Kahoot!

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Year: Middle to upper primary

What is it? Kahoot! is an online quiz game, in which students can either play individually or as teams from multiple devices. The teacher creates an account and can create customised quizzes relating to the content the class has been learning. The teacher projects the quiz onto the interactive whiteboard. This allows students to view the questions, as questions are only view-able from the teacher account. Each game has a unique pin-code, and the students log into the game using the pin-code. The quizzes are a multi-choice platform, where students answer questions via selecting the correct answer (represented by both colours and symbols) from their device. Students score points for accuracy of their answer and for the fastness in which they answer. It is a great resource to use to test students’ knowledge as a summative task while incorporating ICT. Images and videos can also be added to the questions.  At the end of each answer, students are provided with a graph of results, showing how many people chose what answer. These results remain completely anonymous to the students.

Image result for kahoot

Image result for kahootTeacher Link: https://getkahoot.com/

Student Link: https://kahoot.it/#/ 

Application in classrooms via the use of the curriculum: I believe that this app would be most effective for students in middle to upper primary, but could possibly be modified for use in year 2. We will be looking at year 3-4.

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Digital Technologies Processes and Production Skills

Content Descriptor: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

This content descriptor was chosen because aspects of the website can relate to this. Students canhelp plan and create quizzes with teacher help and test their peers.

Popplet

Subject: Design Technologies

 

Strand – Processes and Production Skills
Sub strand – Designing
Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps.
General Capabilities:

  • Literacy
  • ICT
  • Creative and critical thinking

Links to all other learning areas
Objective:
Popplet is a visual tool that allows students to show ideas. It is an engaging tool used for mind mapping, graphic organisers, timelines and other forms of visual organisation. Popplet focuses on brainstorming and can also be used as a presentation tool.

How to use this resource

  • Register with Popplet
  • Begin by developing a project by creating a popple.
  • Add text by clicking on each popple.
  • Videos and images can be imported from Facebook or YouTube, or any file saved on the computer.
  • The drawing tool is used to write notes or sketch.
  • Other users can leave feedback using the comment function.

iMovie

Subject: Digital Technologies

 

Year Level: Year 1 – 6

 

Strand: Digital Technologies Processes and Production Skills

 

Sub-strand: Using digital systems

 

Link: https://itunes.apple.com/au/app/imovie/id377298193?mt=8

 

Links to all other areas

 

Objective:
Students can use technology to visually show creativity and individuality. The editing tools on the app allow students to create a variety of different types of movies which they can then show to the rest of the class as a project.

 

How do you use it?

  • Import video using clips from your camera
  • Import images or music
  • Edit clips
  • Combine clips into a movie
  • Add effects or titles to clips

 

Ways to use it in the classroom:

  • Creating visual presentations
  • Using for projects
  • Video reports
  • News telling
  • Story telling

Technology as if people and planet mattered

Technology saving millions of lives.

As simple as a smoke extraction system?

Over four million people die each year after inhaling smoke from kitchen stoves and fires.

Most victims are women and young children. But these are deaths that could be prevented – using simple solutions.  

Have you been looking for authentic content?

Technology as if people and planet mattered – catchy title? I was hooked…

Who would have ever known that the world of Technology was so HUGE!  It’s not really enough to write just one or two blog posts for a university assignment, to reflect the distraction that all this new information has inflicted on my days.

With a strong passion for justice and equity I am thankful for the Australian Curriculum, General Capabilities for giving me permission to incorporate Ethical Understanding, Intercultural Understanding, Personal & Social capability and Creative and Critical thinking into my professional life as a teacher. Whilst I am thanking the Australian Curriculum, let’s say YAY!! for the Cross-Curricular Priority of Sustainability.

If you are looking to broaden your perspectives on Technology and its uses, check out this website. http://practicalaction.org

“Practical Action is an international non-governmental organisation (NGO) that uses technology to challenge poverty in developing countries.

We find out what people are doing and help them to do it better. Through technology we enable poor communities to build on their skills and knowledge to produce sustainable and practical solutions- transforming their lives forever and protecting the world around them”.

Subject:                 Design and Technologies

Year Level:          Teachers of all year levels

Strand:                  Knowledge and understanding 

Sub strand:         Technologies and society

Technologies contexts

  1. Engineering principles and systems,
  2. Food and fibre production
  3. Food specialisations
  4. Materials and technologies specialisations

Strand: Processes and production skill

Sub strand: CREATE SOLUTIONS

  1. Investigating and defining
  2. Designing
  3. Producing and implementing
  4. Evaluating
  5. Collaborating and managing

Using this resource…

Build your content knowledge and be supported with ready-made resources.

Practical Action is just one of many organisations promoting the positive use of technologies in developing countries. It offers many ideas and resources to use as inspiration for your technologies content. A free book (link below) on the subject of social justice is also available through their website. Supporting power point presentations and resources from Practical Action can be found on the TES website.

https://www.tes.com/member/PracticalAction

“A powerful new book sets out the need for looking at technology from human and environmental perspectives, and how to change the status quo”.

http://practicalaction.org/rethink-retool-reboot

Free download of the book at this address

http://www.developmentbookshelf.com/doi/book/10.3362/9781780449043

An article on Technology perspectives from Simon Trace – author of Rethink, Retool, Reboot

https://www.eiuperspectives.economist.com/simon-trace

 

Did you know?

‘that burning an open fire in your kitchen is like burning 400 cigarettes an hour”

Dr Kirk Smith – Professor of Global Environmental Health.

BE CHALLENGED AND BE INSPIRED

 

 

                                            

 

 

Harry P and the Coding Stone


Subject:
Digital Technologies
Year Level: 5-6
Strand: Digital Technologies processes and production skills
Sub strand: Digital Implimentation – Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching (decisions) and iteration(repetition) (ACTDIP019)

Link to the resource
http://store.steampowered.com/app/324190

Cross curriculum priorities and general capabilities
Critical and creative thinking
Information and communication technologies
Numeracy
Literacy

A classroom activity using this resource
CodeSpells is an educational computer game that allows students to learn, develop and practice their coding skills through their ceaseless interest in the magical world. Students are able to create spells and, through coding, determine exactly what they want their spell to do (with unlimited creative possibilities!). CodeSpells and the language used has been designed to suit students of all ages, including those who are completely new to coding and teaches students how to code using Javascipt – however I would recommend this game for upper primary.
As students are able to share their coded spells, classroom activities could include collaborative spell projects where students work together to create specific spells with given criteria. It could be linked with literacy and writing where students are required to write a magical narrative for which they are to code the spells included in their narrative.

How to use this resource
Firstly, CodeSpells must be purchased and downloaded online. Once it is installed, you start by entering the virtual magical world and begin creating your spells. Moving through the magical world you will come across monsters, beasts and enemies that you need to conquer in order to maintain your health and progress up the levels.
Below is a tutorial that gives you an idea of what the game is all about!

 

You won’t be bored with a Geo Board

Subject: Digital Technologies

Year Level: 5-6

Strand: Digital Technologies Processes and Production Skills

Sub Strand: Collect, sort, interpret and visually present different types of data using software to manipulate data for a range of purposes (ACTDIP016)

 

Link to resource:
Geo Board by The Math Learning Centre
https://www.mathlearningcenter.org/web-apps/geoboard/

 

Cross curriculum priorities and general capabilities:

Literacy, Numeracy, Information and Communication Technology 9ICT) capability and Critical and creative thinking.

 

Links to other learning areas:

English, Numeracy

 

A classroom activity using this resource:

The traditional Geo Board is used with elastic bands and a 5×5 board with pegs to place the band around. With the ever-growing world of technology, an interactive Geo Board has been created online. This can be used to develop knowledge of shapes, area and perimeter and what I use, transformations. Transformations can be rotated, reflected and translated. In my activity, I asked students to use a iPad or laptop and open to the Geo Board website. Students were t asked to split the board into 4 even quadrants by placing a band through the middle to create the axis (vertically (y) and horizontally (x) ). This created mirror lines. I created a triangle by dragging the bands over the pegs, I then asked the students to reflect the image over the x-axis. I could easily walk through the room and monitor student’s progress as they all have their individual device to work from. Once completed, we moved onto translation; for example, move the triangle 2 units right and 3 units up and rotation; rotate the image 90 degrees clockwise. The board and bands can be changed to your requirements. This is a great resource that I came across online and I believe it can be manipulated and
used to what ever degree you desire.


How to use this resource:

  1. The Geo Board by The Math Learning Center is an interactive game that is best used with a IWB to assist with a whole class environment and controlled by the teachr.
  2. The board can be used as a 5×5 or 14×9 board. There are 8 bands to choose from to design your activity. You can create shapes, axis lines and develop mathematic knowledge.
  3. The board can have base lines along each knob and number if desired. An editing tool is available too.
  4. Drag a band over the board and place is around the pegs. You can stretch to band anywhere and use multiple bands at the same time.
  5. Students can copy your design, create their own and share it with the class by designing it on the class board or develop questions with the class board that the students will need to answer on their own device.
  6. Enjoy the resource, it’s a great interactive way of teaching Mathematics by using ICT.
Scratch – Coding to learn!

Scratch – Coding to learn!

Scratch

Scratch is a click-drag-and-drop programming environment that is exceptional for introducing students to programming concepts via Windows and Mac OS X . Students can use Scratch to code their own interactive stories, games, and animations. In the process, they learn to think creatively, reason systematically, and work collaboratively, which are essential skills for society and the classroom.

Target year level:  Year 3-6 (Also recommended for high-school students)

Curriculum learning area: Digital Technologies

General Capabilities: Literacy, Numeracy, ICT, Critical and Creative Thinking

Developed by: Lifelong Kindergarten Group at the MIT Media Lab

Why use scratch in your classroom? Scratch introduces students to programming without the daunting pressure of understanding coding/programming language. Beginners are often ‘put off’ when faced with errors in coding, as many programmers are quite abstruse in their language, however scratch aims to overcome this barrier by using a drag-and-drop technique that is readily available to young ages. Scratch uses visual programming language that can be used to construct games, presentations, tutorials, animations, interactive stories and more to create a conceptual understanding or digital materials.

About this resource: Scratch has provided a educational resource for teachers that provides a digital platform for teachers to engage in and share stories, experiences, resources and meet fellow educators via the Scratch Educator MeetupsNote: These meetups are USA centralized.  Scratch also provides teachers with an educator account to help manage classroom projects and student programs.

Links to other learning areas: 

  • Art – Drawing experimentation with colour
  • Mathematics – Plot, graph, demonstrate and application of mathematical concepts
  • Science – Simulation and experimentation
  • Languages – Simple quiz input/output, including the recording of sound for feedback
  • English – Develop a narrative, plot points, characters and actions
  • All learning areas – Demonstrate a deeper, conceptual understanding of fundamental ideas

Mitch Resnick – Computer Scientist

Mitch Resnick is the director of the Life Long Kindergarten Group and LEGO Papert Professor of Learning Research at MIT Media Lab. Resnick aims to engage students with technology, encouraging them to create and experiment using coding with digital resources. You can find more information about Mitch Resknick here: https://www.media.mit.edu/people/mres/overview/

Scratch program snapshots

Scratch interface home page

Scratch background editor

Scratch character script

Scratch game/ challenge programming code

Programming in Schools using Scratch: A CS4HS: Iterate Workshop by Bruce Fuda

Download this resource to view a complete written document that maps out the Scratch program layout and how you can download/use it in your classroom

 

 

Jessica Mann – Coding is the Future

Scratch Jr

Subject: Technologies

Year Level: Year One

Strand: Design and Technologies – Processes and Production Skills

Sub-Strand:

  • Creating Solutions by – Designing: Develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps
  • Creating Solutions by – Collaborating and managing: Works independently, or with others when required, to safely create and share sequenced steps for solutions

Accessing the App:

  • Get on Google Play (Android)
  • Download from the App Store (iPad/iPhone)
  • Available at Amazon
  • Available in the Chrome Web Store
  • The app is FREE

Cross-Curriculum Priorities:

  • Sustainability
  • Asia and Australia’s engagement with Asia

General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT)
  • Creative and Critical Thinking
  • Personal and Social Capability

Links to Other Learning Areas:

  • English
  • Mathematics

Why is Coding Important for Students?

Coding is important as students learn computer programming as well as how to solve problems and create their own projects with their own ideas. Using Scratch Jr. students have the opportunity to use their own creative juices in interactive stories and games. This app was created to suit younger children (5-7 years) cognitive, personal, social and emotional development.

Coding is a new type of literacy. It helps students express their own ideas and organise their thinking. They learn how to create and express through technology as well as learning how to solve problems and create design solutions, which are important life skills.

Coding involves students using their computational thinking. It requires them to use their thought processes in formulating a problem and expressing the solution.

Generic starting image on the Scratch Jr. app

How does the Scratch Jr. App Work?

  • Ultimately the app requires students to move and connect coding blocks. They control their characters actions within the designated area. The blocks are organised in colour-coded categories and they can control how many times an event occurs.
  • There are many different things that can be used, created and done on this app. Numbers, directions and letters can all be used. As a teacher, watching and attempting the tutorials and activities found on the Scratch Jr. website is beneficial in helping your abilities in teaching students how to effectively use this coding app. Help with this can be found at this link: https://www.scratchjr.org/teach.html#activities (flicking through the tabs – activities, curricula and assessment – is very beneficial and provides lots of guidance for great classroom use of the app).
  • For a step-by-step introduction video on how the app works access this link: https://www.youtube.com/watch?v=s6XvwEH0xpg
  • Playing the introductory video on the Scratch Jr. site https://www.youtube.com/watch?v=ciWPaEgscr0&feature=youtu.be teaches students what to do. Have them work through it as the video plays and also give students free time to have a go at using and exploring the app.

Students working collaboratively on the Scratch Jr. app

Scratch Jr. Benefits for Students:

  • Learn how to solve problems
  • Learn how to create solutions to problems
  • Learn how to design their own projects using their own ideas
  • Get to creatively express themselves – creating their own stories and games
  • Makes abstract ideas real

Classroom Activity using Scratch Jr.:

The Scratch Jr. App is used with lower primary students (mainly used with 5-7 year olds). It can be used with older students if they have never experienced coding before as an introductory activity. Older students who are experienced with coding can use the full Scratch app or other coding apps such as Hopscotch that are available. Scratch Jr. can be used independently, in partners or in group situations. Students can use their knowledge from Mathematics lessons on directions to program their cat to move in certain ways or their knowledge from English lessons to program the cat to say different letters correctly when it is the appropriate time. Students can swap their Scratch Jr. programs with others (by swapping devices) and complete each others designs.

Student independently using the Scratch Jr. app

Further Information:

Additional information on the app can be accessed through this link: https://www.scratchjr.org/

Can connect with others on Twitter (@scratchjr)

Further activity videos for guidance can be accessed through this link: https://ase.tufts.edu/devtech/CSEdWeek2016.html

*App requires wifi to work*

 

 

Classroom Designs

What does your classroom look like?

Subject: Design and Technology

Year: 2

Strand: Process and Production

Sub-Strands: Designing

Content Descriptor:
ACTDEP006 – Generate, develop and record design ideas through describing, drawing and modelling
ACTDEP007 – Use materials, components, tools, equipment and techniques to safely make designed solutions

Cross-Curriculum Priorities and General Capabilities:
Sustainability
-Numeracy
Critical and Creative thinking
-Information and communication technology (ICT) capability

Links to Other Learning Areas: Mathematics
ACMMG037 – Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units

Platform:
iPads
Website: http://classroom.4teachers.org

Overview:
This activity helps to develop students concept of designing a classroom using shapes to outline objects. The activity would be completed in a geometry lesson and looking at students recognition of shapes. Students will look at objects around the room and position them on their own template by incorporating various shapes to represent different objects. Once students have drawn their objects, they then need to use shapes in the website classroom architect to represent a layout of a classroom. The app allows you to print the final products to assist in assessment.

Roald Dahl

Marvellous Medicines Creations
Influenced by Roald Dahl’s, George’s Marvellous Medicine

Subject: Technologies

Year Level: 2

Strand: Digital Technologies

Sub-Strand: Process and Production skills

Content Descriptors:
ACTDIP003– Collect, explore and sort data, and use digital systems to present the data creatively
ACTDIP004– Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

Cross Curriculum Priorities 
-Sustainability

General Capabilities:
-Literacy
-Critical and Creative Thinking
-Information and communication Technology (ICT) Capability

Links to other Learning Areas – Literacy
ACELA1470 Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose

Can use on a:
– PC
– APPLE products such as MacBooks and Ipads
Digital devices must have word and or powerpoint (Which ever you chose)

Overview of activity:
The unit of work is based from the text: Roald Dahl: George’s Marvellous medicine.
Students will be developing the concept of informative texts throughout reading the text and ability to create their own marvellous medicine. Students will use multi modal representations to show the instructions on how to make a marvellous medicine that they have created. This unit of work integrates digital technologies and links with Language, giving students a broader context of literacy components including capital letters, commas and full stops; as well as writing instructions with appropriate audience in mind.