Years 9-10

by

Blue-Bot

bluebot_connected_450_1.png

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: http://www.tts-group.co.uk/blue-bot-bluetooth-programmable-floor-robot/1007812.html?utm_source=youtube.com&utm_medium=socialmedia&utm_campaign=BBvid16

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)

by

Kahoot

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: https://getkahoot.com/

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 https://getkahoot.com/how-it-works

by

Turtle Academy

Resource: Turtle Academy (https://turtleacademy.com)

 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)

References:

Turtle Academy. (2017). Retrieved from https://turtleacademy.com

Ashlee Higgins

Sphero Robots! Learning how to program…
by

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: http://www.sphero.com/education

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 app, lightning 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.

TIPS

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

 

References

School Curriculum and Standards Authority. [2014]. Digital Technologies. WA: Government of Western Australia. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Sphero. (2016, June 20). Just add imagination [Video file]. Retrieved from https://www.youtube.com/watch?v=hk4HylFFC4c&feature=youtu.be

Sphero. (2015, August 4). What is sphero SPRK edition [Video file]. Retrieved from https://www.youtube.com/watch?v=Yg8LmEkI_0c&list=PLSdn63ba-PlZwLKYDV1I-BaW0ZRqYlXvY&index=5

Sphero. (2016, June 20). Sphero SPRK inspiring in the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=0yQYr7CIxBc&t=4s

 

by

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:

  • http://web.seesaw.me/learn-more

By Amy Anderson

by

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:

https://www.educreations.com/

 

Mind Meister Map
https://mm.tt/825798724?t=EXBgBuUy3G

By Amy Anderson

by

Human Resource Machine- Visual Programming Puzzle Game

Human_resource_machine_cover

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

Overview:

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
by

RoboCup Australia and the Technologies Curriculum

RobocupJuniorAustralia

What is RoboCup Junior?

RoboCup Junior is a project-oriented educational initiative which is designed to introduce

primary and secondary children to the field of robotics and Artificial Intelligence (AI). With the added aspect of competitions and nation wide participants, the program is creatively designed and educational.

“The ultimate goal of RoboCup is that by the middle of the 21st century, a team of fully autonomous humanoid robot soccer players shall play (and win!) a soccer game against the (human) world champions”. ( http://www.robocupjunior.org.au).

Objectives of RoboCup:

  • To encourage young people to take an interest in scientific and technological fields and engage in the process through robotic competitions.
  • To expand students social, intellectual and problem solving skills and has a strong emphasis on learning and enjoyment.
  •  To develop informed and independent adults, through a new appreciation of the pros and cons of technology and technological advances.
  •  School wide and community wide engagement, cooperation and involvement through the added aspect of nation wide and world wide competition.

Useful information for teachers:

Resources: The program includes ‘Robotics teaching and learning program examples’, as well as all the relevant Curriculum documents included in the program. Assessment items are also suggested and included, such as the completion of a ‘log book’ during their stages of designing, creating, evaluating and managing (as linked directly to the Technologies curriculum).

Inclusivity: The program allows for the inclusion of students at all levels of learning, with aspects such as designing, team work, allocation of roles and data analysis.

Furthermore, the program could be a whole-school, or community wide initiative to raise awareness about technology, and create a fun and competitive learning experience.

Year:

  • Year 5 and 6
  • Year 7 and 8
  • Year 9 and 10 (elective subject)

Subject: Design and Technologies

Sub strand: Creating Design solutions by:

  • Investigating and defining
  • Designing
  • Producing and Implementing
  • Evaluating
  • Collaborating and managing

Curriculum links:

As the program is broad and allows for flexibility into all areas, the curriculum links regarding the Technologies Curriculum are extensive, and can include all strands under the Design and Technologies Subject.

The Year 5 and 6 curriculum strands are demonstrated below:

 

Year 5 and 6:

Knowledge and Understanding:

Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)

Process and production skills:

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

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)

Cross Curriculum Priorities: Sustainability, Asia and Australia’s Engagement with Asia.

General capabilities:

  • Critical and creative thinking
  • Literacy
  • Numeracy
  • ICT
  • Personal and Social Competence

Further reading/ Links:

The Australian Curriculum:

http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1

RoboCup Junior Australia: http://www.robocupjunior.org.au/acaracop

by

Music as an option – GarageBand

https://www.commonsensemedia.org/app-reviews/garageband

 

 

Garage Band is an app that is primarily through Apple apps. There is the ability to download on PC’s but may take downloading other apps.

 

This site is amazing in letting students from the age of 8 onwards to compose their own music using digital technologies.

 

Digital technologies and music can be linked to literacy and maths. Maths can be aligned with music in numerous ways. Structure, patterns etc.

 

For example:

Learning notation in music reading is understanding fractions. The whole note is the whole, half is the half, a quarter is a quarter and on and on.  I have used this diagram below as well as a simple pie cut into pieces. Kids get it. If you put the pieces on the floor and let them manipulate them in real life, the idea of fractions becomes real. They understand the space and proportion.

by

Minecraft and Computational Thinking

Minecraft is interesting from lots of different perspectives. It is a familiar and engaging gaming platform where  kids can spend hours building and modifying virtual worlds. Whilst doing things that they consider to be entertainment they are inadvertently learning key computational thinking skills.
Screen Shot 2016-08-07 at 7.52.09 PM

 

What is Computational Thinking?

“Computational thinking is a way humans solve problems; it is not trying to get humans to think like computers. Computers are dull and boring; humans are clever and imaginative. We humans make computers exciting. Equipped with computing devices, we use our cleverness to tackle problems we would not dare take on before the age of computing and build systems with functionality limited only by our imaginations; ” Jeanette M Wing

Minecraft happens to be a fantastic sandbox game to explore computational thinking. Minecraft provides a platform in which 21st century literacy skills can be explored and developed to cater for the learning objectives in the Australian Technology Curriculum. Educators have the option to utilise the existing user interface or subscribe to the new and improved Minecraft:Education Edition which makes implementing this amazing learning tool into your existing curriculum as easy as clicking on a mouse.

Using Minecraft as an Educational Tool 

 Read on further to discover how Minecraft can address the four cornerstones of computation thinking and the lesson plans offered in the Minecraft: Education Edition!

Continue reading →