Month: January 2016

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“Cargo-Bot” – A Resource for Teaching Technologies in Primary Education –

Cargo-Bot

“Cargo-Bot is a puzzle game where you teach a robot how to move crates” (Twolivesleft.com, 2016).

So how does this fit in with the Western Australian Curriculum?
Cargo-Bot can be used in a variety of ways to target the specific curriculum requirements of each year level. Below is an example for a Year 4 classroom.

Activity Idea
Year Level: Year 4
Learning Area: Technology
Subject: Digital Technologies
Strands: Knowledge & Understanding
– How data are represented and structured symbolically

Processes & Production Skills
– investigating and defining
– designing
– producing and implementing
– collaborating and managing

(K10outline.scsa.wa.edu.au, 2015)

Students have the opportunity to use an iPad to teach a robot how to move crates. They do this by selecting desired actions and programming them in a sequence. In doing so, students are able to see a practical way of how computational thinking and coding are used in digital technology, and how the codes influence the movement and sounds presented by the robot. The students also have the opportunity to work collaboratively with other students together to create the shortest codes possible to complete the puzzle.

This activity targets the following Year 4 Technologies Western Australian Curriculum links:
– Data is represented using codes (ACTDIK015)
– Collect, store and present different types of data for a specific purpose using software (ACTDIP016)
– Design, follow and represent diagrammatically, a simple sequence of steps (algorithm), involving branching (decisions) and iteration (repetition) (ACTDIP019)
– Implement and use simple programming environments that include branching (decisions) and iteration (repetition) (ACTDIP020)

Please Note: This activity is easily adaptable to a variety of year levels. Follow the link below to view the Digital Technologies curriculum to see how you can incorporate this activity into other year levels.
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Cross-Curriculum Priorities
This activity is also a great opportunity to target the cross-curriculum priority of sustainability.
As your students are programming their robots, you may ask them to identify an environmental problem giving prime consideration to sustainability.

In reality, robots are fueled by an energy source such as electricity or fuel. Explain to your students that we try to keep unnecessary use of energy resources to encourage sustainable living and to reduce emissions created from using fuels. Students can critique this problem, and create a solution that assists in reducing wasted energy through designing their robot’s algorithm.

By using computational thinking, students can design an algorithm that requires the robot to make only the required steps required to move the crates. By using as little movements to complete the task as possible, the robot would use less energy encouraging sustainable use of resources. For a bit of fun, you can ask your students in pairs to map their solutions on graph paper and then compare at the end of the lesson to see who has the shortest algorithm.

General Capabilities covered:
Through this digital resource, you can adapt these lessons to cover all of the general capabilities set out in the Digital Technologies Curriculum.
– Literacy
– Numeracy
– Personal and Social Capabilities
– Information and Communication Technology
– Ethical Understanding
– Intercultural Understanding
– Critical and Creative Thinking

Reference List

K10outline.scsa.wa.edu.au,. (2015). k10outline – Organisation. Retrieved 8 January 2016, from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/organisation

Scratch.mit.edu,. (2016). Scratch – About. Retrieved 8 January 2016, from https://scratch.mit.edu/about/

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Tynker- Programming for Upper and Middle Primary

tynker

 

Description:

Tynker is an educational programming application designed for students of all ages for both the computer and mobile devices. Tynker looks at developing students’ foundations in aspects like STEM, programming and critical thinking skills as well as supporting the  students in developing computation thinking.

Th application has several different modes to work through and they include:

  • Games: Students are given objectives to reach
  • Hour of Code:  Students are given a basic introduction to programming
  • Free Play: Students can create their games and stories
  • Tutorials: Students are provided with a variety of tutorials on how to program within the system.

This system is accessible by both computer and mobile devices in which schools can purchase classroom and school based systems for the students to assess. There is free access as well for both the moblie and computer based application. With these versions of the program, it enables teachers to access assessment data of the students skills and abilities and give students accesses to a larger range of programming systems to use as well as curriculum based programs.

In this application students are still exposed to the common notion of coding blocks. With the different modes it introduces a large range of these blocks to manipulate various characters.

Overall this application has hundred of uses and suitable for a wide range of students.

Tynker-iPad-App-Lost-in-Space

Application to the classroom:

Tynker has a wide range of uses in the classroom including providing interacting programs supporting students in English by creating their own stories. Students can manipulate the background, movement of characters as well as having the characters speak. This is a great way for students to use narratives they have created in the English content area to be brought to life in an engaging and interactive way while supporting the students in developing their skills in the digital technologies.

 

Here is a video about Hour of Code with Tynker.

To access Tynker from your computer use the following link:

https://www.tynker.com

To access Tynker for iPad using the following link:

https://itunes.apple.com/au/app/tynker-coding-for-kids.-visual/id805869467?mt=8

 

Subject: Digital Technologies

Strand: Processes and production skills

Sub-Strand: Digital Implementation

Year Level: 4 (Task can be modified to suit all years)

Cross-Curriculum Priorities: Sustainability

General Capabilities: Literacy, Numeracy, Critical and Creativity Thinking and  Informational and Communication Technologies.

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Word Move

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Resource: Word Move

Subject: Digital Technologies

Year Level: Year 3 and 4

Sub Strand: Digital Implementation

Link to resource: https://itunes.apple.com/au/app/word-mover/id572997152?mt=8

Cross Curriculum priorities and general capabilities:

– Literacy

– ICT

– Personal and Social Capability

– Ethical Understanding

Links to other learning areas: English 

A class room activity using this resource: The students can work in pairs or in groups to create their own poems using this interactive ‘Word Mover’ app. This app can be used for a cross-curricular activity requiring the student’s English skills and technological skills. The students could produce their own poems using the app, followed by a presentation to the whole class showing their poem.  

How to use this resource: This app is user friendly and easy for the students to use. Each student is given their own individual log in to the app. Once the students sign in to the app, they can choose from the following options:

– Word Bank

– My Own Words

– Famous Works

The students then move and manipulate the words to create their poem and communicate ideas through agreements made within their groups. The students have the option to save their poem as  a picture, email their poem or send it to a printer. The app keeps a history of their created poems.

I believe this app is beneficial as students enjoy collaboratively discussing and creating poems within their groups whilst remaining engaged in the lesson.

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Tynker

TynkeTynkerLogo_Fotorr is a browser-based application used to teach your students how to program as they create games and animated projects. Tynker can be used on any computer (desktop, laptop, notebook, Chromebook) with an internet connection. It can be used on an iPad, however some features are not supported. As it is browser-based, it works best in Google Chrome and Safari browsers.

Students can easily learn to code using the visual programming language by solving fun puzzles and creating original projects and games. Students gain an excellent foundation in programming and computational thinking, preparing them to transition to any mainstream object-orientated programming language.

Tynker has multiple learning modules; allowing students to work at their own pace, with each lesson is designed to run between fifty and sixty minutes. As it is browser based, students are able to work from home if the activity is not completed within the specified lesson. Tynker has been created to keep students engaged from start to finish and Tynker also caters for a variety of learning styles.

Teachers are able to assess their students’ learning through creating a multiple-choice questionnaire at the end of a module.

Each student is able to create a unique project, which can then be shared with friends and family.

For more information on Tynker, visit: https://www.tynker.com/?t=reset

    Subject: TechnologiesTynker

    Strand: Digital Technologies – Knowledge and Understanding

    Sub-Strand: Representation of data

    Year level: Year one to year six

 

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Numeracy;
  • Information and Communication Technology;
  • Critical and Creative Thinking; and
  • Personal and Social Capability.

Links to other learning areas:

  • English;
  • Mathematics;
  • Science; and
  • The Arts (Visual Arts). 

How to use Tynker:

Visit the Tynker YouTube channel for a variety of short videos, including how to get you and your class started: https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

Below are a couple of suggested YouTube clips for you to view:

What is in a Tynker lesson: https://www.youtube.com/watch?v=Bko9qtCeb2A

Preparing for your first Tynker lesson: https://www.youtube.com/watch?v=ZmTbED57tes

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Tynker. (2015). Tynker – Programming courses for kids. Retrieved from https://www.tynker.com

Tynker. (2016). Tynker. Retrieved from https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

 

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Digital technologies in the classroom – Ebook Creator.

I have looked at many ebook creator applications through the App Store.  The one that I have used myself and find very straight forward for students to use is called “Book Creator” by Red Jumper Ltd.  I have linked this review with the SCASA Digital Technologies Curriculum 2015.

This application has a free version which is more than sufficient for use by students to create their books and share in a safe manner within the digital technologies curriculum:

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIP006

Students can use books to present their manual work in a digital format in a variety of ways:

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIK001

 

By adding text, pictures of their work and voice overs the students are able to bring their paper based works to life in digital format and share with their families and up on the smart board with their peers:

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIP003

 

Click on the picture below to access on the App Store:

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Book Creator Free – make books with photos, video and sound by Red Jumper Limited https://appsto.re/au/vGjAN.i

 

 

 

 

Minecraft EDU

Minecraft has been described as “first person Lego.”  Within this digital world you can create almost anything.  I have linked this review with the SCASA digital technologies curriculum for Western Australia 2015.

In creative mode you can build 3D structures, you can even build replicas of famous buildings and  create art galleries just to name a few options:

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIP003

Students can collaborate in a multiplayer world that they can design themselves, the teacher can set tasks based in Mathematics or physics for example. There is the ability for importing and exporting of data so that the teacher can control what is going on in the game.

http://v7-5.australiancurriculum.edu.au/curriculum/contentdescription/ACTDIP006

 

MinecraftEdu (https://minecraftedu.com) was created for use in schools.  Below is a YouTube clip that gives a fast paced overview of the school-ready version of the original game.

The sky really is the limit with this technology.  The only boundary is how far the teachers are able and willing to go to fully utilise the learning and fun that is to be had from MinecraftEdu.

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Digital Divas Club – Algorithms and Basic Programming

Digital Divas Club is an organisation that aims to develop the knowledge of simple programming and algorithm skills. It provides teachers and students with lesson plans and other resources to assist in the development of students computational thinking. This enables the opportunity for students to extended their creativity and improve their communication skills.

 Digital technologies -Module six “Alice”

(http://digitaldivasclub.org/vic/node/28). I

This lesson the students are introduced to object orientated programming using a free downloadable 3D environment (Alice 3D software).

The link to download this software is included in the resource file on the website. The students are instructed to choose their own world and use objects as characters to tell a story with a moral.

Year level: 5 or 6

Strand:  Processes and Production skills

Sub strand  Design, follow and represent diagrammatically a simple sequence of steps (algorithm) involving branching (decisions) and iteration (repetition) ACTDIP019.

This is a delightful activity that encourages higher order thinking, and provides students with the opportunity to demonstrate their thinking skills using algorithms to demonstrate their designs for programming.

Brain Pop

brainpop

‘BrainPop’ (https://educators.brainpop.com/)can be used within a classroom or at home utilizing mobile devices or PC’s.
Brainpop engages students through animated movies, games, quizzes, concept maps and actives. They also include BrainPop ESL for students whose speak English as a second language.

BrainPop has a variety of free resources to try, however if you would like to gain more from this site, you will have to subscribe and pay a fee. I have only used the free videos and quizzes within my classroom and feel they fulfill what is required to direct my students with their learning.

As BrainPop is mostly American, it does not relate to all of Australia’s Educational or ACARA’s needs. You have to decide at the time if the information or learning activity suites your students’ needs within the classroom.

BrainPop can be used for individual, group or whole class learning, the site has an interesting Science and Math’s section, which can relate to the Australian curriculum.

I find the videos content interesting and direct, demonstrating relevant information for a particular subject. I even discovered free information for ‘blogging’ https://www.brainpop.com/english/writing/blogs/, which could help us teachers understand what weblogs are and why they are needed in today’s busy world.

BrainPop incorporates most learning areas:

  • English
  • maths
  • science
  • art
  • health
  • engineering
  • technology.
  • BrainPop uses interesting characters within their  videos that can introduce new topics and break down complex ideas. BrainPop Educators can help with lesson planning, video tutorials and organizers. It also has its own blog, so you can obtain more educative material and information using educator workshops  to keep on top of all the new advances in technology.

Tours:

Educator tour: https://educators.brainpop.com/video/brainpop-educators-tour/

Brainpop junior tour:https://educators.brainpop.com/video/brainpop-jr-screencast/

ESL tour: https://esl.brainpop.com/support/tour/

 

 

Brainpop. (2016). BrainPOP. Retrieved January 9, 2016, from https://www.brainpop.com/

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Evernote

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Resource:

Evernote

Description:

Evernote is a note taking, research storing and project organising app which can be used effectively within the upper-primary classroom. It allows children to digitally keep resources and research notes relating to current assignments and projects being completed in class. It can be downloaded from the iTunes store for use on iPad, iPhone, iPod touch or used on the website through a desktop computer. It allows students to collect and present data and information online and includes the ability to create online collaborative projects and digital portfolios which can be shared publicly within the school environment.

The use of this program encourages students’ computational thinking within data representation and problem solving. It creates an open-ended platform for students to organise their learning and show this effectively and creatively through digital technology.

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Download from the iTunes store: https://itunes.apple.com/au/app/evernote/id281796108?mt=8

Here are some links to get you started with the application:

Website: https://evernote.com/?var=3

Evernote blog with tutorials: https://blog.evernote.com

Blog regarding Evernote use with children: http://www.degconsulting.net/2013/05/evernote-kids-education.html

SCASA:

Year: 5-6

Learning Area: Technologies

Subject: Digital Technology

Content Descriptors:

Process and Production Skills:

Collecting, Managing and Analysing Data:

Collect and present different types of data for a specific purpose using software (ACTDIP009)

Digital Implementation:

Create and communicate information, including online collaborative projects, using agreed social, ethical and technical protocols (codes of conduct) (ACTDIP022)

Cross-curricular Priorities and General Capabilities:

  • Sustainability – cuts down wasteful use of paper and this can be linked to learning
  • Literacy
  • ICT
  • Critical and creative thinking
  • Ethical understanding – staying safe online

Reference List

School Curriculum and Standards Authority [SCSA]. (2014). K-10 technologies outline. Retrieved from the School    Curriculum and Standards Authority website: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

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Splash

Computer programming

Subject: Digital Technologies

Year level: 5-6

Strand:

Design and Technologies Knowledge and Understanding

Sub-strand: 

Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015)

Link to the resource

http://splash.abc.net.au/home#!/media/1662392/

Cross curriculum priorities and general capabilities

  • Literacy
  • Numeracy
  • Critical and creative thinking
  • Information and Communication Technology (ICT) capability

Links to other learning areas

  • Science
  • Literacy
  • Numeracy

A classroom activity using this resource

This is a great way for students to be introduced to and learn about computer coding. The video uses celebrities to discuss and promote the importance of computer programming in today’s society. It shows students learning simple software skills and that student curiosity can lead them to further develop their skills on their own. The video also posts questions to think about before, during and after watching the video. These questions allow students to focus on this topic and allow further and deeper understandings to develop.

It works with a computer or tablet.

How to use this resource

This is a video link for the students to watch.

Before playing the video go to the “Things to think about” tab.Open the before viewing questions and discuss with students.

Look at the ‘as you view’ questions for students to think about.

After viewing go through the questions and then try the resource Scratch 2.0 for students to attempt to make their own code.