Lego Boost – A hands on approach to coding in the classroom!

Digital Technologies

Design and Technology

Sub-strand: Design and technologies process and production skills

Bands: 3 to 7



Boost is Lego’s latest introduction of Lego robotics to 2017. Boost is a step up from Lego’s Mindstorms and WeDo 2.0 robotics kits, introducing movement to Lego. Boost gives students the opportunity to engage in the active learning process, whereby students construct their own learning. Boost is not only fun, but it’s also educational. Using the software available on the Lego Boost website, teachers can tailor learning experiences which are relevant, hands on and fun, while learning the fundamentals of coding and computational thinking.


Boost has over 60 different coding activities available. Teachers can select the activity they would like to incorporate into their learning experience from the Boost App, available for most Android and Apple devices. Coding with Lego is easy, students demonstrate their problem solving skills and ability to think critically by programming their Lego Boost creation to suit the learning task. Boost Lego has special bricks including a motor and sensors, which gauge surrounding colours and distance from objects in its path.


LEGO Boost isn’t available until August 2017, however children and adults are bursting to try this new technology!

Content Descriptors

Year 3 to Year 4

  • Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
  • Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
  • Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

Year 5 to Year 6

  • Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
  • Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
  • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)

Year 7 to Year 8

  • Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
  • Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
  • Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039

General capabilities 

  • Literacy
  • Numeracy
  • Science
  • Critical Thinking and Creative Thinking
  • Personal and Social capability
  • Information and Communication Technology


Further Information

Lego Boost CNN Report

LEGO Boost Official Website

LEGO WeDo Official website

Bits and Bricks

Youtube – Boost LEGO in Education

Youtube – WeDo LEGO in Education

Lego Computer Coding Activities



By Emily Richardson

Ozobot – How to make coding simple and easy!

Ozobot is a compact, robot that students can use to learn about coding. This little robot is able to be used from Pre-primary to Year 8/9 when used with correct differentiation. The robot is designed to follow a line, you can then program the robot to do different tasks by editing the line with different colours (Red, green, black and blue). Students will have to follow specific codes to get the ozobot to do different actives for example they would have to follow the colour code pattern to get the ozbot to successfully complete a spin. Within a classroom this little ozobot has a wide range of uses for both the teacher and students to enjoy.

Use within classroom:
Teachers can use these bots to teach multiple learning areas when supported with other texts and resources (these lessons can be found on the Ozobots website -linked below). Depending on the age group of the students the Ozobots can be used with both pens and iPads as well as creating simple coding to complex coding.  The limit to these bots is the teachers imagination and technical ability.

The Classroom Kit is $1195.
This includes:
18 ozobots
18 clear DIY skins
3 multi-port chargers
18 sets of colour code markers
18 ozocode sheets
Teachers guide
Ozobot tip sheet
OzoBlockly get started sheet
Log sheet
Bowling challenge with bowling pins
Ozobot storage box
Classroom kit storage Box

Year Levels: Pre-primary +

Strand: Digital Technologies Processes and Production Skills

Link to resource:

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

Curriculum links:
– Data can have patterns and can be represented as pictures and symbols (ACTDIK002)
-Data can have patterns and can be represented as pictures, symbols and diagrams (ACTDIK002)
-Use data to solve a simple task/problem (ACTDIP003)
-Data can have patterns and can be represented and used to make simple conclusions (ACTDIK002)
-Use data to solve similar tasks/problems (ACTDIP003)
-Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)
And many more



Subject: Technologies Year Level: Suitable for all years

Strand: Digital Technologies Sub strand: Digital Technologies Processes and Production Skills

Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

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

Overview of Blue-Bot: Blue-Bot is a robot that can be programmed in a variety of ways providing progression for children. It is controllable via bluetooth which means you can control it with your tablet or PC. It provides children with a means of creating their own logical programming sequences in a fun and interesting way.

At the beginning the keys on the Blue-Bot’s back are pressed to control forward, backward, 90 degree turns, to pause and to stop. Using this approach children can build their first programs in simple logical steps. The Tactile Reader helps children further develop their programming skills by allowing them to visually create a linear programming sequence by placing cards into frame. For clarity, card sequences can be arranged either horizontally or vertically. Finally, it can also be controlled remotely by Apple, Android or Windows devices providing a wonderful practical example of programming a physical device.

The Blue-Bot comes ready to go with a rechargeable cell and USB recharging lead. Numerous other Blue-Bot resources are available, supporting its use in the classroom.

For more information and to purchase visit:

Links to other learning areas: Mathematics

Content Descriptors: Location and transformation

Give and follow directions to familiar locations (ACMMG023)

Identify and describe half and quarter turns (ACMMG046)


Subject: Digital Technologies

Year level: Years 1 – 6

Strand: Digital Technologies processes and production skills

Years 1- 2: Digital Technologies Processes and Production Skills

Share and publish information in a safe online environment, with known people (ACTDIP006)

Years 3-4: Digital Technologies Processes and Production Skills

Work independently, or collaboratively when required, create and communicate ideas and information safely (ACTDIP013)

Years 5-6:Digital Technologies Processes and Production Skills

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

Link to the resource:

Cross-curriculum priorities and general capabilities:

  • Information and Communication Technology (ICT)
  • Literacy (LIT)
  • Critical and Creative Thinking (CCT)
  • Personal and Social Capability (PSC)
  • Intercultural understanding

Links to other learning areas:

Kahoot can be incorporated in all learning areas including; Literacy, Mathematics, Health and Physical Education, Society and Environment, Religion and Science.

A classroom activity using this resource:

Kahoot! can quickly become a go-to for teachers looking for an engaging way to run checks for understanding, act as an assessment tool or act as a concluding lesson activity. This engaging, motivating and interactive resource allows students’ to develop their computational and critical thinking by analysing and organising data. This resource allows students to either collaborate with peers or work individually.

Kahoot! is a free game-based learning platform, that makes learning fun and engaging for all subjects, languages, ages, abilities and on any device. This resource is used to create quizzes, class discussions or even surveys. Students are able to easily access the application by logging in with a specific game pin, generated by a teacher once they have created or selected a classroom quiz. Students have the opportunity to create their own quizzes which can also be shared (Kahoot, 2017).

I have seen this resource implemented within a classroom and I was extremely impressed with how engaged and motivated all students are when completing the task. Kahoot! created a social, fun and game-like learning environment for all.

How to use this resource:


Reference List

Kahoot! learn happy, learn loud (2017). Retrieved from


Subject: Digital Technologies

Strand: Knowledge and Understanding & Processes and Production Skills

Sub strands: Representation of Data & Collecting, Managing and Analysing Data

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

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

Link to the Resource:

Cross curriculum priorities and general capabilities



Information and Communication Technology (ICT) capability

Critical and Creative Thinking

Links to Other Learning Areas:


Health and Physical Eduacation

Humanities and Social Sciences




The Arts

A classroom activity using this resource:

This resource can be implemented into any classroom that has internet connection, using either computers, iPads, interactive white boards or even mobile phones. It is designed to accomodate any of the learning areas by allowing any questions to be placed into the question boxes. A great example for this resource would be to question students on a topic that they have recently been learning. Students have to use their computational thinking skills to identify the correct answer and use their digital and ICT capabilities to answer the questions. Either the student or the teacher can comprise these questions, while the remainder has to select the correct one using a multiple choice system. Once all players have answered, the correct answer will be revealed. It is an effective way for students to focus on their own thinking and understanding of any learning area, and how technology can so simply be integrated into every day learning.

How to use this resource:

1. Visit the Kahoot website.

2. Click create a new Kahoot.

3. Insert questions that you wish to ask, as well as four answers, only one of them being correct.

4. Select the amount of time you would like to allow students to answer these questions.

5. Complete setup and get students to login to the Kahoot site using the login number.

6. Students create a player name, and login to the portal, once all students are logged in the game can proceed.

Students answer questions by pressing on their own individual technology device. After this, it will inform how many students voted for what answer, as well as what answer is correct. The students can also see who answered correctly the fastest, distributing points. Once the game has ended, a score is revealed as to who answered the most questions correctly and promptly.

Teachers can also print out the results from these quizzes to see percentages for student answers to evaluate understanding of the topic, as well as view which answers students did/ did not answer correctly for more information.

Turtle Academy

Resource: Turtle Academy (

 Year Level: Year 3 – Year 10

 Subject: Digital Technologies

Strand: Process and Production Skills

Sub Strand: Digital Implementation and Creating Digital Solutions

 General Capabilities:

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

 Link to Other Learning Areas:

  • Literacy
  • Numeracy
  • The Arts

What is Turtle Academy:

Turtle Academy is a learning program that teaches the LOGO programming language by allowing users to move a turtle as they learn the basics of programming. The site aims to teach children all over the world in a fun and easy environment.

 Classroom Use:

This online programming site allows students from a range of ages to complete the tasks in a self-paced, engaging environment. Turtle Academy supports students to develop programming skills using an alternate language, it also links well with multiple other leaning areas and general capabilities.

Content Descriptors:

  • Recognise different types of data and explore how the same data can be represented in different ways. (ACTDIK008)
  • Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input. (ACTDIP020)


Turtle Academy. (2017). Retrieved from

Ashlee Higgins

Sphero Robots! Learning how to program…

Sphero Robots! Learning how to program…

Subject: Digital Technologies

Year level: Grade 3+

Strand: Processes and Production Skills

Sub Strand: Digital Implementation

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

General Capabilities:

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

Links to other learning areas:

  • Mathematics
  • Science
  • Even English and Art!

Link to resource:

First impressions

I had never heard of a Sphero until I commenced my third year practicum and had to provide a learning experience involving them. I really had no idea what I was doing, but I quickly learnt that I was just the facilitator during this lesson and the students were in control of their own learning. The students loved the fact that they were teaching me something. All students were engaged in programming and collaborating with their peers to make the Sphero follow their innovative designs they had created.

So, what is a Sphero?

A Sphero is a little robotic ball that can be programmed using an app such as the sphero applightning lab or tickle app. You can create a series of instructions using the programming app where the Sphero will then follow the instructions you have created. Sphero can do tricks, dance to music being played, flash different colours AND it is also waterproof and shockproof.

How you could use a Sphero in the classroom

To provide an activity that suits the diversity of students, I would suggest to create a number of self paced challenges that can be completed by the students. Start with simple challenges that slowly progress to more difficult challenges. Students can move on to the next challenge once they have completed the one before. For example, the first challenge could be to program the Sphero to roll in a straight line forward and back. The next challenge could be to make a jump for the Sphero and make the Sphero go over it and return back to the beginning. Create harder challenges by adding corners, hills, obstacles, goals etc. This all depends on what experience the students have with programming. Students will be engaged in computational thinking as they are trying to solve these challenges by formulating the solution.

To incorporate Mathematics, students could design a pathway or maze by creating a 2D drawing to scale. Students can begin creating their pathway or maze using masking tape and items around the classroom making sure they keep to their measurements. They will then need to program their Sphero to complete the pathway or maze. Creating activities like these allow students to work collaboratively and have quality discussions about their understandings. Listening to some of the conversations the students have during this activity can blow you away.

When working with a Sphero, students are investigating, defining and designing their pathway drawing. Students then produce and implement their pathway ready for use considering safety measures. Once they have trialed their pathway, students will evaluate the progress made and discuss what changes need to be made by collaborating and managing.


When working in groups, it could be handy to give particular roles to students, otherwise they may spend half the lesson fighting over who gets to do what. These roles could include: programmer, designer, builder, Sphero manager. Then swap the roles around making sure all students have a go at programming.

Allow plenty of time for pack up, otherwise you will be spending half the afternoon doing it by yourself.

Something extra…

Take a look at the Sphero Blog for ideas and inspiration.

Need some assistance with how to use a Sphero? Click here


By Jessica Read



School Curriculum and Standards Authority. [2014]. Digital Technologies. WA: Government of Western Australia. Retrieved from

Sphero. (2016, June 20). Just add imagination [Video file]. Retrieved from

Sphero. (2015, August 4). What is sphero SPRK edition [Video file]. Retrieved from

Sphero. (2016, June 20). Sphero SPRK inspiring in the classroom [Video file]. Retrieved from


Seesaw in the Classroom- Digital Technologies

Seesaw in the Classroom

Seesaw is an online platform that can be used on iPads, laptops and computers where students can submit their work online rather than handing in a paper copy. It is a great resource for parents to use as well to monitor their child’s progress in their education. It is beneficial to teachers as you can create student profiles on the app/ website to store their work for future marking. Students can show what they know by uploading a video, picture, voice recording or document about a learning task. Seesaw also support QR codes.


Links to the Curriculum 

Subject: Digital Technologies
Year Level: 3
Curriculum Links/ Content Descriptors:
Digital Technology 

  • Digital systems and peripheral devices are used for different purposes (ACTDIK007)
  • Create and communicate ideas and information safely (ACTDIP013)
  • Develop and communicate ideas using labelled drawings and appropriate technical terms

General Capabilities:

  • Critical and creative thinking
  • Computational thinking

Links to Other Learning Areas:

  • Mathematics
  • Science
  • Literacy
  • History/Geography

Link to Seesaw Website:


By Amy Anderson

Educreations in a Year 3 Classroom

What is Educreations?

Educreations is an app that allows students and teachers to share ideas, collaborate and learn new things. It is used for flipped learning in the classroom.

How to use Educreations

You can capture your ideas by recording your voice and iPad screen to create video tutorials that students and their peers can access any time.


 You can import images, documents and other videos as well to help teach a concept, or explain an idea.


With Educreations, you also have the option to share your recording to social media, Google Drive, email and YouTube. It is a great way to share student work with parents or to incorporate flipped learning.


Educreations in a Year 3 Classroom 

On a previous practicum I used Educreations in a Year 3 classroom during a mathematics lesson. Educreations was used to gain a deeper understanding of the thinking students have when solving a mathematics equation.  I gave students a simple mathematics equation and they used Educreations to write, draw, and explain their thinking aloud when solving this equation. It allowed me to be able to gain an understanding of the thought processes students have and how I could address any misconceptions they may have had. 


Curriculum Links 

Subject: Digital Technologies
Year Level: 3
Curriculum Links/ Content Descriptors:
Digital Technology 

  • Digital systems and peripheral devices are used for different purposes (ACTDIK007)
  • Create and communicate ideas and information safely (ACTDIP013)
  • Create a sequence of steps to solve a given task
  • Develop and communicate ideas using labelled drawings and appropriate technical terms

General Capabilities:

  • Critical and creative thinking 
  • Computational thinking

Links to Other Learning Areas:

  • Mathematics
  • Science
  • Literacy

Link to Educreations Website:


Mind Meister Map

By Amy Anderson

Human Resource Machine- Visual Programming Puzzle Game


Subject: Technologies

Year Level: 5/6+

Strand: Digital Technologies

Sub Strands:  

  • Process and Production Skills
  • Knowledge and Understanding

Content Descriptors Examples:

  • Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
  • Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)
  • Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
  • Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

Cross Curriculum Priorities and General Capabilities:

  • Critical and Creative Thinking
  • Information and Communication Technology
  • Numeracy

Links To Other Learning Areas:

  • Mathematics

Platform: PC

Cost: $9.99

Link to Human Resource Machine website


Human Resource Machine is a fun, entertaining and engaging way for students to learn simple programming terms and language. The game is comprised of 30 puzzles. For each puzzle, the player is given a specific task, such as adding two numbers as they come in on the inbox and delivering the results in the proper order to the outbox.

Human Resource Machine Teaches:

  • Simple programming terms and language in an easy to understand format
  • Problem solving skills
  • Designing simple algorithms to solve puzzles