learners will be taught HaSS with special emphasis on history and geography. The beginners mainly need to learn history in order to learn about past civilizations, their cultures, religions, economy and most importantly technology. From the lessons about ancient technology, the learners can have a basic idea regarding the gradual progress and development of technology that will help them in future for studying technology as well as working on it to develop even more advanced technology (Mohammadi and Thelwall 2014). On the other hand, the beginners are taught geography so that they have the basic idea of various landscapes, climate, weather conditions and others around the world and how these factors affect the type and quality of life on earth. The learners will be able to have a clear idea on how the geographical conditi ons have affected the development of technology throughout the history of mankind. Knowledge and Understandings There is a lot of knowledge as well as understanding that is related to the curriculum learning areas (design and technology). In this curriculum, the beginning level learners will be taught these knowledge and understandings for their educational as well as personal development. However, throughout the curriculum, the learners need to get hold of various concepts and their applications on various subjects in order to gather sufficient amount of knowledge and understanding. The curriculum is designed by following the standard Australian curriculum and is aimed to make the students well learned and confident individuals in the near future. The learning starts from the foundation stage and it gradually culminates into advanced learning process where the students learn to use technology in a practical environment. The entire course curriculum has been designed such that it benefits the EYLs and hence, the entire course has been built based on EYLF (Early Years Learning Framework) (Grusi n 2015). The concepts and ideas to be taught in this curriculum have selected in such a way that the beginners are easily able to catch the ideas and grow on the same. For instance, in the EYLF, none of the students will be taught about European Dark Age or the landscape of the Pampas in South America. Rather the courses will mainly include early human history and basic knowledge of landscapes. These basic lessons will act as the building blocks for the development of the early year learners. The entire module will be completed in a number of phases. The main purpose of the phase division is that it is necessary to evaluate the knowledge and understanding gathered by the learners throughout the course of the curriculum (Eve and Willinsky 2015). The first phase will include the teaching phase where a number of sessions will be undertaken to incorporate the lessons to the learners. The method of teaching may vary on the special requirements of some of the learners. The next phase will include the questioning phase where during the sessions; the learners will be asked simple questions that are based on the lessons taught. The objective of these questions is to find out how much the student has been able to progress and gain knowledge on the lessons taught during the session. In case the progress is not satisfactory, the teaching phase will again be repeated for certain period of time (Miletzki and Broten 2017). The next phase includes self research phase where the learners will need to undertake minor research and learning that will help their personal development. Due to the limitations of EYLF, the requirements are very minor and the learners are only expected to find two or three pieces of information from their own research using reference books and materials. The final phase is the evaluation phase where the learners are needed to go through a series of evaluation processes where their learnings and understandings are assessed. This evaluation phase is under taken at the end of each learning module and includes assessment from the entire learning curriculum. Role of the Stages of Inquiry Based Learning Inquiry based learning is an effective method of teaching that has been accepted in a large number of learning centers around the world. This particular method requires complete involvement of the learners during the sessions and they need to interact with the teachers on a constant basis. There are generally four stages of inquiry based learning that play a significant role in the learning of design and technology by the learners. These four stages are explained as follows. Interaction In this stage, the learners are required to spend significant amount of time in suitable media to conduct personal research and study on the particular topic provided to them (Lee Jr and Wallerstein 2015). Furthermore, with extensive research, the curiosity of the students will gradually increase and they will seek to learn even more by interacting with various types of media. Whenever they are unable understand certain concepts, they will be able to interact with the teachers in order to know more about the particular concepts and ideas that they did not understand. Clarification Clarification stage follows the interaction stage when the student or learner asks for clarification on a certain topic or idea that they have recently learnt. There may be a topic that a learner can only partially understand and does not know to categorize or explain the idea to get the actual concept embedded into it (Ossenblok, Guns and Thelwall 2015). In this case, the student can interact with his teacher and discuss about clarification regarding the same idea. With an interactive session, the student will be able to classify the data and understand the idea fully. Questioning While preparing clarification of the ideas, some more ideas may develop in the head of the learner based on the original idea he gathered. With the growth of new ideas, some conceptual based questions will also start to develop inside the head of the learner that must be answered properly for his learning and understanding on the particular topic (Gregory 2017). In this case also, the learner will need to interact with the teacher who will be able to answer their questions and fulfill the students curiosity and quest for learning. Design Finally comes the design stage where the learner will be to apply the ideas and concepts he gathered during the learning course in order to develop a practical design of his own (Davis, Torr and Degotardi 2015). This phase is the most important phase of the learner when he learns the practical implementation of the ideas, which is quite essential during the studies of design and technology. Processes and production skills are required in the higher level design and technology courses that generally build up from the four stages of inquiry based learning phase. The skills define the competency of a student in the development, design and implementation of creative ideas that are most sought after in the field of design and technology (Akers 2017). Once the student learns to develop new ideas and implement them in design and technology, he will able to grow rapidly and establish his own designs and frameworks for new technology. Learning Connections Apparently, there are no learning connections between HaSS and Design Technology. However, with in-depth search, it can be seen that both of these learning areas are intricately intertwined with each other (Arthur et al. 2017). With HaSS, design and technology would not have been much developed and without design and technology, HaSS would have no practical use in all actuality. In order to understand the connections and relations between the two, it is required to identify the main components of the two learning areas (Neumann and Neumann 2014). While HaSS deals with various aspects of human society like history, economy, psychology and others, design and technology involves the development and implementation of various technologies that are required in the near future. However, for the development and implementation of the new technologies, it is important to know about its impacts on the human society and vice versa (Clements and Sarama 2014). HaSS acts as the building block need ed to build up to the competency in design and technology. Hence, in all elementary sessions and learning centers, the main lessons start with humanities and social sciences. Summary This particular course aims at educating the learners in the importance and significance of Humanities and Social Sciences on future and advanced studies of design and technology. Since it is a very broad subject, the focus will be specifically on History and Geography. Learning history is important in order to understand the trend of changes of a particular community or a group of people in terms of politics, economy, religion and others. This knowledge is important to analyze the current society as well as make suitable predictions for the future. On the other hand, geography is another important that needs to be learned for understanding various landscapes, weather effects and others. However, geography is not limited to landscape or weather, rather it also includes the effects of landscape, climate and weather on the people of various regions and hence, it is included in Humanities and Social Sciences course. References Akers, R., 2017. Social learning and social structure: A general theory of crime and deviance. Routledge. Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S., 2017. Programming and Planning in Early Childhood Settings with Student Resource Access 12 Months. Cengage AU. Clements, D.H. and Sarama, J., 2014. Learning and teaching early math: The learning trajectories approach. Routledge. Davis, B., Torr, J. and Degotardi, S., 2015. Infants and toddlers: how visible are they in the Early Years Learning Framework?. International Journal of Child Care and Education Policy, 9(1), p.12. Eve, M.P. and Willinsky, J., 2015. Open access in humanities and social sciences: Visions for the future of publishing. College Research Libraries News, 76(2), pp.88-91. Gregory, E. ed., 2017. One child, many worlds: Early learning in multicultural communities. Routledge. Grusin, R., 2015. The nonhuman turn. University of Minnesota Press. Herrmann, A.C., 2018. Theorizing feminism: Parallel trends in the humanities and social sciences. Routledge. Lee Jr, R.E. and Wallerstein, I., 2015. Overcoming the Two Cultures: Science Vs. the Humanities in the Modern World-system. Routledge. Miletzki, J. and Broten, N., 2017. Development as freedom. Macat Library. Mohammadi, E. and Thelwall, M., 2014. Mendeley readership altmetrics for the social sciences and humanities: Research evaluation and knowledge flows. Journal of the Association for Information Science and Technology, 65(8), pp.1627-1638. Monmonier, M., 2015. Mapping it out: expository cartography for the humanities and social sciences. University of Chicago Press. Neumann, M.M. and Neumann, D.L., 2014. Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42(4), pp.231-239. Ossenblok, T.L., Guns, R. and Thelwall, M., 2015. Supplementary material to Book editors in the social sciences and humanities: an analysis of publication and collaboration patterns of established researchers in Flanders. Weber, M., 2017. Methodology of social sciences. Routledge. Yow, V.R., 2014. Recording oral history: A guide for the humanities and social sciences. Rowman Littlefield.