Digital Technologies

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Timegilder, time lines with a difference.

Subject: Digital Technologies

Year Level: 3-4

Strand:Digital Technologies processes and production skills

Sub strand: Collecting, managing and analyzing data

ACTDIP009: Collect and present different types pf data, using simple software to create useful information.

Link to the resource

www.timeglider.com

Cross curriculum priorities and general capabilities

Critical and creative thinking (CCT),Information and Communication Technology (ICT),Literacy (LIT), Numeracy

Links to other learning areas

English, Science, Mathematics, Humanities and Social Sciences

A classroom activity using this resource

This program is a easy to use interactive program to manipulate timelines in a quick and efficient way. Both students and teachers can use this resource individually or collaboratively in sequence to collect and present data. The application allows students to easily insert dates in the past, present and into the future. It additionally allows them to enter pictures or text to connect a place in time with corresponding information. It allows students to individualize their timelines using colours, fonts and even insert pictures. It allows for multiple text boxes that can be minimized when not required and/or highlighted when needed.

This program is a effective way to promote the use of technologies whilst teaching them the traditional use of timelines but in a new, improved way. It allows for easy addition and subtraction of information and adjustment of legends if required. It additionally allows students to present their work in a professional, clear and concise format.

 

How to use this resource

This program is a web based program used through the website www.timeglider.com

You can follow the individual instructions on how to create the timeline using this link.
www.timeglider.com/how_it_works
It is easy to use and within some simple steps you are ready to create your time time.
Source: www.timeglider.com
Tickle
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Tickle

Subject: Digital Technologies

YearLevel: 3-4, 5-6

Links to other Learning Areas: Literacy, Numeracy, The Arts, and Science

Links to Cross Curricular Priorities/ General Capabilities: Numeracy, Critical and Creative Thinking, ICT.

Platform: iPad App

Cost: Free

ACARA Links:

  • Design, modify and follow simple algorithms involving sequence of steps, branching, and iteration (repetition) (ACTDIP019)
  • Implement simple digital solutions as simple visual programs involving branching (decisions) and user input (ACTDIP011)
  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
  • Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

What is it?

Tickle is a free app that enables you to program various programmable robots and air drones,  as well as supporting resources.

How is it used?

Tickle uses visual programming to enable you to control programmable robots including the Star Wars BB-8 Droid, Sphero (SPRK) robotic ball, Ollie 2-wheeled robot and the Dash and Dot robots. You can also control drones such as Parrot Rolling Spider, Airborne, and Jumping Sumo mini drones. Tickle enables you to connect multiple devices together so that they can interact with each other as well as create your own programs using the visual programming blocks in Orca.

 

Skills developed 

Create interactive games and stories

Coding

Computer language

Software knowledge

 

Want more information on Tickle?

https://tickleapp.com/

Scratch
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Scratch

Subject: Digital Technologies

YearLevel: 5-6

Links to other Learning Areas: Literacy, Numeracy, The Arts, HASS and Science

Links to Cross Curricular Priorities/ General Capabilities: Numeracy, Critical and Creative Thinking, ICT.

Platform: Desktop/Laptop

Cost: Free

ACARALinks:

  • Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input(ACTDIP020)
  • Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data(ACTDIK014)

What is it?

Scratch is a Coding program that can be used in the classroom, to teach the basics of coding computers, however can also progress into more difficult coding projects as well. Scratch can be used by students with varied levels of capabilities, and is a fantastic tool to use in a peer teaching situation.

How is it used?

The program is both an online program accessed through Google Chrome (or FireFox) and can also be downloaded as a program onto any Desktop/Laptop computer. Students learn to create codes to animate backgrounds, images and characters. The online version is fantastic, as it has tutorials for students (and teachers) of different levels of ability. The tutorials go through step-by-step processes in order to achieve the set out goal. The program allows users to create stories, games and animations. Scratch can be used as a platform for students to present assignments as well as create interactive quizzes and games to be shared with peers.

Skills developed 

Practicing using code

Problem solving skills

Learning the language of code

Software knowledge

Accessing Scratch 

https://scratch.mit.edu

The image to the right is an example of how students develop of code in order to create an animation.

Codingame
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Codingame

Subject: Digital Technology

Year Level: 6

Strands:Digital Technologies: Knowledge and Understanding and Process and Production skills

Sub strands:Investigate and Define and Representation and Production skills

ACARA Links 

Data is represented using codes (ACTDIK015)

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

Cross curriculum priorities and general capabilities

Critical and creative thinking

Personal and social capability

Information and Communication Technology (ICT)

Literacy

Numeracy

Links to other learning areas

English

Mathematics

What is it?

Codingame is a program that allows students to improve their programming skills, while essentially playing a game! It allows students to develop a great base level understanding of coding with a lot a practice and turns their learning into a game. This program allows students to solve problems and learn new concepts while being motivated to learn more about how to code and program. Codingame is a great base tool for teachers to use to introduce students to coding and programming and building their digital technologies knowledge and skills.

How is it used?

Codingame can be used and accessed via the link to the resource. The program offers different options of how to play the game where they can participate in challenges and move through the levels of the game all while learning and developing their skills in pure code. The game can be scored, where the score is generated through how well the ‘code’ that the students have developed meets the specifics of the game.

Link to the resource

https://codingame.com/start

 

Skills developed

Practice pure code

Problem solving skills

Learn the language of code

Software knowledge

Image result for codingame

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Hour of Code

Subject: Technologies

Year Level: F-6

Strand: Digital Technologies

Sub-strand: Process and Production Skills

Resource: https://code.org

Cross Curriculum Priorities and General Capabilities: Critical and Creative Thinking, Information and Communication Technology

Links to Other Learning Areas: English, Mathematics

The video below is one of many on the Code.org website, designed to introduce  and engage students in coding. In this video, sportsmen, founders of companies such as Facebook and Dropbox and other celebrities discuss the need for coding in schools and why it is so important for children to develop their abilities in coding in today’s society.

 

What is Hour of Code? 

Hour of Code is a fantastic coding resource available on the code.org website. This resource is a great introduction to coding for students. It is accessible on both computers and tablets. Hour of Code includes hour long tutorials for students, with the goal of introducing and engaging students in beginning coding.

In the Classroom:

Hour of Code is a fantastic resource for introducing students to coding. Code.org provides Hour of Code tutorials on a range of topics that will engage all students of different year levels and coding abilities. These different Hour of Code tutorials range from Moana, Minecraft, Star Wars, Flappy Bird, Hot Wheels, Ice Age and many more. Each hour long tutorial is designed to take students step by step through coding activities. Within these tutorials, there are videos to introduce students to the coding topic and instructions for students to begin coding. These tutorials are great for introducing students to coding and the terms used in coding. They are so much fun, students will love trying each different coding activity and will want to learn more! Once the tutorials are complete, students are given the opportunity to create a game or animation using some of the coding they practiced in the tutorials. These animations or games can then be shared between students and the whole class can see what each student created with their newfound coding knowledge. It also gives students a certificate at the completion of their Hour of Code. Hour of Code is great for beginners as well as more experienced coders and it is great fun.

Code.org is also a fantastic resource for teachers. It includes in depth tutorials for teachers, lesson plans, teaching points and professional learning experiences.

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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/

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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

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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

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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.

 

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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/

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