ClassDojo a must!

 

ClassDojo a must!

 

Technology

Strand: Digital Technologies

Sub-strand: Knowledge and Understanding/Digital Systems

Year 4 Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

ClassDojo is a behaviour management tool that aspires to create a positive classroom using technology. It is a communication application that reaches parents/caregivers at home, work, on their android/Iphone or email. It allows sudents and teachers to send messages, pictures and videos as well as assigned positive and negative points in which the students receive.

I believe this is a great technological application that encourages positive behaviour and ensures that the lines of communication between the teachers, parents and the students stay open and are accessible for everyone. It creates a positive support network for the students, parents and teachers.

Resource site: www.classdojo.com/

Class Dojo

Year: Lower to upper primary

What is this? Class Dojo is a app that aids with behaviour management, as it helps monitor and guide student behaviour. It can be used by both the teacher and the students. It enables students to become responsible for their own actions, reactions and behaviours and can also help develop students’ ability to self regulate. This app can help create a sense of belonging in the classroom as students are shown as a whole class and can even be broken down into groups. This app can be used for more than just behaviour management however, as it can be used as a timer, as an attendance record, track homework and it has an instant messaging system to be used to keep in contact with parents. Parents can ask queries and seek responses from the teacher, and they can even be updated through the class blog. All students have the ability to post on the class blog but posts require teacher approval. In this way students are able to have access to their dojo from home, and the site even provides custom QR codes for students to scan in order to reach their dojo. As of last year, teachers are now able to use the site to send other teachers resources, which keeps the resources in one easily accessible account. The site also provides an introduction video for students and a letter to parents explaining how the app works. Not only is this a wonderful app that is beginning to be used in many schools, but it is also 100% free, making it easy for whole schools to adapt due to the lack of cost.

Here are some praise and examples for how other teachers use this app:
https://www.classdojo.com/en-gb/wall-of-love/?redirect=true 

Image result for class dojo avatars girlsHow this app aids with behaviour management: In this app, the teacher enters their class list into the app. Each student is represented with a customise-able monster avatar. The teacher can give individual or groups of students points and select a specific reason why from a list of observable behaviours (eg. listening, participation). Points can also be deducted from students. The app can either be displayed on an interactive whiteboard so that all students can view it, or can be operated from a computer, iPad or iPhone. This makes the app portable and provides access from where ever the teacher may take the students within the school. To make the app most effective, teachers should negotiate with their students a list of desirable behaviours that they can achieve points for. This way all students are aware of what behaviours they should demonstrate and creates a sense of accountability. Students can also be broken up into groups (either as desk groups or even spelling/maths groups, etc.) and can give group points. The points can be reset whenever the teacher chooses, for example at the end of each day or week. What the teacher chooses to do with the points is completely up to them. They can provide students with individual rewards or can even decide to give out whole class rewards. Reward systems and needed points can be tweaked to suit the year level.

Image result for class dojo rewards whole class

 

 

Application in classrooms via the use of the curriculum: I have seen this app effectively implemented in a range year levels, such as year 2/3 split class and even a year 5 class. However I will relate this to the year 4 curriculum.

Year 4 curriculum (SCASA)

Subject: Technologies

Strand: Digital Technologies

Sub-Strand: Knowledge and Understanding/Digital Systems

Content Descriptor: Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

This content descriptor was chosen because aspects of the app directly relate to this. The app enables teachers to track, mark and keep record of student homework. Students each have their own individual accounts, which students can use to upload their homework and assessment pieces. The uploaded work is presented as a portfolio, and allows parent and peer access.

References

Class dojo. (n.d.). Retrieved from https://www.classdojo.com/en-gb/?redirect=true#LearnMore

School Curriculum and Standards Authority (SCSA). (n.d.). Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

WebQuest

Image result for ship clipart

First Fleet Web Quest

Subject: Technology

Year level:  Foundation- year 6

Strand: Digital technologies

Sub-Strand: Processes and Production skills

Links to other learning areas: English/ history

Content Descriptors: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

A classroom link: This can be used effectively in a classroom setting for students in year level from year 3- year 6. This particular activity idea however focuses on the age year 3 age group.  It is and effective way to incorporates the use of technology as well as heavily relating to the history component of the curriculum.

How to use this in the classroom: With the growing use of technology being used in today’s classrooms it is important to try and incorporate a many aspects as possible into everyday learning.  A fantastic way for students to incorporate technology into their learning is through the use of a WebQuest. There are many different ways to create such a document through the use of apps and different online programs. Though find it just as easy to use Publisher as many students are already familiar with this program. This activity requires the students to create an informative and fun way for other students to find out information on a particular topic. A WebQuest is a lesson that is formatted in a way in which most or all the information that learners work with comes from the web (internet). These particular WebQuests can be created using various programs that includes links to websites. With year three this may be used to link to the history curriculum, this can be achieved by the students creating a WebQuest on the First Fleet. Once this is complete the WebQuests can be completed by other students. This is a great activity for students to work either individually or in pairs.

Program: Publisher  with web links to the internet

The Social Robot Toolkit

Subject:  
Technologies

Year Level:
F – 2

Strand: 
Digital Technologies

Sub-Strand:
Digital Technologies Knowledge and Understanding

Content Descriptor:
Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Link to the Resources:
https://thejournal.com/articles/2015/03/12/preschoolers-practice-programming.aspx
http://robotic.media.mit.edu/portfolio/social-robot-toolkit/

Cross-Curriculum Priorities and General Capabilities:
Literacy, Information and Communication Technology (ICT) Capability and Critical and Creative Thinking

Links to other learning areas: 
English

A classroom activity using this resource:
The Social Robot Toolkit works specifically with an interactive robot called Dragonbot. The purpose of the social robot toolkit is to teach students about social communication with the assistance of playful interaction. This coding device allows children, between the ages of 4 and 8, to experiment with computational concepts. The toolkit gives students the opportunity to develop their interpersonal skills through the assistance of storytelling. The Social Robot familiarises students with interpersonal and computational concepts. Edith Ackermann, a developmental psychologist, highlights that the programming of the robot is done so highlight relational interactions.

 

How to use this resource:
The Social Robot Toolkit comes with:

  • Dragonbot
  • An A3 laminated sheet comprising of a blue triangle and a green square.
  • A series of vinyl stickers that represent triggers and events.
  • Tablet

The children place a sticker on the blue diamond, which is the action they are to complete, such as clapping their hands. Followed by a sticker on the green square, which is the action for Dragonbot to complete, such as smiling. Placing a black arrow between the two events creates the sequence.

Once the students have created their sequence they show Dragonbot. The teacher then uses the tablet provided to input the sequence created by the child. When Dragonbot acknowledges the sequence it nods its head and says, “I’ve got”.

At that point children will complete the trigger action which results in Dragonbot executing the chain of command.

 

QR codes and Plickers

Plickers

What is Plickers?

Plickers is a tool that can be used by students and teachers to gather real-time data.  Teachers can use Plickers  for diagnostic, formative and summative assessment. Plickers can be used for assessment, as a voting tool (for example deciding what sport students want to play for morning fitness) or in any learning area.

Plickers is linked to an app on the iPad or tablet. Students have a QR code and a series of questions to answer, depending on what they think the answer is determines which way they hold their QR code up. The teacher then scans the room with an iPad or tablet picking up all the students answers.

When I used Plickers in the classroom I displayed the questions and answers on the Interactive Whiteboard, that way the students could read and answer the questions. Once they had answered the question we could compare the data, we could look at a graph to see how many students got the answer correct or incorrect and we could compare percentages. Displaying the information on the Interactive Whiteboard allowed all the students to see if there QR codes had been scanned or not (their name would turn from red to green).

Plickers can be incorporated into all learning areas in different ways. I found incorporating it into mathematics was a great way for for me to assess students understandings, from there I could determine what needed to be taught in more depth and what students understood. Plickers was a great way for all students to participate because it was hands on, interactive and the answers were private.

Useful information for teachers

  • Pictures can be added to the questions
  • Only 4 options/ answers can be added
  • Plickers allows teacher to focus on teaching rather then preparing
  • It is free to sign up and the QR codes are provided

Year

  • Year 3 and Year 4
  • Year 5 and Year 6

Below I have given you the Australian Curriculum details for Year 3 and Year 4.

Subject: Digital Technologies

Strand: Digital technologies knowledge and understandings and digital technologies process and production skills

Curriculum Links

Digital Technologies

  • Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
  • Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
  • Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

General Capabilities

  • Information and Communication Technologies (ICT) Capabilities
  • Numeracy
  • Literacy
  • Critical and Creative thinking

To get started and for more information about Plickers click the link below

https://plickers.com/

Coding for all ages

CODE

Subject: Digital Technologies

Year level: Year 3

Strand: Digital Technologies process and production skills

Substrand: Digital Implementations

Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

General Capabilities

  • Critical and Creative Thinking
  • Numeracy
  • Information Communication Technology (ICT) Capabilities

What is Code?

Code is a website that allows people of all ages to complete computer science activities. Hour of Code allows students to access tutorials and learn how computer science works. Code Studio can be set up by a teacher so students can work their way through tasks and further their understandings of computer science. These tasks are great for students because they target the students needs (students can work at their own pace through the levels) and it also includes interest of theirs so it keeps them actively engaged in the learning. The code website can be used on laptops, iPads and tablets therefore students have the ability to easily click and drag the appropriate instruction where necessary, making the website extremely interactive. The Code website manages to incorporate games and movies into coding; examples of these include Minecraft, Star Wars and Frozen. Coding is a great way for students to build and use their problem solving skills.

For more information about this website and to start coding yourself click the link below

https://code.org/ 

Timber Sleuth – Design and Technology

Subject: Technology

Strand: Design and Technologies

Sub-Strand: Knowledge and Understanding

Bands: Foundation to 2

Learning Resource Type: Interactive resource

 

 

Timber Sleuth!

Timber sleuth is an interactive application that can be found on the Apple App Store. This App transforms learning into a fun and easy educational form, suitable for independent or collaborative work, with plenty of room for extension!

In this App Students will identify a range of familiar items made from timber. Upon completion of each activity students will be provided with further information on the uses and types of timber used in the items they are selected. The App gives details on why such material has been used for the job and the properties of said material. within the App their are two settings,’Under construction’ and ‘Home sweet home’. Students can explore each setting zooming in or out, while selecting items to learn more about their materials and properties.

Content Descriptors

Design and Technology:

  • Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
  • Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

Science:

  • Objects are made of materials that have observable properties (ACSSU003)
  • Different materials can be combined for a particular purpose (ACSSU031)
  • With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
  • Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)

General Capabilities:

  • Literacy
  • Science
  • Personal and Social capability
  • Information and Communication Technology

Links and Further Reading

Timber Sleuth App

Scootle – Timber Sleuth

 

By Emily Richardson, 2017

 

Investigating Food and Fibres – Primezone

Investigating Food and Fibres – Primezone

Investigating Food and Fibres by Primezone is a unit of work resource. 

Resource Location:
http://www.piefa.edu.au/units/foodandfibres.pdf

Cost: Free!

Resource description This unit encourages students to investigate how foods and fibres are produced. It includes sections on foods and fibres we use; how food and fibre are obtained; their production systems; and technologies and processes used to assist in their production and the contributions they make to societies. As the unit progresses, the emphasis shifts to investigating how the family and cultural group students belong to produce different foods or fibre. Students interview a member of their family to obtain this information and in turn share recipes, ingredients, methods and equipment suggested by the families with the class.

Year levels: 3 and 4

Design and Technologies Strand: Design and Technologies – Knowledge and Understanding –

ACARA Content Descriptor: Investigate food and fibre production and food technologies used in modern and traditional societies ACTDEK012

SCSA – Food and fibre production

Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)

Cross Curriculum Priorities – Sustainability

OI.2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI.3: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

Using the unit

The unit can be used in a number of ways. It will be of most benefit to teachers who wish to implement a sustained sequence of activities following the inquiry stages identified in the About the approach section of this unit and content descriptions in Years 3 and 4 in Design and Technologies as stated in the Australian Curriculum.

Selecting activities

At each stage several activities are suggested from which you are encouraged to select the most appropriate for your purposes. Not all activities in each stage of the unit need to be used. Alternatively, you may add to or complement the suggested activities with ideas of your own. It is suggested that teachers create a hyperlinked unit. Organise the digital resources for your class’s use on a website or wiki or provide them on your interactive whiteboard.

Additional information

The flexibility of this resource facilittes the teachers ability to target the learning to her class and differentiated abilities within the class. Although the resource is specifically designed for the one SCSA, ACARA outcome it is noted that it can be adapted for use in other year levels. Furthermore, the resource is easily adapted to include the Digital Technologies curriculum.

For example,
Year 3 – Digital Technologies

Knowledge and Understanding:

Different types of data can be represented in different ways (ACTDIK008)

Processes and production skills

COLLECTING, MANAGING AND ANALYSING DATA

Collect and present different types of data using simple software to create useful information (ACTDIP009)

Create and communicate ideas and information safely (ACTDIP013)

Investigating and defining

Create a sequence of steps to solve a given task

Designing

Develop and communicate ideas using labelled drawings and appropriate technical terms

 

 

Popplet

Popplet


http://www.popplet.com/

 

About:

Popplet is a tool for the iPad and web to capture and organize your ideas.

Use within classroom:

In the classroom and at home, students use Popplet for learning. Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them.

The resources strength lays in it’s ability to be used on both portable Apple devices such as iPads and online. This means students are not limited to be tied to a computer when mind mapping, great for small group work.

Price: $7.99

Digital Technologies

Year Levels: Year 3 Sylabus

Strand:Knowledge and understanding – REPRESENTATION OF DATA

Different types of data can be represented in different ways (ACTDIK008)

Cross Curricular and General Capabilities: Critical and Creative Thinking and Information  and Communication Technology (ICT)

The app is of course not limited to these aspects of the digital curriculum, or even the digital curriculum.

Kahoot! …is a hoot!

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:
Student – https://kahoot.it/#/
Teacher – https://getkahoot.com

 

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

 

A classroom activity using this resource:

This resource is a great way for students to develop their independence in the classroom, build their social skills and improve their knowledge on given topics. This program allows teacher or student to create a quiz that is interactive, multiple choice and engaging. I found that the best time to offer the quiz to your students is after a topic has being learnt; once assessment has been done to review and reflect on how much was learnt. The quiz can be as many questions as you desire. Images and videos can be added in relation to your quiz question. As a class, the students can verse each other in the quiz to see which individual wins the most points from each question. This can be done in groups or individually. Once the students have learnt the topic, Kahoot can be used as a reward to self reflect. A reward can be given to winning group or student if desired. This program has had positive feedback from the students both verbally and written as they can give you feedback on the quiz once they complete it. This is a great resource to keep in your classroom to develop students understanding on topis and their ICT skills.

 

How to use this resource:

  1. If logging in as a teacher, go to https://getkahoot.com to access the page to design the quiz. If students are completing your quiz they go to https://kahoot.it/#/. When students log in they will type the game login that is created once you complete your quiz. This can be shown up on the IWB for all to see.
  2. Click the ‘Create a Kahoot Quiz’ to begin.
  3. You will then need to start creating your quiz and questions –add images or videos to correspond to the questions. You create a title, description and cover image, privacy, language, audience, sources and intro video.
  4. Then click ‘Go’. You will then start your questions. Add the questions, write possible answers (select the correct answer) and include images or videos. You will select the amount of time your students have to answer the question.
  5. Once completed you can review and edit your quiz until you’re happy to release it to the class room/public.
  6. A game logi pin will be available and this is what you show the students in order to enter the quiz. Students login and create a game name for the session.
  7. Start the quiz, the eacher controls when to move onto the next question, though the Kahoot program controls how long each question is avaible for (depending on how long you selected).
  8. Enjoy this resource!