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<DIV><FONT size=2 face=Arial>Hello Mark and others</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Amongst all the hysteria there are a couple of
'facts' that need correcting.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial><STRONG>First</STRONG>, the decline in IPM/ITA has
been occuring since about 2000, when it reached numbers totalling about 30% of
the English cohort that year. (This is also the time SD peaked). The reason for
the steady drop in enrollments since then is complex, not just because DB
is part of the mix.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV dir=ltr><FONT size=2 face=Arial>It could be argued that the numbers in 2000
were 'unnaturally' high: in the early to mid-90s parents were keen on their
student gaining some expertise in the use of this new-ish technology; at the
same time school still tended to have better equipment and software than was
available at home and the internet was still in its infancy for many people,
which together meant that students were not saturated with computers; VCAA
had a rule that said students must do a science/tech subject and all those
students not particularly interested in a 'hard' science chose either Psychology
or IPM. It was also the case that some tertiary courses would give credit
for VCE IT.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Hence a 'boom', which, once computers and the
internet became common place, and once it became accepted wisdom that 21st
century children were 'digital natives' and didn't need to learn about computers
(and that has largely been accepted by parents, students and the educational
establishment), it was ineveitable that numbers would decline. Then, take away
the rule that a technology is a 'must' and take away any support from the
tertiary level and you remove any real reason for doing IT for a lot of
students.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>With all the social pressures, rules and incentives
removed, IT enrollment has fallen to a more 'natural' level for a 'technology'
subject. That's not to say it cannot go up, but I would suggest it's a
fantasy to suggest we could ever get back to the 2000 numbers.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial><STRONG>Second</STRONG>, as Maggie has pointed out
DBs have not taken over the study. If the SAT is interpreted as 'DB only' then
some serious expanding of thought and imagination has to occur. Judy is spot on
with the idea of it being an opportunity to build on the data visualisation
idea. And I don't want to trivialise the transition to a SAT model: we will have
to learn a lot, including how to manage a class wherein many different types of
software could be going at once.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT face=Arial><FONT size=2><STRONG>Third</STRONG>, the characterisation
of Informatics as 'an ultrageeknerd study, chockablock with <I>pure
database science'</I> and 'A rigorous, intellectually-demanding,
highly academic investigation of esoteric theory that tertiary graduates require
for a career in a narrow corner of the IT industry' and 'fancy further
specialist studies' is a mis-representation that I think misses the point. As
already noted DB does not dominate, but, more importantly, data manipulation
does, and that is what IT should be about.</FONT></FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Anecdotally, students who can manipulate data via
the use of IT are much better able to deal with those demands at a tertiary
level, whether it be Bus Man or a Science - yes, it does help teritary students,
but not just the geeky computer nerdy types. </FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>And I would suggest that, like Maths, VCE
Informatics can be seen (and marketted) as an 'enabling' discipline because of
its emphasis on data manipulation. So, even those who go straight into the work
force have something to sell (at least to the right kind of job - and that kind
of job is increasing). The proposed SAT should take students though a complete
cycle from go (data collection and validation) to whoa (information product),
and that product will be real and the result of a substantial amount of work.
This has got to be a worthwhile and saleable experience. Far from making the
subject even more 'specialist' the SAT frees it up in comparison to the current
study design.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Regards</FONT></DIV>
<DIV><FONT size=2 face=Arial>Robert T-A</FONT></DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>----- Original Message ----- </DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px">
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=mark@vceit.com href="mailto:mark@vceit.com">Mark</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=yr11it@edulists.com.au
href="mailto:yr11it@edulists.com.au">Year 11 Information Technology Teachers'
Mailing List</A> ; <A title=sofdev@edulists.com.au
href="mailto:sofdev@edulists.com.au">Year 12 Software Development Teachers'
Mailing List</A> ; <A title=itapps@edulists.com.au
href="mailto:itapps@edulists.com.au">Year 12 IT Applications Teachers' Mailing
List</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Monday, May 12, 2014 4:20 PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Year 12 SofDev] Fwd: The draft
study design is on the table!</DIV>
<DIV><BR></DIV>
<DIV dir=ltr>
<DIV>Psst. Hey, you. Yes, you. The IT teacher. </DIV>
<DIV>But mainly <I>you</I> - the <B>ITA</B> teacher.</DIV>
<DIV><BR></DIV>
<DIV><SPAN style="BACKGROUND-COLOR: rgb(243,243,243)">Remember that
<B>feedback on the draft IT study design</B> stops on <B><FONT
color=#ff0000>17 May</FONT></B>. See below for quick links.<BR></SPAN></DIV>
<DIV><SPAN style="BACKGROUND-COLOR: rgb(243,243,243)">Five days to
go. </SPAN></DIV>
<DIV><SPAN style="BACKGROUND-COLOR: rgb(243,243,243)"><BR></SPAN></DIV>
<DIV>If you teach <B><FONT color=#ff0000>ITA</FONT></B> and you love the idea
of teaching <B>databases</B> for most of the year in <I>Informatics</I>, you
need do <B>nothing</B>.<BR></DIV>
<DIV><BR></DIV>
<DIV>But here's a hypothesis...</DIV>
<DIV><BR></DIV>
<DIV>- If you do nothing you <B>won't</B> end up teaching databases for
most of the year. Yay! What?<BR></DIV>
<DIV>- This is because when students hear that 'Informatics' == 'Databases',
<B>none</B> of them will enrol for it.</DIV>
<DIV>- You will be teaching <B>Woodwork</B>. Or two <B>Year 9 Health</B>
classes instead.</DIV>
<DIV><BR></DIV>
<DIV>Of course, that's just a hypothesis. But sharpen your chisels and unwrap
your condoms - just in case.</DIV>
<DIV><BR></DIV>
<DIV>We know that <B>IT Applications</B> enrolments have been trending
down for the past 5 years. </DIV>
<DIV>And I'd suggest this largely because databases have been mandated for the
past 5 years in ITA.</DIV>
<DIV>And the new <B>Informatics</B> course wants to compound the injury by
increasing the database component. </DIV>
<DIV><BR></DIV>
<DIV>Dammit, people. We've always had an <I>understanding:</I></DIV>
<DIV>- <B>Software Development</B> has always been for the unashamed IT
lover who would watch "The Big Bang Theory" and laugh at the quantum physics
jokes.I know I do.</DIV>
<DIV>- <B>ITA</B> (formerly IPM - Information Processing and Management)
was for - let's be honest - the students who liked using computers but
couldn't get into Media Studies. It was a fun, easy subject with low skill
expectations on arrival, and a useful skill set on graduation. It was
marked down as a VCE study, but everyone knew that and accepted that. It was
<I>understood</I>.</DIV>
<DIV><BR></DIV>
<DIV>The draft study design seems to want to make ITA an ultrageeknerd study,
chockablock with <I>pure database science...</I>the sort of study that would
not be "marked down" and would stand proudly against a "real science" like
physics or chemistry.</DIV>
<DIV><BR></DIV>
<DIV>But is that what <I>Informatics</I> is supposed to be? A rigorous,
intellectually-demanding, highly academic investigation of esoteric theory
that tertiary graduates require for a career in a narrow corner of the IT
industry? If so, it destroys the attraction of a subject for general ICT skill
development. </DIV>
<DIV><BR></DIV>
<DIV>VCE Maths has all sorts of streams for students who (1) want to get
through year 12 and (2) want to become a maths/science
professional.</DIV>
<DIV>Why can't VCE IT do the same, as it has always done? </DIV>
<DIV><BR></DIV>
<DIV>Let's retain a unit 3/4 IT subject for those who couldn't give a flying
fuschia for fancy further specialist studies. How many students would choose
VCE Biology units 3 and 4 if three of the four outcomes were on
<I>cellular slime mould</I>, and the other one was on <I>everything
else</I>?</DIV>
<DIV><BR></DIV>
<DIV>These lists have been a whistling desert breeze, a lonely rolling
tumbleweed of discussion on the crucial issue of this draft IT study
design.<BR></DIV>
<DIV><BR></DIV>
<DIV>- Are people <FONT color=#4c1130>passionately in favour of increased
database content in ITA and are silent in anticipation of its arrival</FONT>?
(Yay! More databases!)</DIV>
<DIV>- Are people <FONT color=#4c1130>writing passionate feedback in defence
or defiance of the draft to the <A
href="http://www.surveymonkey.com/s/CRDVJ25">VCAA survey</A></FONT>, and are
silent here?</DIV>
<DIV>- Are people just <FONT color=#4c1130>passively waiting to be fed
whatever VCAA pushes into their cages</FONT>, and quietly grumble "I don't
like that much" for the next 5 years?</DIV>
<DIV><BR></DIV>
<DIV>Your only chance is <B>now</B>. </DIV>
<DIV>And you have only <B>five</B> days.</DIV>
<DIV><BR></DIV>
<DIV>If you have an opinion <B>express it here on the Edulist forums</B>
as well as on the <A href="http://www.surveymonkey.com/s/CRDVJ25">VCAA survey
site</A>. </DIV>
<DIV>You might <B>inspire others</B> to think and respond.</DIV>
<DIV><BR></DIV>
<DIV>But I don't have to worry. </DIV>
<DIV>- <B>I</B> have the beach, red wine, and a thousand fine (and bad) old
movies to amuse me during periods 3 and 4 on a Tuesday. </DIV>
<DIV><B>- You </B>will have year 12 <I>Informatics</I> with yet <I>another</I>
database outcome coming up, and the kids still don't really understand how 2NF
differs from 3NF even after your eleven prior attempts to explain
it, even with your hand puppets.</DIV>
<DIV><BR></DIV>
<DIV>
<DIV class=gmail_quote>
<DIV dir=ltr>
<DIV><FONT style="BACKGROUND-COLOR: rgb(0,255,0)" color=#741b47 size=4>So, if
you teach VCE IT...</FONT></DIV>
<DIV><BR></DIV>
<DIV>Read the draft - <A
href="http://www.vcaa.vic.edu.au/Documents/vce/infotech/ComputingSD-consultation-draft.pdf"
target=_blank>http://www.vcaa.vic.edu.au/Documents/vce/infotech/ComputingSD-consultation-draft.pdf</A><BR></DIV>
<DIV><BR></DIV>
<DIV>Read the Summary of changes - <A
href="http://www.vcaa.vic.edu.au/Documents/vce/infotech/VCE_InfoTech_summary_changes.doc"
target=_blank>http://www.vcaa.vic.edu.au/Documents/vce/infotech/VCE_InfoTech_summary_changes.doc</A></DIV>
<DIV><BR clear=all>
<DIV><B>But for Dog's sake, <FONT color=#351c75>whether you agree with me or
not</FONT>, go here and say <FONT color=#ff0000>something</FONT>
-</B> <A href="http://www.surveymonkey.com/s/CRDVJ25"
target=_blank>http://www.surveymonkey.com/s/CRDVJ25</A></DIV>
<DIV><BR></DIV>
<DIV>Otherwise, you know what the next 5 years will be like for you:
<I>Countersinks</I>. <I>Chlamydia</I>...</DIV>
<DIV><BR></DIV>
<DIV><SPAN
style="COLOR: rgb(136,136,136)">-- </SPAN><BR></DIV><SPAN><FONT
color=#888888>
<DIV dir=ltr>
<DIV>Mark Kelly (amateur troublemaker)<BR></DIV>
<DIV>mark AT vceit DOT com</DIV>
<DIV><A href="http://vceit.com" target=_blank>http://vceit.com</A></DIV>
<DIV><BR></DIV>
<DIV>
<DIV><I>Everything new draft study design is a chance to make the VCE world a
better place. - </I>Mark Kelly</DIV></DIV>
<DIV><BR></DIV></DIV></FONT></SPAN></DIV></DIV></DIV>
<DIV>-- <BR></DIV>
<DIV dir=ltr>
<DIV><BR></DIV>
<DIV>Mark Kelly</DIV>
<DIV>mark AT vceit DOT com</DIV>
<DIV><A href="http://vceit.com" target=_blank>http://vceit.com</A></DIV>
<DIV><BR></DIV></DIV></DIV></DIV>
<P>
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